A sample of SEAL Curriculum links - Bradford



Primary SEAL

Theme: Changes

Curriculum Links Booklet

A sample of SEAL Curriculum links

Covered by the

SEAL Curriculum Resource

Theme: Changes

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|SEAL Curriculum Links – Foundation level |

|Changes |

|Creative Development |

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|Children are invited to select something that reflects change in their lives or environments and record a pictorial calendar of the changes over time. This change could be their own physical growth, changes |

|within their family, the metamorphosis of a caterpillar to a butterfly, the growth of a seed into a plant, the changes of the seasons, etc. The changes could be recorded pictorially using drawings, computer |

|graphics, video, photographs, etc. |

| |

|Children are encouraged to use a range of graphic techniques to record and present their pictorial calendar. They are also encouraged to imagine different sequences of events and consequences of changes: for |

|example, by stopping the sequence at any point and providing alternative scenarios. |

|Geography |

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|Children explore life cycles and stages of growth and are encouraged to seek explanations for the changes they are recording. They look at the life cycles of caterpillars and frogs, perhaps watching the changes|

|in chrysalis or frogspawn in the classroom setting. |

| |

|Using the text ‘Waterbugs’ and dragonflies by D Stickney (Pilgrim) ISBN 082981180X, or In a nutshell by Joseph Anthony (Dawn Publications) ISBN 188322098X, will help you make links between your work on change |

|and the earlier work in Theme 6 Relationships on helping children understand the natural cycle of life and death. |

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|Notice how the weather changes from day to day. Use digital photographs to collect examples of weather changes. Children discuss what impacts these changes have on us, for example, our clothing. |

|P.E |

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|Physical development: |

|Children are given stimulus for creating a dance or mime about the changes recorded in their calendar. |

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|Science |

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|Knowledge and understanding of the world: |

|Children explore life cycles and stages of growth and are encouraged to seek explanations for the changes they are recording. |

|They look at the life cycles of caterpillars and frogs, perhaps watching the changes in chrysalis or frogspawn in the classroom setting. |

| |

|Using the text ‘Waterbugs’ and dragonflies by D Stickney (Pilgrim) ISBN 082981180X, or In a nutshell by Joseph Anthony (Dawn Publications) ISBN 188322098X, will help you make links between your work on change |

|and the earlier work in Theme 6 Relationships on helping children understand the natural cycle of life and death. |

| |

|Notice how the weather changes from day to day. Use digital photographs to collect examples of weather changes. Children discuss what impacts these changes have on us, for example, our clothing. |

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|SEAL Curriculum Links – Years 1 & 2 |

|Changes |

|Creative Development |

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|Art and design and Music: |

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|Art and design: QCA Unit 1A Self portrait. If the children have produced a self portrait at the start of Year 1 they could now revisit that idea and see how they have changed. Their likeness will be different |

|and so will their perception of themselves so this is an opportunity for both observed and imaginative work. |

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|Music: QCA Unit 2 Sounds interesting – Exploring sounds: Learning about how to change sounds. |

|Geography |

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|QCA Geography Unit 2 - How can we make our local area safer? |

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|Links can be made with literacy and citizenship. Children may begin to develop a sense of responsibility for the environment. Through writing a letter to the local council transport department, they see that |

|they can be involved in influencing change. |

|History |

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|QCA History Unit 1 How are our toys different from those in the past? |

|QCA History Unit 2 What were homes like a long time ago? |

|Maths |

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|(Science and Maths) See exemplar lesson plan, based on QCA scheme of work Unit 2A Health and growth. |

|Many of the other QCA units of work for this age group are highly relevant to change: |

|Unit 1A Ourselves, section 6 Growing older: How have the children grown and developed? |

|Unit 1B Growing plants, section 5 Watering plants: Growing plants from seed, measuring and logging changes such as height, how many leaves, size of leaves, through drawings or by taking digital photographs, |

|comparing changes when plants are grown under different conditions. |

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|Collect data about height and number of leaves over an appropriate period of time, and display this data in a variety of ways. |

|Use a digital microscope with time delay setting to capture the growth of a plant or the opening of a flower. |

