Schudio



centercenterTheme OverviewLead SubjectsAdditional SubjectsEnglishScienceHistoryArt and DesignComputingMathematicsStory as a ThemeExplanationsPoems on a ThemeVisitsVisitorsExperiencesEventsGetting Started…Be CuriousBe KnowledgeableBe AdventurousBe AmbitiousBe CreativeBe CollaborativeBe ReflectiveBe PositiveEngage in first-hand experiencesEmbrace experiences which are remarkable to the individualInvoke a sense of awe and wonderDevelop an appreciation of and responsibility for the environmentEngage in multi -sensory learningExperience contrasts (polluted/unspoilt, light/dark, urban/rural, loud/quiet)Secure strong Literacy/Numeracy SkillsDevelop subject specific languageManage, receive, record and apply informationNurture a thirst for knowledgeApply cross -curricular skillsDevelop Information processing skillsWork within one's own comfort zone and outside itWork in the real world with first-hand experiencesWork practicallyWork on a large scaleExperience exhilaration, challenge and achievementDevelop problem-solving skillsDevelop responsibility for one's own learningLink with expertsSee possibilitiesStrive for improvementSeek opportunitiesDevelop an open outlookDevelop a 'Growth Mindset'Develop relevant attributes of learningChoose how to use free timeDeveloping hobbies and interestsApply skills to new situationsExplore alternatives in problem solving situationsQuestion 'What if...?' 'Why not....?', etc.Develop creative thinking skillsWork with others in an interactive learning processRespect the opinions and differences of othersValue one's own perceptions and those of othersChallenging one's own perceptions and those of othersWork as a teamDevelop empathyDevelop social skillsMake lifestyle choices in response to thoughtsIdentify and use one's aptitudes and interests as a vehicle for learningMove towards the understanding of a wide range of feelings (success/failure, apprehension, anticipation)Develop awareness of individual strengths and areas of developmentDevelop reasoning skillsListen and respond to adviceValue pupil voiceDevelop self-esteemBe listened toManage one's own behaviourDevelop own opinionsSecure and articulate preferencesConsider one's place in the worldFoster intrinsic motivationDevelop relevant attributes of learningScienceKey LearningMaterial Properties – Uses of MaterialsIdentify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, water, rock, paper and cardboard for particular uses.Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching (applying a force).Some materials can be found naturally; others have to be made.Notes and Guidance (Non-statutory)Pupils should identify and discuss the uses of different everyday materials so that they become familiar with how some materials are used for more than one thing (metal can be used for coins, cans, cars and table legs; wood can be used for matches, floors, and telegraph poles) or different materials are used for the same thing (spoons can be made from plastic, wood, metal, but not normally from glass). They should think about the properties of materials that make them suitable or unsuitable for particular purposes and they should be encouraged to think about unusual and creative uses for everyday materials. Pupils might find out about people who have developed useful new materials; for example, John Dunlop, Charles Macintosh or John McAdam. Pupils Might Work ScientificallyBy comparing the uses of everyday materials in and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs).By observing closely.By identifying and classifying the uses of different material.By recording their observations.By thinking about unusual and creative uses for everyday materials. ScienceCreative Learning Opportunities and OutcomesResourcesThe BBC Bitesize website has a variety of clips linked to the theme of ‘Uses of materials’ (here) and ‘Changing materials’ (here).Real outcomeChoose one of the following ideas:Explain to the children that they have been asked to design and open a mini museum near the seaside all about materials. The museum needs to include information on the variety of materials used in the modern world, properties of common materials, where materials come from and how useful they are (this will be the success criteria).Make a group big book or display all about materials and their uses. Hold an open afternoon for parents so that children can share the book and tell parents about the science they have been learning. Children could make a cover for their book from home-made paper and create their invites using wallpaper. Explore / Observe / First hand experiencesWhat is it like? Can you describe it? This activity could be done over one or two sessions depending on how much support is required. Recap learning about objects and material properties from Year One. Provide the children with a collection of objects that they might take on a trip to the seaside, e.g. beach ball, swimwear, flip-flops, towel, umbrella/parasol, spare socks, sunglasses, wooden cricket stumps, wooden cricket bat, plastic Frisbee, wooden rounder’s bat, toy kite, pop up sun tent, windbreak, blanket, deck chair, picnic items such as spoon for yoghurt (plastic and metal), plastic storage boxes, plastic zippy bags, cups, etc. Different items could be set up on each table and children could move between each table during the lesson so various different examples can be touched, discussed and described. Try and include some items made from just one material and some such as the umbrella/parasol made from two or more materials. Firstly ask the children if they can name their object and say what it is made from. Can children distinguish between the material and the object e.g. it is a ball and is made from plastic; it is a towel and is made from fabric. Can they add something else to their description, such as information about how it feels – soft / hard / bumpy / rough / smooth, etc? Try to have enough objects for the children to work in pairs or threes. On a class display board the children could scribe some words about their item to add to the columns in a table:ObjectMaterialProperty(how it feels / what it can do)e.g. towele.g. fabrice.g. soft, fluffy, flexible (wraps around your body)What words do the children use? Allow them to write their own words first and then provide a ‘better’ example to model more scientific language e.g. they might say ‘wraps around you’ for what a towel can do and the teacher might write ‘flexible’. This helps to model and improve the language the children use. The table can be displayed throughout the unit of work to remind the children of the key vocabulary including object, material and property. ScienceCreative Learning Opportunities and Outcomes (contd.)In a large space set up six different hoops / circles / mats into which the children can sort the seaside items. Give them some thinking time (after they have viewed and discussed the majority of the items). Are any of them similar? Can they be put into groups? What examples do they come up with for how to group them? It might be by colour; it might be their use e.g. sport items, eating items, clothing items; or it might be what they are made from; or something else. Consider which children have made logical suggestions. Ask the children to sort them by ‘what they are made from’. What titles could be written on the hoops / circles / mats to help? After some discussion, provide the labels wood, metal, plastic, fabric, glass, other. Are there some items that could fit into more than one group? Put these in the middle, showing the overlapping circles. Which item is made from the most materials? Why do people not take many/any glass items with them to the beach? Allow the children to write their response individually and then ask them to share their answers with others on their table and verbally feedback a group response. As a group, can they think of more than one reason? i.e. easily broken; dangerous if broken in the sand as it is difficult to clear up and people often walk barefoot; dangerous to animals; difficult to see due to the transparent colour; better alternatives are available, etc. At the end of the session the children could take their items into a large space, using them to create a giant collage/image of a seaside scene. Yellow and blue material/paper could be used to distinguish between the beach and the sea and sky. This would be better if each group took their items one at a time, adding to the scene in their own way. A photograph could be taken of the finished image which could be annotated individually with a sentence for three separate items saying what the object is, what material(s) it is made from and a property. This can be used as an assessment of their understanding from Year One.Sort / Group / Compare / ClassifySelect from the activities below:Why have these materials been used? Look at objects around the classroom/school. Give children three (or more) labels for each of the materials: metal, wood, plastic, glass, fabric. Ask children to attach the labels to things made from that material. Discuss why these objects were made from these materials. What if it was made out of … instead? Children could record the objects in a table and then next to them list some of their properties or write a sentence about why they are made from this material.Travelling to the seaside: Often people have to travel to the seaside by car or bus or train. How many different materials do the children think are used to make a car? Consider allowing children to explore the materials used to make a car. In small groups with adult support, they could observe a car and photograph all the different materials used e.g. metal body; glass windows; plastic (or wooden) dashboard; fabric seats/mats/seatbelts; metal seatbelt buckles; glass mirrors; rubber tyres, etc. Why are cars made out of so many different materials? PMI: Can the children say something good (plus) something bad (minus) and something interesting about the following statements:- What if a car was made from jelly?- What if a car was made from sweets?- What if a car was made from just metal?- What if a car was made from just fabric?- What if a car was made from wood?Children could choose one they would like to think or write about. What they say in this PMI activity can be used as an assessment of their understanding so far. Research: When looking at materials used for cars, teachers could provide an opportunity to find out some facts about a famous scientist who invented something to improve the use of a material, e.g. who is John Dunlop? What did he invent? How did it improve a material? In 1888 Dunlop's son was prescribed cycling as cure for a heavy cold and Dunlop hit on the idea of making the boy's tricycle more comfortable by fitting it with inflated tubes. He called it the pneumatic tyre. ScienceCreative Learning Opportunities and Outcomes (contd.)Sort / Group / Compare / ClassifySilly or sensible? Make two circles split into six segments for each group of children. In the segments of one circle (the materials spinner) have the words chocolate, fabric, wood, glass, metal, plastic. In the segments of the other circle (objects spinner) have some objects e.g. windows, chair, kettle, bed, spoon, socks, etc. Use a pencil to hold a paperclip in the centre of the each spinner. Spin the paperclip around the pencil point. What property does it point at? What object does it point at? Spin the wheel to make up funny or realistic material uses. Is this a sensible sentence or a silly sentence? Write the sentences for a classroom display called ‘Silly or Sensible’. Silly sentences could begin 'It would be funny if … were made of … because…' Now try replacing one of the words on the material spinner with paper. What other silly sentences can they create? As a team can the children make up some more silly sentences and sensible sentences of their own without the spinner for suggestions? Challenge the children to write three sentences independently to assess their use of language so far. Sort / Group / Compare / ClassifyDon’t forget to pack the umbrella / parasol! How many different materials is it made out of? Make a collection of different umbrellas and parasols. In groups get the children to use sticky notes to label each part of an umbrella (canopy, spokes, handle, fastener, etc.) then add some words to say what property each item has e.g. canopy might be see through/brightly coloured, waterproof, flexible, light-weight; the handle has to be smooth and rigid and easy to hold, etc. This activity allows children to see that useful objects are often made out of one or more materials. What if umbrellas were made of chocolate or rock, tissue paper or wood? Challenge the children to be inventors and to design a silly umbrella and an ultimate umbrella. They can then write some sentences to describe what the umbrellas are made out of and what they can do. ResearchWhy is plastic such as useful material? In small groups make a poster called 'Plastic Fantastic' to show what a wonderful invention plastic is. Plastic is made from oil. The BBC Bitesize videos ‘How are crayons made?’ (here) and ‘Production and use of plastics’ (here) introduce where oil comes from and how it can be changed into something more useful. The activities below will provide opportunities for the children to collect pictures, photographs and words to make their ‘Plastic Fantastic’ poster. Select from the options rather than attempting them all.Sort / Group / Compare / ClassifyHow many things are made from plastic in the school/home? This could be linked to a homework linked activity.Why is plastic so useful? It can be made in a factory to have virtually any property that is required. Ask children to bring something from home which is made from plastic. Make a collection in the classroom using various different types of plastic. What properties do they have? Clear, waterproof drinks bottles; opaque and squashy milk bottles; cling film is stretchy, transparent and flexible so you can wrap up different shaped food and see inside it; Wellington boots are waterproof and strong so they can be used outdoors and are a little bit flexible to make them comfortable to wear; Lycra swimming costume is stretchy and comfortable to wear and can mould to your body to help you swim and dries quickly; a plastic bucket is very strong to hold whatever is put in it; some plastics have holes in them (sponges) or a gas trapped inside them e.g. swimming floats; plastic building block toys are very rigid and can be made to be brightly coloured. Children should add a photograph or drawing to their poster with some words to describe why the plastic object is useful. What words/vocabulary can be added to the poster to describe different plastics?ScienceCreative Learning Opportunities and Outcomes (contd.)PMI (plus / minus / interesting)What if a bucket was made of cling film? What if a bucket was made from paper? What if a bucket was made of rock? etc. Create / Invent / DesignThere’s a hole in my bucket, dear Liza, dear Liza! Can you fix it? Allow the children to work in small groups of three or four. Provide each group with a disposable plastic drinking cup (to represent a bucket) with a hole in the bottom. Can they find a material to fix the hole and prevent the ‘bucket’ leaking when filled with water? They can only use one material to ‘block’ the hole. Which do they think will be the most suitable? Provide a variety of materials such as cotton wool, wood chippings/sawdust, modelling clay, sand, rice, kitchen towel, sticky tape. Give them a fixed time to test their ideas. Final testing can be done by holding the cup over their heads while water is added – an umbrella may also proof useful for when their attempts are less successful. Which was the most suitable? Did their ideas change as they tested the materials? Link this to how real scientists test and then refine their ideas. Wow scienceMake a paper cup that holds water. The Instructables website (here) has a set of instructions. Can the children test the length of time the cup will hold 100ml water? Is it as good as a plastic cup or a plastic bucket? Why?Wow scienceAllow the children to explore a SMART material that has an amazing property. Two suitable examples are:- Polymorph: a kind of plastic that can be moulded after heating in warm water (available from the Mindsets online website (here)).- Hydrochromatic paint: can be painted over an image to produce a plain white surface, but when water is applied, becomes transparent (available from the Mindsets online website (here)).Wow scienceCan plastic be recycled? Find out if all plastics can be recycled. Find out how long it takes plastic to decompose. Can children make their own recycled product e.g. recycled or homemade paper. Explore / Observe / First hand experiencesCan I change a material? Show children a bucket, a spade, a plastic drinking cup and a plastic construction brick. What is the same about the objects? What is different? e.g. they are all made from plastic, they are all brightly coloured, they are all hard and smooth BUT they are all a different shape. Plastic is very useful because it can be made into different shapes very easily. How can we change the shape to make something more interesting or more useful?Use malleable resources such as play dough, plasticine, saltdough, clay or ‘Floam’. Label the six sides of a dice with the words bend, pull, squash, twist, stretch, pinch (to simplify the task, just use the words push and pull). Give each child some malleable material and challenge them to make an animal (e.g. hedgehog, duck, spider). They can change the shape of their material with the movement indicated from their roll on the dice, with one movement per roll. Let the children take turns and after several minutes stop them to see how their ‘creature’ is developing. (Some will be more successful than others but this adds to the fun element). Provide different ways for children to record their end product (camera for photographs, notebook, clipboard, etc.) each of which can be annotated with the words they used to change the shape. They can be given another piece of malleable material to make an improved version of their animal if their first attempt was less successful. Can they say why it was a more successful attempt using some of the words from the dice in their sentence. ScienceCreative Learning Opportunities and Outcomes (contd.)Sort / Group / Compare / ClassifyWhat can it do? Will it change shape? This activity lends itself to children recording their ideas in a table or chart. Make a collection of about ten different everyday objects such as sponge, sock, eraser, spoon, drinking straw, etc. Try to use objects made from wood, plastic, metal or fabric, etc. The children then need to decide if each object can ‘bend, squash, twist or stretch’. A table such as the one below can be used to help children record their findings.ObjectBendSquashTwistStretchSpongeSockChildren could draw the table themselves (using the suggested layout shared on the board) and those needing extra support can be provided with a ready-made version. Introduce the word rigid. Can the children suggest items that need to be rigid and items which need not to be? Link to the theme ‘seaside’ e.g. What would a rigid towel be like? What if your spade wasn’t rigid?Can a metal ever be twisted, bent, squashed? Is a car indestructible? Ask for children’s ideas then watch the BBC Bitesize clip (here) which shows the effect of impact on metals using cars in a stock car race. ResearchCan we change materials to make them more useful? Children can be provided with an opportunity to find something out about Charles Macintosh who invented the first waterproof clothing.Testing different materials and their propertiesChoose one of the themes below: ‘exploring and testing different hats and helmets’; ‘exploring and testing sandcastles’; or ‘exploring and testing fabrics’. Exploring and testing different hats and helmetsExplore / Observe / First hand experiencesHave you remembered your sunhat? Have a collection of sunhats for the children to touch, observe and discuss. Include some warm weather hats such as woolly bobble hats to add to the discussion. Show children pictures of a variety of activities that can be done in some seaside resorts such as rock/cliff climbing or canoeing/kayaking. These are being done with organised instructors who have all the correct equipment such as safety helmets. Show children a cycling helmet and, if one is available, another safety helmet. What is the same about all of the hats? Are they all as good as each other? What makes them suitable for their purpose? What is it that makes different types of helmets strong? What materials are used to make a safety helmet? How many different properties are there e.g. soft, spongy lining; thick, rigid exterior; flexible, soft fastener etc. Practical investigation: Comparative / Fair testing Explain to children that they are going to make a helmet to protect a hardboiled egg. Cover a hardboiled egg in two layers of material. Do the same with three other eggs but using a different material each time. Which material was the best to protect the egg? Test two materials you think will work well and two that you think won’t be very protective. Provide lots of different materials (e.g. bubble wrap, tissue paper, cotton wool, cardboard, carrier bag, newspaper, printer paper, etc.) so the children can make aScienceCreative Learning Opportunities and Outcomes (contd.)choice about which they will test. Drop the eggs from a height of one metre. Ask the children how they will record the results.After finding out the best material for protecting the egg, children need to find out how good it actually is. Using their best material they should repeat the experiment but dropping the egg from increasing heights (for health and safety reasons, adults will need to do the ‘launching/dropping’). What is the tallest height that the egg can be dropped from before the egg breaks?Exploring and testing sandcastlesExplore / Observe / First hand experiencesCan we change its properties? Can we make it stronger? Explore making houses out of sand. Which are the most successful? Can you mix anything with the sand to make it better for building with? Can you add a roof (e.g. 1kg mass) to your sand house without the house collapsing?Practical investigation: Comparative / Fair testing The Making sandcastles resource on the Score Education website (here) could be used as the basis for a practical investigation for making sand houses. In this investigation children can mix sand and water to find the ideal proportions for making a sandcastle. It promotes discussion as they agree on their criteria for identifying the best mixture and deciding how to test them (e.g. adding masses on the top) and is good for introducing the concept of designing a fair test.The investigation could be adapted to make mud bricks – can the children add anything to make their mud bricks stronger (straw, tissue, wood shavings, twigs, wool, cotton wool)? How much weight can their bricks hold without falling apart?Are the bricks waterproof? How can we tell? How will you make all the bricks the same size?Can they investigate materials used to make real houses, such as bricks, breeze blocks, polystyrene insulation, mortar/cement. Children could interview a builder about eh materials they use and why they are chosen.Exploring / Observing / First hand experiencesObservation over time: How long does your mud brick wall last in the outdoors? This could be recorded on a daily basis using a camera. Photographs could then be used to sequence the results and annotated to add the learning. Exploring and testing fabricsPractical investigations: Fair testingWhat is the best material for a swimming costume? Test small pieces of fabric (towel, knitted wool, swimming costume Lycra, paper, sponge cloth) which are all the same size. Test each one by placing in water, allowing the water to be absorbed before squeezing it out again. Which is the easiest to get the water out of? For added challenge the children could weigh the material before placing in water and then again after squeezing to see if there is a difference. Most children will just describe the differences. What other properties does the fabric have? Test how much you can stretch it. Measure how long it will stretch. Try it with the other materials. How does this help? You can also test different fabrics by rubbing a set number of