Sharing The Planet
Conflict may occur over access to resources.
Lines of Inquiry: An inquiry into…
- How conflicts are brought about (form).
- The development of conflicts past and present (connection).
- How conflict can be managed in different ways (causation).
The children will participate in three stimulating activities: exotic fruits and vegetables exploration, farming and sewing and structures sessions. This will spark their interests into the lives of past civilisation- Maya. The will learn that our lives have been influenced by past civilisations.
- Making the right choices when I am angry
- Research: I can research the location and environment of where the Maya lived.
- Social: I care for the needs of others.
- Self-Management: I can use informed choices based on past experiences.
- ‘Girl of Ink and Stars’ by Kiran Millwood Hargrave
- ‘The Hero Twins’ by Dan Jolley
I understand school rules of health and safety.
Cacao Seeds, cenote, Chichen Itza, city-state, Huipil, Lintel, Pyramid, Tikal, Yucatan Peninsula, stela, Popol Vuh, nacom, Itzamna.
- Presenting our home learning
- Posting wow work to our dojo portfolios
- Star of the week
- Display high quality work
- Children will take part in a peace coming together of their three city-states.
- Children will deliver “gifts” of food, art work etc. for peace.
- Children will then write a narrative – a children living in Ancient Maya, which explores their experience of conflict and then peace.
Milestones covered in this inquiry…
- I can appreciate that some ancient civilizations showed greater advancements than people who lived centuries after them
- I can place features of historical events and people from past societies and periods in a chronological framework
- I can produce an in depth study Mayan civilization c. AD 900
- I can they recognise and describe differences and similarities/ changes and continuity between different periods of history
- I can use maps, aerial photos, plans and web resources to describe what a locality might be like
- I can they choose the best way to collect information needed and decide the most appropriate units of measure.
- I can make careful measurements and evaluate the data.
- I can use OS maps to answer questions, including the use of 6 figure grid references?
- I can they give an extended description of the human features of different places around the world.
- I can demonstrate the ability to adapt a character to different scenarios and is able to sustain a role effectively.
- I can confidently vary grammar and vocabulary to suit the audience, purpose and/or context.
- I can discuss and develop ideas; routinely use the drafting process before and during writing.
- I can ddapt form and style to suit purpose and audience; draw appropriate features from models of similar writing.
- I can use paragraphs to develop and expand some ideas in depth.
- I can use a range of devices to link ideas within and across paragraphs e.g. adverbials or repetition of a phrase.
- Use a range of presentational devices, including use of bullet points, tables and columns, to guide the reader.
- I can integrate dialogue to convey character and advance the action.
- I can describe characters, settings and atmosphere, with some precision.
- I can evaluate own and others’ writing; proofread, edit and revise.
- I understand school rules about health and safety.
- I know how to help someone who is choking (First Aid Afternoon).
- I know about people who are responsible for helping me stay healthy and safe (RECAP).
- I know strategies for keeping physically and emotionally safe, including road safety, cycle, rail, water and fire safety (rail safety is the focus).
- I know what is meant by enterprise and am beginning to develop enterprise skills.
- I can develop an initial understanding of interest, loans, debt and tax.
- I know about the role money plays in my own and others’ lives, including how to manage my money and be a critical consumer.
Art & DT
- I can use my sketch book giving detailed notes, and quotes explaining about items.
- I can use my sketches to communicate emotions and a sense of self with accuracy and imagination.
- I can explain why I have combined different tools to create my drawings.
- I can explain why I have chosen specific drawing techniques.
- I can produce appropriate lists of tools, equipment and materials that I need.
- I can evaluate my ideas and products against my original design.
- I can generate innovative ideas, drawing on research.
- I can explain how an algorithm works, detect errors in a program and correct them.
- I can use an ICT program to control a number of events for an external device.
- I can use ICT to measure sound, light or temperature using sensors and interpret the data.
- I can explore ‘what if’ questions by planning different scenarios for controlled devices.
- I can use input from sensors to trigger events.
- I can check and refine a series of instructions.