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|Unit 1F Sound and hearing, section 5 Body sounds and section 8 Loud sounds: |

|Finding out what kind of sounds children can make using their bodies (e.g. voices, clapping, stamping) and how they can change these sounds; creating sound makers like shakers and finding out how they can |

|change the sounds to be high or low, loud or quiet; finding out how we can stop sounds entering our ears, what materials we would use to make earmuffs, and how these change the sounds we hear. Record this data |

|in a table or list. |

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|Unit 2D Grouping and changing materials, section 4 Changing shape and section. Experimenting with melting ice: Allow children to explore different objects made of a range of materials they can change by |

|applying forces (e.g. squeezing, pulling). |

|Make an ice hand using rubber gloves. Ask the children to predict how they think the hand will change as it melts: for example, which part of the hand they think will change first or most over the next five |

|minutes. Use cooking to show change in materials: cook not only cakes and biscuits but also pancakes, soup and bread. Include cold cooking such as fruit salads (watch bananas and apples go brown – ask how we |

|can stop this change) and milk shakes. Take digital photographs before and after to compare changes. Always make sure that children think about why the change has taken place. What did they do to make something|

|change? |

|P.E |

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|PE and mathematics |

|In PE lessons, get children to be aware of changes in their bodies when they exercise, for example, faster heart beat, increased breathing rate, sweating. Use simple measures to record these changes. |

|R.E |

| |

|QCA RE Unit 1A What does it mean to belong? |

|Children can think about the importance for some people of belonging to a religion and recognise the difference this makes to their lives. They can explore important aspects of change in religion, such as bar |

|and bat mitzvah in Judaism, and the khalsa ceremony in Sikhism. |

|Science |

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|See exemplar lesson plan, based on QCA scheme of work Unit 2A Health and growth. Many of the other QCA units of work for this age group are highly relevant to change: |

|Unit 1A - Ourselves, section 6 Growing older: How have the children grown and developed? |

|Unit 1B - Growing plants, section 5 Watering plants: Growing plants from seed, measuring and logging changes such as height, how many leaves, size of leaves, through drawings or by taking digital photographs, |

|comparing changes when plants are grown under different conditions. |

| |

|Collect data about height and number of leaves over an appropriate period of time, and display this data in a variety of ways. |

|Use a digital microscope with time delay setting to capture the growth of a plant or the opening of a flower. |

| |

|Unit 1F Sound and hearing, section 5 Body sounds and section 8 Loud sounds: |

|Finding out what kind of sounds children can make using their bodies (e.g. voices, clapping, stamping) and how they can change these sounds; creating sound makers like shakers and finding out how they can |

|change the sounds to be high or low, loud or quiet; finding out how we can stop sounds entering our ears, what materials we would use to make earmuffs, and how these change the sounds we hear. Record this data |

|in a table or list. |

| |

|Unit 2D Grouping and changing materials, section 4 Changing shape and section 7 Experimenting with melting ice: Allow children to explore different objects made of a range of materials they can change by |

|applying forces (e.g. squeezing, pulling). |

|Make an ice hand using rubber gloves. Ask the children to predict how they think the hand will change as it melts: for example, which part of the hand they think will change first or most over the next five |

|minutes. Use cooking to show change in materials: cook not only cakes and biscuits but also pancakes, soup and bread. Include cold cooking such as fruit salads (watch bananas and apples go brown – ask how we |

|can stop this change) and milk shakes. Take digital photographs before and after to compare changes. Always make sure that children think about why the change has taken place. What did they do to make something|

|change? |

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|SEAL objective: |

|􀂃 To understand natural developmental changes |

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|Science objectives: |

|􀂃 To know that animals, including ourselves, change as they grow |

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|􀂃 To make simple comparisons between young animals and older animals, including humans |

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|Linked unit of work QCA Science Unit 2A Health and growth |

|Linked speaking and listening focuses: Y2 T3 1: To use language and gesture to support the use of models/diagrams/displays when explaining |