times with a rock to do a wear test. Which fabric is the best?Imagine trying to get a swimming costume or trunks on if they were made out of paper or rock. Act it out. Why would these not be suitable materials? ScienceCreative Learning Opportunities and Outcomes (contd.)This activity could be carried out as an end of unit challenge or be completed as part of a science week activity or as an optional homework task. Strengthening materials – What is the tallest tower you can make out of jelly? This activity looks at how you can change the property of materials to make them more useful for their purpose. The Institute of Food Research website (here) has more inspiration for this as part of their Jellyvision competition. Children can work in groups to have their own Jelly building contest. Who can change the property of their jelly to make it stronger? The children could present their tower during a parents’ visit or as an opportunity to work with another class. As part of the competition the children could share what they have learned about materials and their properties. What children say and the words they use can be used to support an assessment judgment linked to the concept of everyday materials and their uses. Questioning / Assessment taskThe following 'what if?' scenarios can be used to provoke discussion. They can be used as mini assessment tasks at the end or throughout the unit.What if beaches were made of trampoline material instead of sand?What if skin was super stretchy?What if all materials were bendy or rigid? etc.What would a trip to the seaside be like then?Key questionsWhat is it made of?Is it useful?What properties does it have?What can it be used for?Where do different materials come from?Key vocabulary Common materials: metal, plastic, wood, paper, glass, rock, clay, brick, fabric, sand, paper, card/cardboard, water, elastic, foil, cork, shell, rubber, etc.Words used to describe materials and their properties recapped from Year One e.g. hard/soft, rough/smooth, shiny/dull, stretchy/not stretchy, flexible/bendy/not bendy/stiff/rigid, waterproof/not waterproof, absorbent/not absorbent, magnetic, transparent, opaque, translucent, float, wet, squashy, strong/breaks easily, wobbly, sticky, uncomfortable etc.Words associated with changing shape: push/pushing, pull/pulling, stretch/stretching, squash/squashing, squeeze/squeezing, twist/twisting, bend/bending, pinch/pinching, poke/poking, roll/rolling.Words and phrases such as: use/useful, object, property, properties of materials, suitable/unsuitable.Words and phrases for making comparisons e.g. the same as, different from, harder, smoother, stretchiest, roughest, etc. Group, sort, sorting rings/Venn diagrams, describe, compare, because.HistoryKey LearningChronologyShow their developing knowledge and understanding of the past by:Recognising the distinction between present and past in their own and other people's lives (e.g. leisure and tourism in Victorian times).Identifying some similarities and differences between ways of life in different periods (e.g. seaside resorts now and then).Know where some people and events fit into a chronological framework by using common words and phrases about the passing of time (before, after, a long time ago, past, Victorian times…).Events, People and ChangesTo tell the difference between past and present in their own and other people’s lives by Using and making simple comparisons to parts of stories and features of events (e.g. aspects of leisure such as ice creams and the penny lick).Recognise that their own lives are different from the lives of people in the past by describing some of the topics, events and people that they have studied.Use simple stories and other sources to show that they understand key features of municationUnderstand and use the simple historical concepts such as now/then and same/different.To show what they know and understand about the past in different ways (speaking, role-play, drawing and writing).Understand historical concepts and use them to make simple connections and draw contrasts (e.g. between the Victorians and themselves).Enquiry, Interpretation and Using SourcesAsk and answer questions about the past through observing and handling a range of sources, such as pictures and written sources.Identify some of the basic ways the past can be represented.To begin to understand the reasons why people in the past acted as they did from a range of sources (pictures, plays, films, written accounts, songs, museum displays, stories).HHistoryCreative Learning Opportunities and OutcomesWhat is a seaside and what do we know about it?Show a selection of pictures from British seaside resorts, the BBC America website (here) and the Rough Guides website (here) have a range. Alternatively, tourist information websites are a good source. Put children into groups, giving each group a different picture and ask them to label the elements that they can see, i.e. riding on donkeys; playing in the sea; sunbathing on a deckchair. Take feedback as a class identifying those elements that are common to all. Link to personal experiences of the seaside at home or abroad. Which of the identified elements have they seen or taken part in?What are the names of the seaside resorts near to where we live?Using a tool such as Google Maps or Google Earth, zoom in on the location of the school. Zoom out until a coast is visible. Identify the names of any resorts along this stretch of coastline. Have any of the children visited them? Can they recall any of the features they identified from the other pictures? What can objects tell us about seaside holidays?Ask the children to bring in objects linked to seaside holidays, e.g. buckets, spades, flip flops, postcards, souvenirs, rubber rings etc. Explain that they will use these to create a class exhibition. Children should work in pairs to describe their object to their partner including what it is used for and any memories that they have. This information can then be used by them to write an information label which could include a description of what the object is used for, who it belongs to, how old it is and any memories.What was a Penny Lick?Show the children the picture of a penny lick from the BBC History website (here), or a real artefact without telling them what it is. Ask children to work in pairs or groups to respond to questions such asWhat do you think it is?What is it made from?Who might have used it?Take feedback, encouraging children to give reasons for their suggestions.Explain that it was an ice cream container used in Victorian times. This was a time long ago and got its name because the Queen was called Queen Victoria.How might these have been used? Compare with a modern container for ice cream including cones and sealed tubs. Why might there have been a change?Show 'The Penny-Ice Man' poem from the Project Gutenberg website (here). What extra information do the poem and the picture give us about the penny lick?Were seaside holidays the same in the past?Using the objects from the exhibition, discuss which of these would have been seen in seaside holidays over 100 years ago giving reasons. Use two of the programmes from the 'Watch' series about Seaside Holidays with Magic Grandad:The Promenade on YouTube (here).The Beach on YouTube (here).More information about these episodes can be found on the Broadcast for Schools website (here). The focus is on seaside holidays in the 1950s and the early 1900s. Watch each programme twice. The first time to watch and enjoy and the second for identifying information.HistoryCreative Learning Opportunities and Outcomes (contd.)After the 'Promenade' programme, provide children with a simple comparison grid:1900s (Victorian Times)1950s (When Magic Grandad Was a Boy)They should note down the elements they see, identifying which period of time it is from. Once the programme has finished, identify particular headings such as transport, food, souvenirs, activities etc. Taking each theme in turn, ensure that children understand the meaning of the heading, e.g. transport. Ask them to find information on their grids which relate to that theme and collate on a class grid. Can they identify similarities and differences between each of the times and make simple suggestions as to why this might be.Add a further column to the grid. 1900s (Victorian Times)1950s (When Magic Grandad Was a Boy)2015 (Nowadays)Put children into groups, giving each a different heading from the original (transport, food, souvenirs, activities etc.) and ask them to describe the modern equivalents. This could be linked to the items from the class exhibition. Take feedback from each group, ensuring that children identified the penny lick.After the 'Beach' programme, provide children with two blank seaside pictures (e.g. sea, beach and sky). Ask them to create two contrasting pictures (one for the Victorian era and one for now) by drawing or sticking appropriate pictures to each background. Once completed, ask the children to swap their pictures with a partner and play 'spot the difference'.Use a drama technique such as freeze frame, mime or tour guide (take your partner by the arm and walk them around, describing what can be 'seen' and 'heard'). Following this experience, ask the children to imagine they are living in Victorian times and they should write a postcard to describe the events of their day at the seaside. Revisit the class seaside exhibition. Using objects from a museum loan or pictures, repeat the labelling activity. Once the exhibition is complete, invite another class or parents to look around with the children in the role of tour guides.What have we learned about seaside holidays in the past?Recap and discuss the things they have learned about Victorian seaside resorts. Show the Victorian seaside picture from the Heritage Explorer website (here). Can they work in pairs to identify the elements from the picture that should not be in the picture?Art and DesignKey LearningExploring and Developing IdeasRecord and explore ideas from first hand observations.Explore the work of artists, craftspeople and designers from different times and cultures for differences and similarities.Ask and answer questions about the starting points for their work.Develop their ideas – try things out, change their minds.Drawing SkillsRecord and explore ideas from first hand observations.Experiment with a variety of media; pencils, rubbers, crayons, pastels, charcoal, ballpoints, chalk.Control the types of marks made with the range of media.Name, match and draw lines/marks from observations.Invent new lines.Draw on different surfaces/scales with a range of media.Investigate tone by drawing light/dark lines, light/dark patterns, light/dark shapes.Draw shapes in between objects.Digital MediaExplore ideas using digital sources i.e. internet, CD-Roms.Record visual information using digital cameras, video recorders.TextilesMatch and sort fabrics and threads for colour, texture, length, size and shape.Change and modify threads and fabrics, knotting, fraying, fringing, pulling threads, twisting, plaiting.Cut and shape fabric using scissors/snips.Apply shapes with glue or by stitching.Apply decoration using beads, buttons, feathers etc.Create cords and plaits for decoration.Apply colour with printing, dipping, fabric crayons.Create and use dyes i.e. onion skins, tea, coffee.Create fabrics by weaving materials i.e. grass through twigs.Art and DesignKey Learning (contd.)PaintingMix and match colours to artefacts and objects.Experiment with tools and techniques, e.g. layering, mixing media, scraping through.Create textured paint by adding sand, plaster.CollageCreate images from a variety of media e.g. photocopies, material, fabric, crepe paper, magazines etc.Arrange and glue materials to different backgrounds.Sort and group materials for different purposes e.g. colour texture. Fold, crumple, tear and overlap papers.Work on different scales.Colour: collect, sort, name match colours appropriate for an image.Shape: create and arrange shapes appropriately.Texture: create, select and use textured paper for an image.EvaluatingReview what they and others have done and say what they think and feel about it.Identify what they might change in their current work or