Phase 2

“Every child is an artist. The problem is how to remain an artist once we grow up” Pablo Picasso

by Rachel Brock on March 29, 2019 No comments

An amazing week of creativity, exploration, and of course fun!  The children have worked so hard and enjoyed learning about different techniques, experimenting with pattern and much much more!  We have learnt about artists and been inspired. A big well done and thanks to all our children, staff, parents and volunteers, because of your commitment to the project the week has been a huge success.                                                                                               

Rachel Brock“Every child is an artist. The problem is how to remain an artist once we grow up” Pablo Picasso

Phase 2 Spring Term 2019 Curriculum

by Helen Farren on January 8, 2019 No comments

‘The Iron Man’ Phase 2 Spring Term 2019.

This term is full of exciting learning, with a theme of invention, innovation and scientific discovery. We will be doing this through an exploration of the wonderful worlds of Ted Hughes’ Iron Man, Rosie Revere – Engineer and the inventions of Leonardo Da Vinci and W. Heath Robinson.
Inspired by the books ‘The Iron Man’ and ‘Rosie Revere, Engineer’, pupils will be composing sound and rhyming poetry, writing letters, developing play scripts and working in teams to compile and edit their own newspapers.
These core texts will also lead to the children designing and making their own wooden ‘Marvellous Marble Maze’. Inventions will also be designed, informed by the stunning illustrations of Leonardo Da Vinci and the humorous drawings of W. Heath Robinson, our key artists during this term’s art sessions.
Our Topic Geography sessions are linked closely to the story of the ‘Iron Man’ and the coastal setting of the book. We will be exploring the coastlines of Britain, erosion and cliff formations. As the story moves on to Australia, we will also be looking at the widely varied key human and physical features of the landmass.
Our Topic History sessions will focus on a range of scientists and innovators who have changed our world through their imagination, determination and inspiration. Our term’s trip will be to visit the Science Museum in London to see some of these amazing inventions in action.
Maths lessons will continue to follow the Key Stage 2 programme of study and our Science sessions will look at how living things have changed over time.
On the back of this letter you will find more details of the subjects taught and some of the key questions and learning that we will be covering.
Yours faithfully,
Mr Dobson, Mrs Mitchison, Mrs Rogers, Miss Hitchman, Mrs Ellis and Mrs Harrop

Supporting Your Class
We are very lucky to have a growing team of parent and grandparent helpers in the Phase. If you would like to join them in supporting children’s reading or in developing their Times Tables recall, we’d love to have you come and join us – whether it’s for 15 minutes every so often, or for a whole morning or afternoon weekly.
Alternatively, if you would like to support our teams in their woodwork or computing this term, please contact your child’s class teacher. We would love to hear from you.

Core Texts:
The Iron Man
Rosie Revere – Engineer
A range of non-fiction books about Scientists.
Genres explored this term include:
 Sound Poems
 Letters
 Play scripts
 Newspaper reports
 Interviews
 Rhyme and rhyme poems
Handwriting sessions, spelling activities and punctuation and grammar lessons will also support this learning.

Inspire Maths
We will be following the sequence of learning for Inspire, starting with money, followed by Mass and Volume. Latter sessions will cover Problem Solving and 2 and 3D shape, before returning to the 4 operations,

Times Tables and Big Maths sessions will also be continuing.

Through the exploration of a range of
scientists and inventors.
Questions will include:
 When in history was the inventor or scientist living?
 What was life like during the time period?
 What problem did they identify?
 How did they overcome this problem?
 How did this solution impact on their world?
 Did everyone view this change as a good thing? (Pupils to compare and contrast differing contemporary views)
 How has this solution impacted on our world today?
 Pupils to examine a range of primary evidence artifacts and comment on them.

Pupils will be learning to:
 Keep safe online.
 Revisit the ‘Hour of Code’.
 Test and debug sequences of code.
 Develop our coding skills to design and programme our 3 level Iron Man Maze game.
 Save and retrieve files and documents.
 Select software suitable to present information and research findings in a way that engages your audience.

Questions will include:
 What different coastlines do we have in the UK?
 How do people use our coastlines?
 How has this changed what we might find there? Build there?
 What is erosion?
 How are cliffs formed?
 How are caves, arches, stacks and stumps formed?
 What might happen to buildings by clifftops?
 Where is Australia?
 How far away is it from us in East Grinstead?
 Why is there a time difference between us and Australia?
 What are the key natural and man-made features of Australia?
 What are its different habitats?
 Pupils to also set their own questions and given time to explore their own lines of enquiry.

Science – Electricity
This term’s Science Investigation

Design a torch to replace the Iron Man’s eyes.
To achieve this, pupils will:
 Draw their initial designs using existing products as a guide.
 Electrical safety talk to cover the dangers of mains (240v) electrical supplies.
 Electricity walk around the school listing examples of electricity use and how electricity is converted in other forces of energy.
 Construct series circuits that incorporate bulbs, buzzers, motors.
 Children are given a selection of circuits that will work and won’t work. They suggest how the broken circuits could be fixed and draw the complete
circuits using the correct scientific symbols.
 Make their touches and test their effectiveness using light meters.

PE/Sports (Please ensure that your child has their PE Kit in school)
Coaching Matrix, Hockey, Dance and
 To develop flexibility, strength, technique, control and balance.
 To compare our performances to those of others and demonstrate improvements to achieve personal bests.
 To work in teams, considering position and how best to support teammates.
 To develop a sense of sportsmanship.

Y4 Judaism
To understand how celebrating Passover and keeping the Jewish food laws
helps Jews show God they value their special relationship with him.
Pupils will be learning:
 To understand the importance of choice.
 To understand the story of Passover and what it means to Jews.
 To understand what each part of the Sedar plate represents.
Y3 Christianity
Could Jesus really heal people? What was good about Good Friday?

Taught through:
Y4 – BBC Ten Pieces
Y3 – No place by Kerry Andrews

 To listen to a variety of music and identify areas such as repetition, pitch and dynamic.
 To play musical instruments with increasing fluency and control.
 To know how music is written down.
 To sing musically with increasing confidence and control.

Y3: Mental health and emotional wellbeing:
Strengths and challenges Pupils learn: • about celebrating achievements and setting personal goals
• about dealing with put-downs • about positive ways to deal with set-backs

Y4: Physical health and wellbeing: What is important to me? Pupils learn: • why people may eat more or avoid certain foods (religious, moral, cultural or health reasons)
• about other factors that contribute to people’s food choices (such as ethical farming, fair trade and seasonality)
• about the importance of getting enough sleep

Art and Design
 To design and make our Iron Man
learning environment.
 To explore how artists and designers have developed mazes through history and to comment on their effectiveness.
 Design and build our own mazes out of wood, cutting and measuring with care.
 Review and refine designs and finished models.
 To explore the work of artists from the past and to comment on their work.
 To draw and paint in the style of the artists – Da Vinci and W. Heath Robinson.

Helen FarrenPhase 2 Spring Term 2019 Curriculum