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|Suggested activities: |

|Lesson 1 |

|Part 1. Provide children with a range of pictures of different kinds of animals, at both young and adult stages of their life cycle. Include in this range animals such as sheep, frogs, elephants, snakes and |

|butterflies. Ask children to look at them and match adult to baby and then, for each set of pictures, think about the similarities and differences between them. Challenge children to suggest which animal has |

|changed the most from young to adult and explain their decision. |

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|Part 2. Using picture books, CD-ROM material or a website, present children with information about the life histories of different animals. Choose a range of animals, some that go through different stages and |

|changes such as butterflies and frogs, and others whose changes are limited such as spiders, snakes and alligators. Allow each child to choose an animal and ask them to create one of the following: |

|• a band for their hat or head, showing around the band how the animal changes as it gets older; |

|• a shadow puppet play telling the animal’s life story and describing how it |

|changes as it gets older; |

|• a strip cartoon of the animal’s life story, possibly using presentation or multimedia software, either in groups or as a class on the interactive whiteboard. Children could work in pairs and decide which |

|changes to show and talk about. |

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|Part 3. Provide children with an opportunity to show other children what they have created and to talk through the different changes that happen in the animal’s life story. You could use the life cycle |

|activities offered by some software packages (e.g. My World) and encourage children to put them in the correct order on the interactive whiteboard. |

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|Lesson 2 |

|Part 1. Ask children to bring in photographs of themselves from being a baby to the present day. Make sure that they write their names on the back of the photographs so that if any get mixed up they can be |

|returned to their owner. Give children time to look at each other’s photographs and talk about how they have changed from being a baby to the present. |

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|Part 2. Give each child a photograph album; this might be made from A4 paper or card and have a space for each photograph and another space where they can write one or more sentences about how they have changed|

|since the photograph on the previous page. Encourage children to write about the different changes and compare not only how they look, but also what they could and could not do at the different ages, their |

|likes and dislikes, friends, games, clothes, and reflections on what they were like. |

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|Part 3. If the class runs a buddy system, then the buddies could swap albums and each look at what the buddy has produced. Otherwise allocate children a ‘friend’ from their own or another class and allow |

|children the opportunity to share their photograph albums with someone else. |

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|Lesson 3 |

|Part 1. Talk to children about photograph albums and suggest that the class could create a Big Book Photograph Album about one animal. Have a class vote on which animal to choose and ask children to go home and|

|find out as much as they can about the animal and bring the information, including pictures, back to school. |

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|Part 2. Over a period of time, organise children to put what they have found out about their adopted animal into the class Big Book Photograph Album. Ensure that part of the album focuses on the changes that |

|take place from birth to adulthood; include pictures and sentences about how the animal changes, what it can do for itself, and how the parent looks after it or doesn’t. Discuss comparisons with their own life |

|cycle and changes as they grew up with those of their adopted animal. |

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|Part 3. When the album is complete organise different groups of children to show the album to children in other classes in the school, or other groups of children in younger year groups. |

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|SEAL Curriculum Links – Years 3 & 4 |

|Changes |

|Creative Development |

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|Art and Design: QCA Unit 3C Can we change places? |

|History |

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|See exemplar lesson plan, which relates to QCA Unit 6A on Roman Britain. |

|Other study units will also lend themselves to the approach in the exemplar, best done at the end of a series of lessons. |

|Draw two heads with large speech-bubbles coming from their mouths. One speech-bubble says ‘The good things about … are …’ The other says, ‘The bad things about… are …’ |

|The children fill in as many good and bad points as they can think of. Follow this with a discussion about how changes can have good and bad sides or can be good for some people and bad for others. |

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|SEAL objectives: To explore feelings and responses to unwelcome or imposed change. |

|Linked unit of work - QCA History Unit 6A Why have people invaded and settled in Britain in thepast? A Roman case study |

|History objectives As QCA Unit 6A |

|Linked speaking and Y4 S: To tell stories using voice effectively |

|listening focuses Y4 Dr: To create roles showing how behaviour can be interpreted from different viewpoints |

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|Prior work Section 1 of QCA Unit 6A |

|The aim of these drama sessions is to create empathy for Celtic civilisation as it existed before the Roman invasion. |