develop in future work.Art and DesignCreative Learning Opportunities and OutcomesThe learning within this theme provides an opportunity for children to develop their drawing into collage and textile pieces. There are many contemporary artists who use the seaside to inspire their works of art, these include:Abigail Mill who uses embroidery to create her pictures - gallery on her website (here).Jayne Huskisson who creates seaside themed silk paintings – gallery on her website (here).Serena Hall who produces work in a range of media – galleries on her website (here).Children could work independently or in groups to create small or large scale collages, using materials collected and chosen to suit the theme. The BBC Bitesize website (here) has ideas for a large scale group collage on a seaside theme.DrawingDuring a visit to the coast, children can create observational drawings of things typically found at the seaside, such as piers, boats, the beach, shells, lighthouses, beach huts, bunting etc. They should also take photographs or video recordings of these for use back in the classroom. They can experiment with mark making using a range of pencil grades, charcoal, graphite sticks and pens.PaintingChildren can develop their drawings into paintings, experimenting with the mixing of colour to create the correct shades. When working on the beach section of their paintings, children can explore the addition of different amounts of sand into their paints to investigate the effect it creates.They can add to their paintings using other tools and techniques such as colour washing over wax crayons or creating a picture by scraping through paint. To create the scrape art, provide children with a postcard sized piece of white card. They should then colour this using a variety of colours appropriate to, for example, shells on the beach. Once the entire card is filled, they cover it with paint (e.g. blue to represent sea or yellow for the beach) mixed with a small amount of washing up liquid. When the paint is dry, they can scratch off the paint to reveal the shells underneath.CollageDuring the seaside visit, from home or other sources, such as magazines or the internet, children can collect materials for their collage. They can work in groups, discussing possible uses of these materials for creating their seaside images.Initially, working on smaller individual pieces, children can cut and position an array of blue, white and green fabrics and or papers for sea. Discuss how these can be positioned to suggest movement of waves. Can any of these skills be used for the sky? How might they show clouds?Children can then add beach to their pictures by gluing on sand, thinking carefully about the positioning of the beach in relation to the sea and sky.Once the background elements of sky, sea and beach are in place, children can decide what additional elements they wish to add to their collage and can consider and discuss appropriate materials for these. They may wish to explore sticks/driftwood for piers or jetties, fabrics for bunting or boats and paper for beach huts. Children can discuss how they might show people in their collage pictures. Consider the use of pictures from magazines. Encourage children to consider whether the people are dressed appropriately for their beach collage.Following on from the creation of their individual pieces, children’s knowledge can then be used to collaborate on a larger scale piece in groups.Art and DesignCreative Learning Opportunities and Outcomes (contd.)TextilesExplain to the children that they are going to create a seaside picture using fabrics (they may be familiar with some fabrics from using them in their collage). Provide children with a range of fabrics. Allow them to investigate each one, considering the texture; whether they are easy to cut; whether they can fray (children may need to be shown how to do this by pulling a thread). Discuss the findings.Using their seaside pictures and photographs as inspiration, children should select the fabrics that would be appropriate for a seaside background (sky, clouds, sea and sand) considering both colour and texture. To create the background for their textile seaside picture, children can weave their strips of fabric into a plastic garden mesh. Once they have selected their fabrics, they should cut these into strips, ensuring that they are long enough for their picture. Children may use shorter strips to give flashes of different colour in the sea or sky, or for clouds. They could also use knots in the fabric or looser weaving through the mesh to allow them to create more texture for the waves or clouds.Provide children with a selection of shells to explore. Can they identify any fabrics that would be suitable for creating shells to add to their picture? How could we create fabrics of the correct colour? Discussing dyeing fabrics with the children. What does dyeing do to the fabric? What kind of plants do the children think could be used for dyeing fabrics? Onion skins, tea bags, raspberries, red cabbage and spinach all provide different colours. Can children identify what colours they will dye the fabrics? How could they be made lighter or darker? The Natural History Museum website (here) has information about how to dye fabrics using natural materials. Provide each group with a different dyeing option and allow them to investigate what happens to the fabric (if more appropriate, this could be done as an adult demonstration). Once the fabric has been dyed and dried, can children identify which fabric came from which dye?Children can select original or dyed fabric for creating their shells. They should use the scissors to cut them into the correct shapes. These can then be attached to the weaving by gluing or running stitch. Running stitch could also be used to create definition lines on the shells before attaching.For creating spiral shells, show the children how to create thickness to their fabric by plaiting three lengths together. Allow children to work with a partner to practise their plaiting, gluing the ends together to stop the plait unravelling. Demonstrate how to coil the plait into a spiral. Children can glue their spiral to a backing circle of fabric before then attaching it to their background weaving.Children can add further detail to their fabric picture with fabric crayons or printing with paints or by adding smaller items such as beads, feathers or buttons. Children should be able to identify what these additions represent. EvaluatingGive children time to evaluate their work and that of others. They should be able to look at their own pieces of work and those of others in their group and describe what they like or might change next time.By observing the variety of pictures they have created during this theme, children should discuss which materials they preferred using, which they think created the best seaside picture and why.They should also consider how they felt working in a group and what advice they may give another artist. Additional Curriculum LinksSubjectKey LearningCreative Learning Opportunities and OutcomesComputingComputer ScienceSkillsPlan, generate and follow a sequence of instructions (actual and on-screen) to make something happen; or complete a given task or problem to create a simple program.Explore and create sequences of commands/instructions in a variety of programs/devices.Make predictions and describe the effects when creating programs and controlling devices. Identify errors in instructions.Use logical reasoning to predict what will happen in simple programs.Knowledge and UnderstandingUnderstand that algorithms are a series of steps or instructions to achieve a specific goal.Understand the meaning of the term program.Understand that prediction, trial and error are important considerations when creating programs or controlling movement.Understand that there are different ways to create or produce a sequence of commands, including verbal, recorded, graphical, pressing buttons and on screen methods.Understand what debugging is and begin to understand that you can develop strategies to help find bugs.Understand what logical reasoning is and how it can be used to predict what happens in simple programs.The children will have completed several programming activities and should therefore have an understanding of algorithms, debugging and how to create simple programs. This activity allows them to use their knowledge and create a simple animated story for history or science, for example, animated stories of the seaside then and now.Possible activitiesChildren could use iPads and the Scratch Junior app or the Scratch, Tynker or Visual J2Code software, the Hopscotch app could also be used. If it is the first time that the children have met this software/app then they will need time to explore with it. Show the children some of the blocks they might not have met to allow them a chance at predicting what happens in them. Before they create their animations the children need to plan their activities using a simple storyboard or written instructions. Beach backgrounds are available in both software applications. Children should use multiple sprites and learn how to coordinate the scripts of the different sprites. They should be encouraged to create their own graphics and backgrounds in the software and use a selection of blocks such as events, ‘say’, motion, sound and control. The children need time to evaluate their programs, ensuring that all errors (bugs) in their code have been removed. Children could show their programs to each other or the teacher could show some of the programs to the whole class with other children making predictions about what will happen in them and suggest possible improvements. Alternatively, give the children time to predict what happens in the programs by viewing the code.Children could use floor robots such as Roamer-Too, Classic Roamer and navigate them around an obstacle course (e.g. with a beach theme). The activity could be run as a time trial to encourage the children to think about the precision of their algorithms. They children need to be given time to plan their algorithms.Children can solve the problems in the Light-bot lite app or Light-bot software. This encourages them to be precise with their instructions in order to solve the problems and continue on to the next problem.Additional Curriculum LinksSubjectKey LearningCreative Learning Opportunities and OutcomesComputing (contd.)Online SafetySkillsUse technology safely.Keep personal information safe.Use technology respectfully.Recognise situations involving content and contact that are not safe, (e.g. in emails, text messages, videos) and know where to go for help.Knowledge and UnderstandingKnow what it means to use technology safely.Understand what is meant by personal information.Understand how to keep personal information safe online.Know the rules for keeping safe online.Understand that personal information, e.g. email address, usernames, passwords, home address or telephone number should not be shared, either online or offline, without a trusted adult’s permission. Know that they should not ask to meet anybody from the online world in the offline world. Know and abide by the school’s rules for keeping safe online (age appropriate).Understand that technology should be used respectfully.Know where to go for help and support when they have concerns about content they have seen on the internet or other technologies.Know where to go for help and support when they have concerns about contact on the internet or other technologies.Rapid Router on the Code for Life website (here) is a coding resource that is built using the coding environment Blockly. Suitable levels for this year group might be 29 to 48.Those schools that have Espresso Coding or 2Code (2Simple) can use the appropriate activities to cover the relevant key learning areas (e.g. Year Two activities in Espresso Coding). Sets of debugging exercises and open areas for coding are now available in both of these software tools.This is the last eSafety activity in KS1. It is an opportunity to ensure that the children have understanding of all the topics covered over the two years. Teachers may want to question the children to find out if there are any areas in which they need further support and concentrate on these areas for this activity. Possible activitiesChildren can create a book or booklet reviewing all the eSafety topics they have covered. The book/booklet could have sections for the main eSafety topics and another for the key vocabulary (a glossary). Software tools commonly used in these type of activities by schools include Microsoft Publisher, 2Publish Extra (2Simple) or apps such as Picturebook, Book Creator or Creative Book Builder.Additional Curriculum LinksSubjectKey LearningCreative Learning Opportunities and OutcomesMathematicsNumber – number and place valueCount in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward.Read and write numbers to at least 100 in numerals and in words.Recognise the place value of each digit in a two-digit number (tens, ones).Compare and order numbers from 0 up to 100.Number – addition and subtractionSolve problems with addition and subtraction including with missing numbers:using concrete objects and pictorial representations, including those involving numbers, quantities and measures.applying their increasing knowledge of mental and written methods.Geometry – properties of shapesIdentify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line.Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces.Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid].Geometry – position and directionUse mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).Linked to the science learning opportunities, there are many opportunities for children to collect and sort. This can be done in a simple one criterion Carroll diagram to identify whether objects have a property or not, i.e. flexible and not flexible / wood and not wood or a two criteria Carroll diagram looking at two properties at the same time, i.e. flexible and not flexible and plastic / not plastic.The Bobbie Bear activity on the Illuminations website (here) allows children to help Bobbie to find out how many outfits he can make with different coloured shirts and trousers for his holiday to the seaside. The interaction models the recording of the combinations and allows the number of shirts and trousers to be changed to alter the level of difficulty. Teach the children how to follow a system or pattern and model possible ways of recording this. Children can respond to ‘what if?’ questions, e.g. what if Bobbie takes three shirts?The science activity ‘Silly or sensible’ involving two spinners (one for different materials and one for different objects) could allow children to develop their ability to solve problems involving finding all possibilities. How many different sensible sentences can the children find? How will they know when they have found them all? How will they make sure they haven’t missed any out? The science activity ‘Make a Paper Cup’ offers opportunities for timing and counting practise. How far can the children count before the cup starts to leak? They can also use timers to work out whose cup held water for the longest time. Any activity that requires timing is invaluable as it helps to develop the concept of the passage of time and incorporates ideas such as comparison and ordering.To further develop their knowledge of time, children can work in groups on the ‘Making pyramids’ activity. Children will need ten buckets (with the handles removed), a time, post it notes and a blank number line. One at a time, children can stack the ten buckets into a pyramid as quickly as they Additional Curriculum LinksSubjectKey LearningCreative Learning Opportunities and OutcomesMathematics(contd.)MeasurementChoose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity and volume (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring pare and sequence intervals of time.StatisticsCompare and sort objects, numbers and common 2-D and 3-D shapes and everyday objects.Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.Ask and answer questions about totalling and comparing categorical data.can, as in the diagram below:Each child is timed to see how long they take and the times are written on individual post it notes.Once each child has had a go, the post it notes are put in order or placed in order on the number line.Children can have another turn to estimate how long they will take and can then place their new time on the number line.Children should realise that the winner will be the person with the smallest number / the least amount of time.The science activity ‘Make a helmet’ involves children in measuring and in particular, can help to familiarise children with the length of a metre. As the height from which the egg is dropped increases, the children may be encountering numbers beyond one hundred. The results can be represented in a table or a graph. This will allow opportunities for children to learn that collecting data (statistics) allows us to solve problems and different representations make it easier to analyse the data and answer questions. The ‘Tallest jelly tower’ activity will also develop the estimation and measurement of height.Linked to history learning opportunities, the children can use statistics to answer the question, ‘What is our favourite activity at the seaside?’ The children can create a list of suggested answers and then collect the data either by group questioning or by tallying individuals. The data can be presented in a table and then as a block graph or a simple pictogram, where each activity is represented by a suitable icon. Higher order questioning, such as, ‘How many more children preferred paddling to building sandcastles?’ can be given. How do favourite activities with modern children compare with those in the Victorian age?Additional Curriculum LinksSubjectKey LearningCreative Learning Opportunities and OutcomesMathematics(contd.)Many fairground rides were developed in Victorian times and some are still in use today. The mathematics challenge ‘Ride at the Fair’ on the Lancashire Grid for Learning website (here) could be used or adapted to provide problem solving opportunities. Linked to computing learning opportunities, children can utilise their knowledge of position, direction and turns to direct floor turtles or Bee-Bots. Floor templates based on a seaside theme can be provided for children to navigate around obstacles or from one landmark to another (e.g. Bee-bot is at the station and he wants to get an ice cream and then go on a donkey ride, can you give him directions?) A free Bee-Bot app for iPads is also available; more information is available on the iTunes store website (here).EnglishKey LearningUnitStory as a ThemePoems on a ThemeExplanationsOutcomeA written narrative, based on a film or picture book, with a seaside setting.A seaside poem.An explanation text linked to a process that happens at the seaside.Possible Duration 2-3 weeks.1-2 weeks.2-3 weeks.Key LearningReading Read further common exception words, noting tricky parts.Reread books to build up their fluency and confidence in word reading. Read longer and less familiar texts independently. Sequence and discuss the main events in stories.Retell a wider range of stories, fairy tales and traditional tales. Recognise use of repetitive language within a text or poem.Introduce and discuss key vocabulary within the context of a text.Use morphology to work out the meaning of unfamiliar words, e.g. terror, terrorised. Make predictions using evidence from the text.Make inferences about characters and events using evidence from the text, e.g. what is a character thinking, saying and feeling?Give opinions and support with reasons, e.g. Was Goldilocks a good or bad character?Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation. Reread these books to build up their fluency and confidence in word reading. Read words containing common suffixes e.g.-ness, -ment, -ful, -ly. Use tone and intonation when reading aloud. Learn and recite a range of poems using appropriate intonation. Identify, discuss and collect favourite words and phrases.Recognise use of repetitive language within a text or poem.Make personal reading choices and explain reasons for choices. Make contributions in whole class and group discussion.Listen and respond to contributions from others. Demonstrate understanding of texts by asking and answering questions related to who, what, where, when, why, how.Read words containing common suffixes e.g.-ness, -ment, -ful, -ly. Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation. Reread these books to build up their fluency and confidence in word reading.Listen to a range of texts at a level beyond that at which they can read independently including non-fiction. Read a range of non-fiction texts including explanations.Discuss how specific information is organised within a non-fiction text e.g. text boxes, sub-headings, contents, bullet points, glossary, diagrams.Introduce and discuss key vocabulary within the context of a text.Check that texts make sense while reading and self-correct.Demonstrate understanding of texts by asking and answering questions related to who, what, where, when, why, how.EnglishKey Learning (contd.)Key LearningWriting Use apostrophes for contracted forms, e.g. don’t, can’t, wouldn’t, you’re, I’ll.Select, generate and effectively use nouns. Add suffixes -ness and -er to create nouns, e.g. happiness, sadness, teacher, baker. Use subordination for time and reason.Plan and discuss what to write about, e.g. story mapping, collecting new vocabulary, key words and ideas.Use specific text type features to write for a range of audiences and purposes, e.g. to entertain.Write about real and fictional events. Edit and improve their own writing in relation to audience and purpose. Evaluate their writing with adults and peers. Use commas to separate items in a list.Select, generate and effectively use adjectives.Add suffixes -ful or -less to create adjectives, e.g. playful, careful, careless, hopeless.Use suffixes -er and -est to create adjectives, e.g. faster, fastest, smaller, smallest. Plan and discuss what to write about, e.g. collecting new vocabulary, key words and ideas. Use specific text type features to write for a range of audiences and purposes. Write simple poems based on models. Evaluate their writing with adults and peers.Read aloud their writing with intonation to make the meaning clear.Use the suffix –ly to turn adjectives into adverbs, e.g. slowly, gently, carefully. Say, write and punctuate simple and compound sentences using the joining words and, but and or. Use subordination for reason e.g. I put my coat on because it was raining. Because it was raining, I put on my coat. Use subordination for time e.g. When we had finished our writing, we went out to play. We went out to play when we had finished our writing. Plan and discuss what to write about e.g. collecting new vocabulary, key words and ideas.Use specific text type features to write for a range of audiences and purposes e.g. to explain.Edit and improve their own writing in relation to audience and purpose. Proofread to check for errors in spelling, grammar and punctuation.Suggested Texts The Sand Horse by Ann Turnbull.The Whales’ Song by Dyan Sheldon.Dolphin Boy by Michael Morpurgo.Billy’s Bucket by Kes Gray and Garry Parsons.One Smart Fish by Chris Wormell.Gracie the Lighthouse Cat by Ruth Brown.The Mermaid of Zennor by Charles Causley. Winnie at the Seaside by Valerie Thomas.At the Beach by Roland Harvey.The Lighthouse Keeper Stories by Ronda Armitage and David Armitage.Simple glossary of seaside vocabulary on Espresso (here).Seaside Poems by Jill Bennett.A First Poetry Book by Pie Corbett and Gaby Morgan. In addition to the Seaside chapter in this book, also refer to:What we found at the seaside by Kate Williams in the Nature chapter.Mermaid’s Purse by Kate Sedgwick in the Fairies, Mermaids and Princesses chapter.Cream Curdled Oceans by Violet Macdonald in the Food chapter.Living at the Seaside by Marian Swinger in the Where We Live chapter. Sea Shoals See Shows on the Sea Bed by Paul Cookson (ideal for performance). Talk for Writing Across the Curriculum: How to teach non-fiction writing 5-12 years by Pie Corbett and Julia Strong.The Complete Skeleton Book for Non-Fiction Text Types by Sue Palmer.How does it work? by