The children will be making African masks using paper Mache and balloons- We will be focusing on designing, making and evaluating.

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1 Safari. History Geography Art Design and Technology The children will learn about Nelson Mandela and his link to Africa (President and that he tried to make a better future for people living in Africa). The children will be looking at where Africa is, linking to the equator and the W weather. We shall also be discussing different continents and different countries in Africa. We will compare Africa to the UK and rural and African cities. The children will be Sketching artefacts relating to Africa. They will ne painting different animals and animal prints. The children will be making African masks using paper Mache and balloons- We will be focusing on designing, making and evaluating. The children will be making a Handa surprise fruit salad. Mud clothes- colour clothes Computer Science Digital Literacy E communication and collaboration Computer Science Music: Drummer to come into school. Looking at African music and creating their own African music. PE: Creating a dance based on the story of Handa surprise. Core links through the curriculum. Basic Skills Real World Applications English Numeracy Using Technology Science Key texts Lila and the secret of the rain. Handas surprise Bringing the rain to the Kapiti Measuring the fruit for the fruit salad? Timeline of Nelson Mandela s life. Researching about Africa for the information text. Recording the dance in PE in order to evaluate it. Previously looked at food Chains, we will discuss different food chains and habitats of animals in Africa. Writing opportunities Advertisement about Africa. Information text about Africa. (Linking ICT) Animal poem- Linking to Unit 2- Literacy and Language.

2 Reading opportunities Lila and the secret of rain Information on the internet about Africa. Citizenship Modern Britain SMSC Enterprise Democracy: Life of Nelson Mandela apartheid Trip- Safari Park- Doncaster Raise money by a performance? Rule of law Gender roles Individual Liberty Life of Nelson Mandela apartheid Respect and tolerance Life of Nelson Mandela apartheid History Classroom Monitor Objective Historical Understanding Expected Indicators Exceeding Indicators Historical concepts. Cause and effect- Study the lives of significant individuals who contributed to national and international achievements. Periods in History

3 Geography Classroom Monitor Objective Geographical knowledge G Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. G Name and locate the world's seven continents and five oceans. Expected Indicators G a. The child can name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas on a map. (E.g. Using information about food from different parts of the UK, create a map showing where regional foods come from. Prepare a Great British Picnic using these foods.) G The child can name and locate the seven continents and five oceans on a globe or atlas. (E.g. Use some specific place knowledge of continents to describe the location of the habitat of a significant animal.) Exceeding Indicators G a. The child can name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas on a range of maps. (E.g. Research food that originates from different parts of the UK and create a map showing where regional foods come from. Design a menu for a Great British Picnic using these foods.) G The child knows the relative locations of the continents and oceans to the equator and North and South Poles. (E.g. Use specific place knowledge to describe the location of the habitat of a significant animal in relation to the Poles and Equator.) Geographical skills and enquiries. G Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. G a. The child can use a world map, atlas or globe to name and locate the seven continents and five oceans. The child can use a UK wall map or atlas to locate and identify the four countries and capital cities of the United Kingdom and its surrounding seas. (E.g. Locate the continents where different animals live on a blank base map of the world using an atlas.) G a. The child can use a world map, atlas or globe to locate the continents and oceans relative to the Equator and North and South Poles. The child can use a range of maps and satellite images to locate and identify the four countries and capital cities of the United Kingdom and its surrounding seas. (E.g. Locate with confidence the continents where different animals live on a base map of the world using

4 an atlas and describe their location.)

5 Design and Technology- Classroom monitor objectives: KeyStage 1 Design he/she can tell someone about his/her design ideas. KeyStage 1 Design he/she can make a mock up of his/her design and discuss it. KeyStage 1 Design he/she can create a drawing of his/her idea and templates for his/her design. KeyStage 1 Make he/she can decorate textilesusing buttons, beads,sequins, braids & ribbons. KeyStage 1 Make he/she can roll, fold, tear and cut paper and card. KeyStage 1 Evaluate he/she can say what they like and do not like about existing products. KeyStage 1 Evaluate he/she can say how well his/her designs and product met the given design criteria. KeyStage 1 Food he/she can name foods from each section of the EatWell plate and understands they should eat at least 5 portions of fruit and veg each day. KeyStage 1 Food he/she can use the right tools to peel, grate and chop. KeyStage 1 Food he/she understands that food comes from plants and animals and has to be farmed, grown or caught.

6 Art- Classroom monitor objectives. KeyStage 1 Developing/ Applying Ideas he/she can show his/her ideas/imagination through drawing, painting and sculpture and produce simple designs. KeyStage 1 Drawing With pencil, he/she can make different marks: dots, dashes, scribbles, sweeping lines, wavy lines, straight lines KeyStage 1 Drawing With coloured pencil, he/she can keep within the lines of a drawing when adding colour. KeyStage 1 Painting he/she can hold a brush correctly and use different types and sizes of brush. KeyStage 1 Painting he/she can use a paint brush to: dab, smooth, wash, sponge, stipple, stroke. KeyStage 1 Painting he/she can mix colours and describe how to make them. KeyStage 1 Painting he/she can control paint and water to mix paint of different thicknesses. KeyStage 1 Painting he/she can load a brush with the correct amount of paint and choose the correct brush size. KeyStage 1 Painting he/she can use different brushtypes to make differentmarks: lines, blobs, dots,dashes. KeyStage 1 Independent Artist he/she can begin to recall all the equipment needed for an art session. KeyStage 1 Independent Artist he/she can help prepare and clear away his/her paint area. KeyStage 1 Sculpture he/she can make a model using natural and man made materials to show a simple idea or using his/her imagination KeyStage 1 Sculpture he/she can explain how they are making his/her sculpture.