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|Lesson 1 |

|Use this first drama activity as preparation for section 2 of QCA Unit 6A. |

|Resources: hall or large space. |

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|Part 1 (warm-up). Ask children to mime various activities related to farming or pre-industrial crafts, for example, digging, chopping, sowing seeds, hammering, spinning. |

|Part 2 Ask children to lie in a space and listen while you describe what is happening. They should act out what you say, making sure they can always hear your voice. Join in the actions yourself to give |

|children access to movement vocabulary, and between giving instructions talk to the children in role. Your talk-through will take the children through waking up, dressing warmly, eating some bread and cold |

|meat, going out of the house, going through a gateway and down a hill to woodland, cutting straight branches to finish building a house, carrying them uphill to the site of the new roundhouse, fastening the |

|last posts in position. They then return downhill by the river, cut reeds, and collect mud and animal hair. Returning to the house site, they finish thatching the roof and sealing the holes in the wall with mud|

|mixed with animal hair. When the house is finished, they sit in a circle round the fire, passing around food and drink and drinking a toast to the new house |

|. |

|Part 3 Come out of role. What do we know about these people? Elicit that they live on a hill; if there is a gateway there must be a fence around the settlement; they live in round houses and use simple |

|technology. Link to the history work the children have been doing on Roman Britain and prepare them to research the lifestyle of the Celts in section 2 of QCA Unit 6A. |

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|Lesson 2 |

|Resources: hall or large space. |

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|Part 1 In this lesson, children play the part of youngsters of the tribe. They need to learn the crafts and skills of the Celts to become honoured members of the tribe. As an elder of the tribe it is your job |

|to teach them. Demonstrate simple mimed actions for farming activities, metalwork, spinning and weaving. |

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|Part 2 As future warriors of the tribe they need quick reflexes. Practise knee-boxing in pairs. Each squats and, moving only in the squatting position, tries to touch the opponent’s knee and stop the opponent |

|touching theirs. They should watch each other’s eyes to see if they can tell when the opponent is going to strike. The first to reach three touches wins. |

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|Part 3 Have the children sit round an imaginary fire in a circle. Say: ‘As Celts we all appreciate a good storyteller and tales of monsters, giants, battles, magic and mystery. Let’s tell a tale now while the |

|meat cooks over the fire and whoever tells the best part of the story gets to eat the champion’s portion – the best part of the joint.’ Begin a story of hunting in the forest or similar and end on a |

|cliff-hanger. Pass the story around the circle, encouraging the use of Celtic themes such as monsters, magic, etc. Round up by saying that the children were all so good that they can all share the champion’s |

|portion. |

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|Part 4 (this could form a subsequent lesson, depending on timing). Go around the circle and divide children into roles of farmer, craftsperson or warrior. Ask them to decide on something special that represents|

|their craft, such as a sword or shield for a warrior, to throw into the sacred stream. When they have thought of their object then they should think of something to be thankful for in the last year (e.g. a good|

|harvest) and also a wish for next year. Ask each group in turn to mime throwing their objects into the water and to make their thanks and their wish. Try to keep the mood serious and ceremonial. In role, say |

|‘What do you bring to the sacred stream? What is your wish?’ |

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|Part 5 Out of role discuss what we know about Celts. They were farmers and made beautiful craft objects. They were proud warriors and told stories. The notion of the champion’s portion is true and |

|archaeological evidence shows that they did throw precious objects into lakes and streams, probably as part of a ritual. |

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|Lesson 3 |

|When considering Boudica’s revolt (QCA Unit 6A section 4) refer back to the children’s feelings when they were in role as Celts. Why would the Celts have fought Romans? What did the Celts risk losing? Freedom, |

|culture, land? What would happen to them (a) if they gave in and accepted Roman rule, and (b) if they fought? How would they have felt? If possible, refer to the book Catus: a child in Roman Britain AD80 by |

|Teresa Woodbridge (Tempus Reparatum Archaeological & Historical Associates Ltd) ISBN 1871314011. |

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|Lesson 4 |

|Use this lesson at the end of the QCA Unit 6A, after section 7. |

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|Part 1 Review your discussion about what changed for the Celts when Romans occupied Britain. Was this a natural or an imposed change? Was it a positive change or a negative one? What did they lose and what |

|positives came from Roman occupation? |

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|Part 2 Draw two heads on a whiteboard or flipchart with large speech bubbles. The heads should look like Celts. In one speech bubble write ‘The good things about the Romans coming are …’ In the second bubble |

|write ‘The bad things about the Romans coming are …’ Ask the children to write the different points of view for the two people. |