Sylvia Karavis and Gill Matthews (Collins Big Cat).Writing an explanation about Beach Formation on the BBC Bitesize website (here).Can you spot the differences between a rabbit and a hare? on the BBC Bitesize website (here). How animals move on the BBC Bitesize website (here). EnglishKey Learning (contd.)Photographs to support simple seaside vocabulary on the Espresso website (here).Short clip introducing the coast and associated features on the Espresso website (here).For use in the gathering content and writing phases:Flotsam by David Wiesner.Something Fishy by the Ringling College of Art and Design on the Literacy Shed website (here).Bubbles by Gabriela Zapata on the Literacy Shed website (here). A challenging descriptive writing model using a collection of seaside vocabulary on the BBC Primary Geography website (here).Stimulus sounds collection on the BBC School Radio website (here) including sounds from a harbour, seawash and various weather conditions.Undersea Tea by Tony Mitton (shape poem).Seaside poems on the CanTeach website (here). A challenging descriptive writing model using a collection of seaside vocabulary on the BBC Primary Geography website (here).Stimulus sounds collection on the BBC School Radio website (here) including sounds from a harbour, seawash and various weather conditions.Seaside sounds on the Espresso website (here). Children's Poetry Archive website (here).Market English – writing an explanation on the BBC Bitesize website (here). Please note that some of the text on screen reads as an instructional text rather than an explanation. Model how to translate from an instruction to an explanation, e.g. ‘Unload the cows from the trailer’ becomes ‘The cows are unloaded from the trailer,’ and ‘Close the gate’ becomes ‘The gate is closed.’Coastlines – longshore drift on the BBC Bitesize website (here). How caves, arches and stacks are formed at the coastline on the BBC Primary Geography website (here). Introduce the term ‘erosion’ prior to viewing.Note – The last two clips are challenging but accessible with effective teacher questioning and scaffolding. EnglishStory as a Theme – Creative Learning Opportunities and OutcomesCreating interestEnjoy a class trip to the seaside. Take photographs and where possible, make video or sound recordings to use throughout the unit. Alternatively, reveal a mysterious bag or backpack to set the scene. This should be filled with seaside items, e.g. bucket, spade, sand tools, sun cream, swimming goggles, a rubber ring, pebbles – all dusted with sand. Ask the children to work in pairs to make predictions: Who could this bag belong to? Where do you think it has come from? Where was the person going? What do we know about them?Reveal a bag or prop from one of the stories to be used within the unit, e.g. if focusing on The Lighthouse Keeper’s Lunch, unwrap his lunch from a picnic basket. If using Flotsam during the gathering content and writing phases, uncover a mysterious camera containing a film reel. Model asking questions as above and invite children to compose their own using the question hand to aid. Learning outcomes Children will be able to develop vocabulary through first hand experiences. Children will be able to make predictions and ask questions.Reading Grammar: warm ups throughout the reading phase - focus on the use of apostrophes for contracted forms, e.g. don’t, can’t, wouldn’t, you’re, I’ll.Reading and responding Over several days, shared read of a range of seaside themed texts from the suggested texts list. Model reading and involve children in practising word building and blending, drawing attention to tricky parts and modelling appropriate phonics strategies. Pause the reading at significant points in each story or where key decisions are made. Explore predictions, characters, motives and inference, through techniques such as: the magic mirror (children draw an imaginary mirror to ‘step through into the story’); magic microphone (children interview characters in role); role-play; improvisation; thought tunnel (a character from the story walks slowly between two rows of children, as the character passes each child, they call out what they guess the character is thinking); and freeze frames. Encourage children to support their contributions with evidence from the text using P + E strategies (point and evidence).Follow with short writing opportunities, e.g. questions, think, say, feel bubbles, role-on-the-wall, and lists using commas. These may also facilitate the opportunity to revisit previously taught text types, e.g. diary entries, letters, character descriptions. Ensure to model first where necessary. Recap the collection and application of adjectives here. Use book talk to deepen understanding, encouraging the children to give opinions and support with reasons. Model and encourage children to use P + E (point and evidence) strategies. Step out of the story at various points to hold ‘telephone conversations’ between characters. As Mr and Mrs Grinling for example, plot what to do next in their plan to outwit the seagulls (The Lighthouse Keeper’s Lunch). Link to short writing opportunities – extend to include or introduce the use of speech marks for more able pupils, modelling in a guided group setting.Learning outcomes Children will be able to use apostrophes for contracted forms e.g. don’t, can’t, wouldn’t, you’re, I’ll.Children will be able to apply their phonic skills to decode and blend unfamiliar and tricky words. Children will be able to use a range of talk and drama strategies to explore and deepen their understanding of stories and their characters.Children will be able to discuss characters and events, give opinions and support with reasons. Children will be able to apply their reading understanding to various short writing opportunities. Children will be able to write in one or two previously taught text types, using the story theme as a context.EnglishStory as a Theme – Creative Learning Opportunities and Outcomes (contd.)As part of the shared reading, regularly identify and discuss new nouns and phrases within the chosen story, particularly those pertinent to the seaside setting. For example, in the case of Dolphin Boy nouns of interest may include; quay, helm, pier, driftwood, gulls, gannets; in ‘The Whales’ Song’, ocean, jetty, blubber, shore. Orally rehearse using the same vocabulary in different sentences. Create an ongoing word bank to be added and referred to throughout the teaching sequence. Where appropriate, model the use of morphology to work out the meaning of unfamiliar words. For example, in the case of The Lighthouse Keeper’s Lunch; industry, industrious - ‘Mr Grinling was a most industrious lighthouse keeper’; appetite, appetising - ‘Mrs Grinling had prepared a particularly appetising lunch.’Sequence the main stages of the story, either by ordering and labelling the key events, or creating story maps.As a class, learn to retell a chosen story using oral storytelling techniques. Before teaching the class the story, simplify the text where necessary, and embed the vocabulary and sentence structures most appropriate to move learners on.Immerse children in the seaside setting through further learning opportunities, e.g. small world figures, sand and water trays, creation of seaside models and painting. Link with the class role-play area – set up as either the seaside or the tourist information office in a seaside town. See the tourist information video clip referenced in the explanation unit suggested text list. Further support understanding of the setting and its wildlife with sections of video clips – see suggested texts. Reading and analysingThrough shared reading, explore further texts with a seaside theme (see suggested texts list), both during English lessons and at other times within the school day. Apply similar techniques to those described above. Ensure that once books are shared as a class, they are made accessible for children to reread at their leisure, i.e. they are displayed prominently in the book corner or as part of an interactive seaside display. Encourage the children to ‘read as a writers’, creating a toolkit of features over several days to refer back to in the writing phase. Continue to provide children with various resources to role play or retell the story at frequent opportunities. Children will be able to write in one or two previously taught text types, using the story theme as a context.Children will be able to identify, discuss and collect new vocabulary, and orally experiment with the application of this new vocabulary in different contexts. Children will be able to make links between words.Children will be able to sequence the main events within a story.Children will be able to orally retell a story using actions and story maps to aid. Children will be able to read longer and less familiar texts linked to this topic theme independently (perhaps in opportunities such as guided reading).Children will be able to reread some texts previously shared as a whole class. Children will know and understand the features of a story with a seaside theme. Children will be able to retell the story orally with the aid of various resources.Gathering content Grammar: warm ups throughout the gathering content phase - adding suffixes -ness and -er to create nouns, e.g. happiness, sadness, teacher, baker.Learning outcomesChildren will be able to create nouns by adding the suffixes -ness and -er e.g. happiness, sadness, teacher, baker.EnglishStory as a Theme – Creative Learning Opportunities and Outcomes (contd.)The planned writing outcome determines the content needing to be gathered in this phase. One outcome might be to write a narrative text to accompany the picture book ‘Flotsam’ by David Wiesner.To gather the content towards this outcome, explore Flotsam over two to three sessions, asking questions such as What is happening in each picture? Can you predict what will happen next? Vary teaching and discussion to include whole class, group and paired approaches.Intersperse with reading response strategies and short writing opportunities at suitable points, e.g. What do you think will be on the camera roll?; create thought, say, feel bubbles whilst the boy waits for the film to be developed; invent dialogue between some of the sea creatures; use book talk to explore the possibilities of the various faces in the photographs. The full book is quite a complex story so simplify it into fewer pictures. This might involve looking at a smaller chunk of the book, e.g.Boy plays on beach.He finds a camera.He gets the film developed.He sees pictures of amazing undersea worlds.orBoy plays on beach.He finds a camera.He gets the film developed.He sees pictures of the children who have found the camera before.Using the camera, he takes his own picture.He throws the camera back into the sea for someone else to find.Ask the children to sequence the pictures. Using lists collated during the reading phase, attach labels to what they can see and ‘hear’ in each picture, ensuring this is modelled first. Support with audio sound effects such as those on the BBC School Radio website (here).Model the oral retelling of the events in one or two pictures, using the annotated words to help build the description of the setting. This could be supported with the video demonstrating how to write a description using seaside vocabulary on the BBC Primary Geography website (here). Provide seaside word mats if appropriate. Invite pairs to retell the events of one or two pictures, building in description as modelled, before feeding back to their group or the class. Responding to the children’s retelling and description of one or two pictures, gradually extend to them retelling the whole story from their sequence of pictures. Children will be able to use a range of reading response strategies, including drama, to deepen their understanding of the text. Children will be able to sequence and discuss the main events in their narrative model. Children will be able to draw on vocabulary lists to formulate descriptions relevant to their chosen narrative. Children will be able to retell their chosen narrative using description and story language.EnglishStory as a Theme – Creative Learning Opportunities and Outcomes (contd.)An alternative outcome would be to write a text to accompany a visual narrative, e.g. the film 'Something Fishy' from the Literacy Shed website (here).To gather the content for this outcome, begin by showing the film Bubbles on the Literacy Shed website (here). Use the stop, start, discuss technique at frequent intervals, together with reading response strategies as above to deepen understanding.Sequence a series of still images from Bubbles to form the basis of a class narrative. Attach labels to what they can see and ‘hear’ in each picture, interacting with the seaside noun lists compiled in the reading phase. Apply the same sequence to the film Something Fishy; this will form the basis of the children’s independent story writing. Model oral story telling of the Bubbles sequence and ask children to repeat with the Something Fishy sequence. Ensure sufficient time is invested in the oral modelling of using the vocabulary selected and combining to create description. Again, seaside word mats could be used if appropriate and the task further supported through the use of the video clip demonstrating how to write a description using seaside vocabulary on the BBC Primary Geography website (here).Writing Following the oral retelling of a narrative (whether to accompany Flotsam or Something Fishy), use shared writing techniques to model writing a section at a time. Focus on the use of apostrophes for contracted forms, e.g. don’t, can’t, wouldn’t, you’re, I’ll and adding the suffixes -ness and -er to create nouns, e.g. happiness, sadness, teacher, baker.Also draw attention to previous grammar learning of using subordination for time and reason.Model the effective use of new vocabulary collected in the reading phase interacting with the working wall to do this.Children follow the modelling each day from the whole class focus and use their sequence of annotated pictures to inform their own writing. Allow for the opportunity for children to re-watch the film clip several times. Use AFL, marking and feedback to adjust shared writing focus daily.Model editing and improving writing in response to audience and purpose. Following this modelling, allow children the opportunity to evaluate their writing with adults (guided time) and with peers.Learning outcomesChildren will be able to write a story with a seaside setting which includes:apostrophes for contracted forms, e.g. don’t, can’t, wouldn’t, you’re, I’ll.the suffixes -ness and -er to create nouns, e.g. happiness, sadness, teacher, baker. subordination for time and reason.features of seaside stories. Children will be able to edit and improve their writing considering audience and purpose. Children will be able to evaluate their writing with adults and peers.Outcome A written narrative based on a film or picture book with a seaside setting.Presentation Arrange a scheduled story time or assembly with another class for the children to read their stories aloud to a real audience. EnglishPoems on a Theme – Creative Learning Opportunities and OutcomesCreating interestShow the children a picture of the seaside, gradually revealing the scene using the Smartboard ‘spotlight’ tool.Alternatively, play the sound from a clip at the seaside such as those on the BBC School Radio website (here).In each case, ask the children to:make predictions as to where the setting is.make a list of all the things they can see/hear using commas to separate items.Learning outcomes Children will be able to make predictions.Children will be able to revise using commas to separate items in a list.Reading Grammar: warm ups throughout the reading phase – focus on selecting, generating and effectively using adjectives. Extend to include: adding suffixes -ful or -less to create adjectives e.g. playful, careful, careless, hopeless.Reading and responding Through shared reading, explore a range of poems with a seaside theme. Model tone and intonation when reading aloud and involve children in practising word building and blending where necessary. Once read as a class, allow children the opportunity to reread the poems in groups or pairs in order to build up their fluency and confidence in word reading, before focusing on their tone and intonation. Use book talk to deepen the children’s understanding of the poems. Ask questions about each poem, e.g. having read Cream Curdled Oceans, ask questions such asWhat does it make you think of? What items of food does it refer to? Why do you think the poet has referred to these sorts of food? Provide short writing opportunities in pairs or groups, such as asking and recording their own questions or findings about the poem or creating lists using commas. Display these on the working wall for future reference. Identify and collect new vocabulary within each of the poems, e.g. lighthouse, beacon, shipwreck, barnacled, moonbeam, rock pools etc. Explore the meanings of words through discussion and the use of dictionaries. Orally rehearse the words in different contexts as well as within the context of the poem. Extend through a short writing opportunity where the children create a class and/or independent glossary. This could be in books or to display on the working wall. Refer to the glossary throughout the unit. This could be supported further with a class display of the seaside setting with pictorial cues and labels. Encourage the children to compare and contrast poems, expressing their preferences and explaining the reasons for their choices. Provide prompt cards to develop their responses, e.g. I enjoy reading this poem because…, I like the way Learning outcomes Children will be able to apply their phonic skills to build and blend unfamiliar words. Children will be able to reread poems to build up their fluency and confidence in word reading. Children will be able to imitate tone and intonation when reading poems aloud. Children will be able to use discussion and talk strategies (e.g. book talk) to deepen their understanding of the poems read.Children will be able to listen and respond to the contributions of others. Children will be able to identify, discuss and collect new vocabulary, and orally experiment with the application of this new vocabulary in different contexts. Children will be able to make personal reading choices and explain reasons for their choices. EnglishPoems on a Theme – Creative Learning Opportunities and Outcomes (contd.)this poem makes me think of …, My favourite phrase is … because …etc. Use various strategies to discuss such as paired talk partners, ‘snowballing’ to join with other pairs and group discussion. Take whole class feedback. Model, encourage and acknowledge quality listening and responding to the viewpoint of others. In addition to copies of the various poems studied as a class so far, provide children with anthologies of poetry in the class reading area for them to access independently, Reading and analysing Begin to create a toolkit of features from the poems read. Continue to add to this over several days. Provide children with further poems for them to read and check against their toolkit. What features from their toolkit can they identify in each of these sample poems? Provide photocopies, pens and highlighters for children to annotate the features within each poem. A carousel could be set up where they can move in groups or pairs between poetry ‘stations’, reading and analysing a different poem at each station. Ensure this is modelled first.Revise the identification of nouns and verbs from previous units. Link this learning to the current grammar focus of adjectives. Highlight and collect adjectives and compile these as part of the class display for children to refer to later in the writing phase. Identify any repetitive words or phrases within the poem(s), question why the poet has used this technique and collate examples for the working wall. Linked to learning opportunities in art, or perhaps as a homework task, ask the children to select their favourite poem and create a visual representation, taking care to interpret each line in turn, modelling first. The poem Cream Curdled Oceans would provide a very interesting stimulus for this. Teach the children to recite a chosen poem or verse using oral storytelling techniques, e.g. creating actions and poetry maps to aid retelling. Model with one poem or verse and ask children to repeat in pairs with another poem or verse. Regularly practise reciting the poem or verse, using actions and the poetry map. Vary recitation methods to include whole class, groups, pairs, babble-gabble (as fast as you can), alternating with a partner line by line, alternating with a partner word by word, etc.Children will be able to identify and understand the features in selected poems. Children will be able to identify these features in further poetry samples. Children will be able to identify repetitive words or phrases within the poem and consider why the poet has chosen to use them. Children will be able to learn and recite a poem, using appropriate intonation. Gathering content Grammar: warm ups throughout the gathering content phase – focus on selecting, generating and effectively using adjectives. Extend to include: using suffixes -er and -est to create adjectives e.g. faster, fastest, smaller, smallest.Provide a selection of seaside pictures, photographs, postcards or short film clips. Play ‘spotters’ - What can you ‘spot’ (see or hear) in each? Model the making of a seaside noun list, e.g. boats, sunbathers, ice-cream, deck chairs, buckets, spades, picnics etc. Where possible, encourage children to identify and revisit new vocabulary related to the seaside theme from across the units, e.g. Can anyone see a lighthouse? Rock pool? Gull? Starfish? Pier? Following modelling, provide children with a further collection of pictures, postcards or photographs and invite them in pairs or groups to continue this ‘spotting’ exercise, creating their own seaside noun list. Snowball, share feedback and collate responses. Learning outcomesChildren will be able to ‘spot’ and list nouns in response to a stimulus. Children will be able to gather the content needed to write their own poem based on an innovated model.EnglishPoems on a Theme – Creative Learning Opportunities and Outcomes (contd.)Consider any further content that needs to be gathered in this phase; this is dependent on the chosen model poem. For example, if innovating on ‘What we found at the seaside’ by Kate Williams, the next step would be to attach a verb to each of the nouns ‘spotted’ in the earlier exercise. What could each of the nouns be doing? Provide children with possibilities with which they could experiment, in the form of a matching game, e.g. which verb cards could go with the different noun cards? Which go well together and help to paint a picture in the reader’s head? Examples might include:ice creams meltingbuckets overflowingboats bobbingIf innovating on Cream Curdled Oceans by Violet Macdonald (a more challenging model), the next step would be to consider each of the nouns ‘spotted’, and ask which of their favourite foods each noun reminds them of. Writing Following the gathering of content above, use shared writing techniques and model writing a line at a time for a class seaside poem. Model interacting with the various word lists compiled, articulating reasons for the selection of one word choice over another. Make links with the grammar warm ups from the previous two phases; selecting, generating and effectively using adjectives, adding suffixes -ful or -less to create adjectives e.g. playful, careful, careless, hopeless and adding suffixes -er and -est to create adjectives e.g. faster, fastest, smaller, smallest. These links could be made more explicit by inclusion in the success criteria for their innovated poem or as a means of differentiation to challenge the more able. For example, to further develop the innovation of What we found at the seaside, include an adjective using the -ful or -less suffix to begin every line, e.g. Helpless ice creams melting,Colourful buckets overflowing,Playful boats bobbing. This could be supported by a matching card game using the collection of words containing the suffixes -ful or -less. Which adjectives using -ful or -less appropriately match the existing line? Which