7 Computing Classroom Monitor Objective Digital Literacy C Use technology safely and respectfully. Expected Indicators The child can keep safe and show respect to others while using digital technology. The child should know that they need to keep themselves safe when using digital technology. E.g. They should know to use filtered SafeSearch when looking for images on the web and that they should close the lid of a laptop (or similar action) if they find inappropriate images. They should know to respect others' rights, including privacy and intellectual property when using computers, so should not look at someone else's work or copy it without permission and acknowledgement. They should observe age restrictions on computer games. (E.g. In 2.2, observe age restrictions when playing games out of school. In 2.3, ask before taking photos of others. In 2.4, know what to do if they encounter inappropriate content; acknowledge the source of information they use. In 2.5, check that it is safe to open files attached to s and to respond to s. In 2.6, know not to post images with metadata to the open web.) Exceeding Indicators The child can stay safe and act respectfully and responsibly when using digital technology. The child should know that they need to keep themselves safe when using digital technology. E.g. They should know to use filtered SafeSearch when looking for images on the web and that they should close the screen (or similar action) if they find inappropriate images. They should know to respect others' rights, including privacy and intellectual property when using computers, so should not look at someone else's work or copy it without permission and acknowledgement. They should know that s can have files attached that could harm their computer. They should know that digital photos sometimes contain hidden (meta)data that can reveal where the photo was taken. They should observe age restrictions on computer games. (E.g. In 2.2, observe age restrictions when playing games out of school and think about how long they should spend playing games. In 2.3, ask before taking photos of others and not upload these. In 2.4, know what to do if they encounter inappropriate content; acknowledge the source of information they use; only use liberally licensed media. In 2.5, check that it is safe to open files attached to s and to respond to s; respond appropriately.

8 In 2.6, know not to post images with metadata to the open web.) E communication and collaboration C Use technology purposefully to organise, store and retrieve digital content. C Use technology purposefully to create and manipulate digital content. The child can store, organise and retrieve content on digital devices for a given purpose. With a given purpose, the child can use a range of digital technologies to retrieve, organise and store digital content. Technologies will typically include laptop computers, tablets and smartphones with access to the internet, but the child might also be expected to use digital cameras, video cameras and audio recorders (or the equivalent apps on a tablet or smartphone). Projects might include digital photography, searching for images online and creating image-based presentation slides. (E.g. In 2.3, review, reject and rate the photographs they have taken. In 2.4, find useful information on websites. In 2.5, save and retrieve their presentations; add images or other media as appropriate. In 2.6, use questions to sort and classify objects; take, upload and organise photographs; add information to a map.) The child can create and edit original content for a given purpose using digital technology. The child can create and edit their own original digital content using a range of technologies. Content-creation technology might include laptop computers, tablets, smartphones with network connections, digital cameras, video cameras and audio recorders, although editing is likely to take place on laptops or tablets. Projects might include digital photography, creating image-based presentation slides, composing an and creating simple charts. Look for some indication of the child's creativity in this work and evidence that they The child can show some understanding that different types of information are all stored in a digital format on computers. The child can give some explanation of how information is stored on computers and other digital devices, recognising that information must always be stored as sequences of numbers, irrespective of the original form of that information. (E.g. In 2.3, recognise that digital photographs are made of pixels. In 2.5, recognise that a database contains structured information, and that recorded audio can be attached to s as digital information. In 2.6, recognise that digital photographs are made of pixels and sometimes contain data to show where they were taken.) The child can create and edit original content for a given purpose using digital technology and paying attention to the intended audience. The child can create and edit their own original digital content using a range of technologies. Content-creation technology might include laptop computers, tablets, smartphones with network connections, digital cameras, video cameras and audio recorders, although editing is likely to take place on laptops or tablets. Projects might include digital photography, creating image-based presentation slides, composing an

9 have edited content. (E.g. In 2.3, take and edit original digital photographs. In 2.4, create and edit their own presentation. In 2.5, write and edit an . In 2.6, take and edit photographs and create and edit charts.) and creating simple charts. Look for some indication of the child's creativity in this work and evidence that they have edited content. The child should be able to explain how they have taken into account the needs of their intended audience. (E.g. In 2.3, take and edit original digital photographs, thinking about their artistic merits. In 2.4, create, edit and deliver their own presentation, thinking about how to explain their research clearly to their audience. In 2.5, write and edit an using language appropriate for this purpose. In 2.6, take and edit photographs and create and edit charts, thinking about how to present information most effectively.) Computer Science