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|Part 3 Set up a role-play where children offer advice to the two Celts. You could also have the children debate whether the changes involved more gains than losses or more losses than gains. |

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|Alternatively: |

|Part 2 Ask the children to fold an A4 piece of paper into three parts, headed: |

|Once I … Now I … I feel … Ask them to imagine they are Celts after the Romans have settled. They should think of aspects of their lives: what they wore, how they lived, where they lived, their status, etc., and|

|fill in the chart for each aspect, using good descriptive words for feelings. |

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|Part 3 Use the chart as basis for writing a non-rhyming poem using the phrases Once I ..., Now I … to give it structure. The poem should show how they feel about what was gained and what was lost after the |

|Romans came. |

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|Possible lesson 5 (depending on maturity of children) |

|Discussion: Wherever the Romans settled in the world their towns were the same and they made people accept their religions, types of building, language, etc. Why did Romans want everyone to be like them? |

|Are we like this too? Do we laugh at or not appreciate people who do things differently? Relate this to the Roman’s opinion of Celts, their having no written history despite an oral history, portable artefacts |

|and more temporary building structures because of nomadic history rather than big lasting structures, statues, etc. When one country invades another they often don’t value the indigenous culture and they impose|

|their own. Can the children think of any examples? Look out for examples in future history topics and in the news. |

|Maths |

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|Science and mathematics |

|QCA Science Unit 4A Moving and growing (sections 4, 8): |

|Show videos of how people of different ages move, for example, a baby, toddler, teenager, adult. Discuss changes, how they move aided and unaided, how their skills change, what they can and cannot do, playing |

|games, having more dexterity, etc. |

|Ask children to predict what they might look like when they are fifteen, twenty-five, forty-five, seventy-five, and what they will be able to do. Using photographs create a time line, and when they reach their |

|current age, draw pictures of themselves in the future with captions about how they have changed. This could include height, weight, arm span, leg length. |

|Use ICT to create the time line, using either time line software or a desktop publishing package – possibly on your interactive whiteboard. Use morphing software to change a picture of a person at one age into |

|a picture of the same person when they are older, or look at morphs on the Internet. (There is some freeware morphing software which is downloadable from the Internet.) |

| |

|QCA Science Unit 4D Solids, liquids and how they can be separated (section 5): |

|Engage children in physical enactment to explain how materials change from solid to liquid to gas and back. Children could explore how to slow down, speed up and stop changes taking place, for example, how to |

|slow melting or evaporating. |

|They could represent this data in a variety of ways, using ICT where appropriate. Give children a range of materials to heat to show change, for example, making toast, making popcorn, melting chocolate. Which |

|changes are reversible? |

|P.E |

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|PE - Create a dance which shows feelings and thoughts associated with change, perhaps linked to one of the texts in the exemplar literacy lessons detailed in the class activities booklet. |

|R.E |

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|QCA Unit 3E What is faith and what difference does it make? Consider the lives of religious leaders and how their example has changed the world. |

|Science |

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|QCA Science Unit 4A Moving and growing (sections 4, 8): |

|Show videos of how people of different ages move, for example, a baby, toddler, teenager, adult. Discuss changes, how they move aided and unaided, how their skills change, what they can and cannot do, playing |

|games, having more dexterity, etc. Ask children to predict what they might look like when they are fifteen, twenty-five, forty-five, seventy-five, and what they will be able to do. Using photographs create a |

|time line, and when they reach their current age, draw pictures of themselves in the future with captions about how they have changed. This could include height, weight, arm span, leg length. |

|Use ICT to create the time line, using either time line software or a desktop publishing package – possibly on your interactive whiteboard. Use morphing software to change a picture of a person at one age into |

|a picture of the same person when they are older, or look at morphs on the Internet. (There is some freeware morphing software which is downloadable from the Internet.) |

| |

|QCA Science Unit 4D Solids, liquids and how they can be separated (section 5): |

|Engage children in physical enactment to explain how materials change from solid to liquid to gas and back. Children could explore how to slow down, speed up and stop changes taking place, for example, how to |