help to paint a picture in the reader’s head? This more challenging activity would require a high level of teacher modelling to ensure an appropriate selection of words. Children follow the modelling each day from the whole class focus and use their own lists and notes to inform their own poetry writing. Use AFL, marking and feedback to adjust shared writing focus daily.Following this modelling, allow children the opportunity to evaluate their poetry writing with adults (guided time) and with peers.Children rehearse their completed poems aloud, using tone and intonation to make the meaning clear.Learning outcomesChildren will be able to write a seaside poem, based on an original, including adjectives. Children may be able to include within their seaside poem; adjectives ending with the suffixes -ful or -less.adjectives ending with the suffixes -er and-est.Children will be able to evaluate their poetry writing with adults and peers. Children will be able to rehearse and perform their poems, using intonation to make the meaning clear.EnglishPoems on a Theme – Creative Learning Opportunities and Outcomes (contd.)Outcome A seaside poem based on an original.Presentation Poetry recital in assembly, to another class or parents. A class seaside poetry anthology, displaying their innovated poems based on an existing model.EnglishExplanations – Creative Learning Opportunities and OutcomesCreating interestArrange with a teaching assistant to use the teacher in role approach; the teacher takes on the role of a pupil and the teaching assistant takes the role of the teacher. Whilst in role, the teacher arrives in class late (perhaps dress up in the school uniform and arrive with a school bag). Create an entrance and sit on the carpet with the rest of the class. When questioned by the TA, the ‘pupil’ explains why they are late. Create a catalogue of disasters that could have happened that morning, linking with both time and causal conjunctions. Ensure to have prepared a script first containing lots of examples of each, e.g. First of all, my alarm clock didn’t go off, causing me to wake up late. Next, I was rushing so much to get ready, that I spilled my porridge all down my school jumper. Because of this, I then had to find my spare jumper…Learning outcomes Children will be able to listen to an explanation delivered in role.Children will be introduced to time and causal conjunctions.Reading Grammar: warm ups throughout the reading phase – focus on using subordination for time and reason.Reading and responding Linking to the role play in the creating interest phase, give the children a one minute, timed challenge where they must recount all the reasons why the pupil was late. Create a text map to provide the children with a pictorial sequence.Play back a recording of the original role play or step back into the role. This time focus the children’s attention on the time joining words or conjunctions that the ‘pupil’ uses. In pairs, ask the children to record these on small whiteboards. Snowball with other pairs, then feedback as a class, to form a class list to be added and referred to throughout the unit.Outline to the children that whilst you were in role as a pupil, you were explaining to them why you were late. Your recount of events was an explanation. Often, an explanation text includes a process. When explaining a process or sequence where one thing happens after another, it is important to use time joining words or conjunctions so that the reader or listener knows the order in which things happen. What time joining words or conjunctions did our new ‘pupil’ use? An explanation also includes information as to why or how something happens, so it also includes causal joining words or conjunctions, such as because, so, if, this causes. We use these words or phrases to show when one thing has happened because of something else, e.g. I didn’t get up on time because my alarm clock didn’t go off.Once again, step back into role to replay the scene (or play back the recorded version). This time, ask them to ‘spot’ and collect all the causal joining words/conjunctions that the ‘pupil’ uses. Snowball with other pairs, then feedback as a class, forming a class list which can be added and referred to throughout the unit.Create human sentences by using three cards: I didn’t get up on time / because (display on a different colour card) / my alarm didn’t go off.Choose three children to hold up a card each, positioning the ‘because’ in the middle ‘I didn’t get up on time because my alarm clock didn’t go off’. Ask the child who is holding the ‘because’ card to link arms with the two holding the other cards to represent the function of a joining word.Next, rearrange the children to construct the sentence differently ‘Because my alarm clock didn’t go off, I didn’t get up on time.’Learning outcomes Children will be able to recount events. Children will be able to identify time joining words or conjunctions. Children will be able to describe what an explanation text is and what it does. Children will be able to identify joining words or conjunctions.Children will be able to experiment with moving the causal conjunction within the sentence.Children will be able to apply appropriate phonic strategies and check that texts make sense when reading and self-correct where necessary. Children will be able to access a range of explanation texts and identify what is being explained in each.Children will be able to discuss the organisational features of explanation texts.Children will be able to identify and discuss new vocabulary, and experiment using it in different contexts. Children will be able to create text maps to demonstrate a process being explained. EnglishExplanations – Creative Learning Opportunities and Outcomes (contd.)Repeat with further examples, extending the more able to use a comma where they naturally hear the break in the sentence. Through shared reading, explore a range of explanation texts, both in written and visual form. Model appropriate phonic strategies, checking that texts make sense when reading and self-correcting where necessary. In each case, identify what is being explained. Discuss and identify organisational features; headings, subheadings, diagrams etc. Ask children to pass the microphone (or other signifier) around the group to each retell a fact or part of the process. Introduce and discuss key vocabulary as it arises. Orally rehearse using the vocabulary in different contexts to embed meaning. Record vocabulary on the working wall for future use. Create a text map to represent an explanation including arrows to indicate the sequence. Add joining words and phrases to show time and cause/effect, e.g. time – next, then, a few minutes later, finally; cause/effect – because, if, as a result, this causes. Reading and analysing Begin to create a toolkit of features for explanation texts. Continue to add to this over several days. Provide children with further explanation examples for them to check against their toolkit; what features from their toolkit can they identify in this explanation text? Is there a sequence of events? What tense is it written in? Are there any sub-headings to help the reader follow the explanation? Is there any technical language? Provide differentiated texts, and ask the children to highlight and annotate the features. Continue to identify and collect both time and causal conjunctions. Display on the class working wall for children to refer to later in the writing phase.Ensure that once texts have been shared, they are left out as part of the display or class reading area to allow children the opportunity to re-read, and in doing so, develop their fluency and confidence.Children will be able to identify and understand the features of explanation texts. Children will be able to identify these features in further explanation text samples.Children will be able to reread texts to develop their own fluency and confidence in word building.Gathering content Grammar: warm ups throughout the gathering content phase – focus on using the suffix –ly to turn adjectives into adverbs, e.g. slowly, gently, carefully.Consider other how and why questions that would require an explanation. Start with topics within the children’s experiences e.g. How do we pay our dinner money in school? How does the school library work? Why must we tie our hair back in P.E.? Imagine the worst possible morning you could have, how would you explain to the teacher why you were late? Model and challenge children to orally create an explanation to answer each of these questions, using both time and causal conjunctions and phrases appropriately. Based on one of the seaside themed video clip explanations, or the children’s response to one of the above questions, create a text map of the sequence or process. This will form the basis of the class explanation text. Model and involveLearning outcomesChildren will be able to orally compose an explanation text, using both time and causal conjunctions, in response to a question within their experience.Children will be able to create a text map for their own explanation based on a video clip sequence.Children will be able to annotate their text map with arrows, and time and causal conjunctions. EnglishExplanations – Creative Learning Opportunities and Outcomes (contd.)the children in orally retelling the explanation, using both time and causal conjunctions/phrases and focusing on the grammar learning – using subordination for time and reason. Embed the oral retelling by asking children to retell the explanation in groups and pairs. Show the children another explanation clip or provide with another question. This will form the basis of their independent writing. Following the modelling for the class text, ask children to create a text map for their explanation, annotating with arrows to show the process. Ensure they add time conjunctions and phrases in one colour, and causal conjunctions and phrases in another. To help structure their explanation, children could be provided with a series of pictures from each part of the process. Provide plenty of opportunity for children to orally rehearse, discuss and evaluate their explanation with their peers, before they write. Children will be able to orally rehearse their writing with peers and respond to feedback. Writing Following the explanation text map for the class version, use shared writing techniques to model writing a section at a time. Throughout the modelling process, focus on the effective application of subordination for time and reason, and using the suffix –ly to turn adjectives into adverbs, e.g. slowly, gently, carefully. Model the appropriate use of time and causal conjunctions, plus any technical vocabulary collected throughout the theme. Explicitly model interaction with the working wall to do this. Children follow the modelling each day from the whole class focus and use their own text map and oral retelling / rehearsal to inform their independent writing. Use AFL, marking and feedback to adjust the shared writing focus daily.Model proofreading for spelling, grammar and punctuation errors and the need for texts to make sense when reading. Show the children how to self-correct. Model the editing process, highlighting the importance of audience and purpose. Following this modelling, allow children the opportunity to edit and improve their writing with adults (guided time) and with peers.Learning outcomesChildren will be able to write an explanation text, linked to a process that happens at the seaside, which includes:subordination for time and reason.the suffix –ly to turn adjectives into adverbs, e.g. slowly, gently, carefully.features of explanation texts. Children will be able to proofread their work to check for spelling, grammar and punctuation errors. Children will be able to edit their work showing an awareness of audience and purpose.Outcome An explanation text linked to a process that happens at the seaside.Presentation An explanation leaflet or booklet that could be displayed in class. Alternatively, it could be ‘sold’ or displayed in the seaside themed role play area, e.g. tourist information centre in a seaside town. ................
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