|slow melting or evaporating. They could represent this data in a variety of ways, using ICT where appropriate. Give children a range of materials to heat to show change, for example, making toast, making |

|popcorn, melting chocolate. Which changes are reversible? |

| |

|SEAL Curriculum Links – Years 5 & 6 |

|Changes |

|Geography |

| |

|The lesson sequence based on Access for all for Year 4, in the Yellow set, may be followed up in Year 5 using activities which focus on the need for changes in the local environment. The children discuss how |

|accessible local places are, and select part of the local area, for example, a shopping street or centre or a park, to study good access and areas for improvement. Using previously prepared photographs, they |

|sort them into examples of good or poor access, for example, bins on the pavement, gentle ramp into shop, etc. |

| |

|In groups they plan an investigation of different aspects of their area, for example, access to buildings; pavement/pathway and parking access; signage and facilities such as toilets; people’s attitudes towards|

|accessibility. They decide how to record evidence, for example, on maps; taking photographs; using interviews or questionnaires. They undertake the field investigation. |

| |

|The groups prepare reports on their findings and suggest improvements that are needed. They check the Council and disability websites to see who is responsible for improvements and what is covered by |

|legislation. Local officials are invited in and interviewed about local progress. |

|The groups complete their reports, mount a display and organise a presentation to which the local councillor and others (such as planning officials, local business people) are invited. |

|History |

|SEAL objectives |

|To explore the complex feelings associated with change |

|To build the sense of belonging to a group, and personal identity |

| |

|History objectives |

|To select and combine information from several sources |

|To make links between changes and the causes of changes |

|To recognise features of a period |

| |

|Art and design objectives |

|To explore ideas and collect visual information |

|To combine and organise visual qualities to suit intentions |

|Linked speaking and listening focuses Y6 T3 S65: To use techniques of dialogic talk to explore ideas, topics and issues, for example, interviewing someone, using formal language |

| |

|This sequence of lessons forms an Identity Project to support Y6 children in preparing for transition to secondary school. The lesson sequence is made up of distinct units which could all be used in the summer |

|term or could be spread across the year or mixed and matched as desired. The sequence aims to answer the questions ‘Who am I?’ and ‘How do I come to be living in this place at this time?’ |

| |

|Unit 1: Art and design |

|Lesson 1 |

|Resources: Internet access, art materials for design (oil pastels work particularly well) |

| |

|Part 1. Introduce children to the idea of Adinkra symbols (traditional symbols from Ghana, printed on cloth). The symbols represent aspects of a person’s personality or position. The children can use the |

|Internet to research the symbols, their meanings and how they are printed by searching for ‘Adinkra’. Alternatively, you could print out pages of information in advance. |

| |

|Part 2. Children are asked to think about themselves, their skills, personality and interests. Are there any Adinkra symbols they feel represent them? Can they invent or use their own symbols to represent |

|themselves? Discuss possible known symbols such as music notes or comedy and tragedy masks. What others could they use? Are there any animals that represent aspects of their personality? |

| |

|Part 3. Ask children to design a panel, about A4 size, to represent themselves using traditional or invented symbols or a combination. |

| |

|Lesson 2 |

|Resources: fabric, equipment for printing or batik |

|Using batik or printing techniques children prepare and carry out their designs on a panel of fabric. When all the panels are finished they should be joined together to make a banner to represent the class. It |

|will be helpful if the teacher has a panel too. Discuss what characteristics, skills and interests are represented in the panels and therefore in the class. If this unit is done at the beginning of the school |

|year, it can be useful to ask the children what they can contribute to the class during the year. |

| |

|Do they have particular skills in helping others with personal or work problems, tidying and organising, or preparing displays? A list can be drawn up which includes all the children and is then used during the|

|year. This fits well with initial work on target setting and what the children want to get out of the year, showing that they have things to offer too. |

|Unit 2: History (this can form part of QCA History Unit 13 How has Britain changed since 1948?) |

|Lesson 1 (if using QCA Unit 13, this forms the Enquiry stage after the first two lessons) |

|Resources: books, articles, videos relating to the Windrush and post-war immigration into Britain. Internet research – good sites are .uk and bbc.co.uk/history |

| |

|Part 1. Ask children to work in small groups with research materials to answer the questions: |

|Why did many people come to settle in Britain after the Second World War? |

|What were the advantages for them and for the country? |

| |

|Part 2. Report back and attempt to draw generalised conclusions from specific cases. |

|Note: You may want to extend this research over more than one lesson. |

| |

|Lesson 2 |

|Part 1. Ask the children how many of them have moved house during their lives. |

|Did they move to a different area, a different school, a different country? Use personal experiences to discuss what it was like, what were the hardest aspects, what things were most different. |

| |

|Part 2. Link personal experiences to those of the immigrants of the Windrush era. |

|What does the children’s research suggest were the problems they faced? How would the changes they experienced have affected them? |

|Note: This discussion will necessarily involve discussing racism. The area is an important one and should not be avoided, although it needs to be handled sensitively. |

| |

|Part 3. Ask children to either use their own experience of moving or imagine they arrived on the Windrush and to plan and write a poem about the changes they experienced. |

| |

|Lesson 3 |

|Part 1. Ask children to think about their own families. Have they always lived in the same area? Did their grandparents? How much do they know about where they lived and what they did? |

|Note: This is obviously a sensitive area for children who are looked after by the local authority and children who have experienced family break-up. Alert parents/carers about the activity in advance. Be open |

|with the children about the difficulties they may have with the work they are undertaking and how they themselves may need to be sensitive when, for example, asking parents for information. As a last resort |

|there is always the option of them helping a friend with their research but children will gain far more by investigating their own family history as far as they are able to. |

| |

|Part 2. Explain to the children that they are going to try to research their own family history, going as far back as they can. Discuss what methods they might use, for example, face-to-face interviews with |

|parents or grandparents, questionnaires to send to more distant relatives, or collecting copies of family photographs or documents. |

| |

|Part 3. Ask children to prepare questions to ask relatives. Prepare a checklist of enquiries they can make. |

| |

|Lesson 4 onwards |

|Over the next few weeks sessions will need to be set aside for children to write up their findings and organise their work into a folder or book. Much of the research has to be done individually and in their |

|own time and children will need support and encouragement with this. They should regularly discuss how to review their targets, plan steps necessary to reach their goals, and identify and overcome obstacles. |

| |

|Unit 3: English |

|Resources: Boy by Roald Dahl (Penguin) ISBN 0140318909, Coming to England by Floella Benjamin (Puffin) ISBN 0140380817 |

|Lesson 1 |

|Part 1. Remind children of work they did on biography and autobiography in term 1. Read the chapter ‘First Day’ in Boy, focusing particularly on the paragraphs describing his arrival and meeting with the |

|headmaster. |

| |

|Part 2. Discuss this section, referring particularly to the shark imagery. Ask children to work in pairs to discuss their own first day at school. Think of and record good descriptive words and phrases, |

|including imagery, to describe what they saw, heard, felt and smelled. |

| |

|Part 3. Share and discuss effective description. |

| |

|Lesson 2 |

|Part 1. Read chapter 1 of Coming to England, focusing on the first three or four pages. Discuss what Floella Benjamin saw, heard, felt and smelled and how she describes this early memory. |

| |

|Part 2. Ask children to plan and write an account of their own early memory using description of how it affected their senses. |

| |

|Lesson 3 onwards |

|Use examples from Boy and Coming to England to model writing for chapters in the children’s own autobiographies. This can be illustrated with family photographs and could be bound with the family history to |

|make a complete record of their lives and background. It also makes a good record of work for children to take to their secondary schools. |

| |

|Unit 4: Conclusion |

|Lesson 1 |

|Part 1. Refer back to the individual panels that make up the class banner. Each child in the class is represented there. As individuals they are the sum of their family history, background, upbringing and the |

|early experiences that they have researched and written about. |

| |

|Part 2. Refer back to the Windrush research. When people move they have to make many changes but they like to do some things the way they did before. Suggest and discuss things people might want to keep the |

|same such as food, music, clothes, religion. |

| |

|Part 3. Are there particular foods, types of clothing, family traditions, etc. that they feel particularly form a part of their identity? Record them. This might be on a secret piece of paper for themselves |

|alone. |

| |

|Part 4. Discuss how elements of stories, music, food, etc. travel with people and are adapted to form part of a new culture. Ask the children what they enjoy in their culture that they can trace to another, |

|e.g. Chinese or Italian food, reggae or other music. |

| |

|Lesson 2 |

|Resources: pieces of ribbon or tape about 50 cm long that can be written on |

|Part 1. Give each child three pieces of ribbon. Say that they represent their past, present and future. On the ribbon representing their past they should write words that represent their family background, |

|heritage and ancestral culture. (They can use some of the things recorded on their secret paper.) On the ribbon representing their present they do the same thing to represent their present situation. This may |

|include their family position, aspects of their culture, hobbies; anything they feel is relevant to themselves. The future ribbon can contain things in the known future, such as a new school, hopes and |

|aspirations and perhaps question marks for the unknown. |

| |

|Part 2. The three ribbons are plaited together, keeping the information on them secret. They can be labelled with the child’s name or personal symbol. |

| |

|Part 3. The life braids can be hung up in the classroom. Discuss how each child is represented by their own past and present and how these will inform their choices and goals in the future. |

| |

|Maths |

| |

|Ask children to work in pairs to list things that have embarrassed them, or that have the potential to embarrass them. They give these things a rating between 1 and 10. The data can be displayed in a variety of|

|ways. |

|P.E |

| |

|R.E |

| |

|See exemplar lesson plan, in which children consider how different religions mark important changes in the lives of children and adults. |

|Seal objectives: |

|To understand feelings associated with changes in our lives |

|To understand the importance of changes in people’s lives |

| |

|RE objectives (linked to the non-statutory national framework) |

|AT1: To describe the variety of practices and ways of life in religion and understand how these stem from and are closely connected to beliefs and teachings. To use specialist vocabulary in communicating their |

|knowledge and understanding |

| |

|AT2: To respond to challenges of commitment both in their own lives and within religious traditions, recognising how commitment to a religion is shown in a variety of ways. To reflect on what it means to |

|belong to a faith, community, communicating their own and other responses |

| |

|Lesson 1: Investigating change in religion |

|Invite the children to bring in pictures of themselves as babies. Display these and ask the children to work out who is who. |

|Part 1. In small groups ask the children to discuss changes in their lives since being born. Draw up a chart of key events (e.g. starting school, moving house, new brothers/sisters, etc.) |

| |

|Part 2. Use photographs and/or CD-ROM to recap on special moments in religion they have previously covered, for example, birth ceremonies. Where appropriate, enable children from a faith background to talk |

|about the importance of birth ceremonies within their religious tradition. Introduce the idea of change in religion in terms of transition from childhood to adulthood. Options could include confirmation within |

|Christianity, bar and bat mitzvah in Judaism and the khalsa ceremony in Sikhism. |

|Show the children artefacts associated with the ceremony and ask them to reflect on their significance. Encourage them to use specialist vocabulary, for example, communion, torah, guru, granth sahib, |

|accurately. |

|Part 3. Ask the children to reflect on what they consider to be important |

|differences between being a child and an adult. |

| |

|Lesson 2: Focused tasks |

|Children in pairs/groups research one ceremony in religion which signifies change, making appropriate use of ICT. Key questions could include: |

|What happens at this special event? |

|What special words are said? |

|Why is the event important in the religion? |

|How does the event demonstrate change from childhood to adulthood? |

| |

|Lesson 3: Conclusion |

|Children present their findings using a range of media – photographs, storyboard, use of ICT. |

|Science |

| |

|QCA Unit 5A Keeping healthy, section 4 Exercising and section 8 Exercising and pulse rate: Investigate changes brought about by exercise, for example, breathing and pulse rate, representing this data in a |

|variety of ways, using ICT where appropriate. Ask children to consider people who experience imposed change due to ill-health or disability and the similarities/differences in lifestyle that result. |

| |

|Unit 6A QCA Interdependence and adaptation: How do humans change the environment? What are the repercussions for the environment? Research and collect data, representing this data in a variety of ways, using |

|ICT where appropriate. |

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