Disciplines:

Printmaking, Collage, Drawing

Medium:

Paper, Printing Ink, Plasticine, Printing Foam

Pathway: Simple Printmaking🔗

This pathway invites children to explore the world about them as a way to begin to understand the concept of “print”.

Print –A mark made by pressing or rubbing something onto a surface.

Pattern – A design made by repeating shapes, lines, or colours.

Texture – How something feels or looks like it would feel (e.g. bumpy, smooth).

What is a print, and how is it different from a drawing?A print is made by pressing or rubbing onto something to leave a mark. It’s different from a drawing because you can make more than one copy of the same image using a printing plate.

How can we use our hands, feet, and objects to make art?We can dip our hands or feet in paint and press them onto paper to make prints. We can also press leaves, shells, or toys into materials like plasticine to create shapes and patterns.

Jigsaw RE🔗
What gifts might Christians in my town have given Jesus if he had been born here rather than in Bethlehem?

(Northumberland Agreed Syllabus - Why does Christmas matter to Christians?) 

Who do Christians believe Mary was?Christians believe Mary was a young Jewish woman whom God chose to be the mother of his son, Jesus.

Who do Christians believe Gabriel was?Christians believe that God sent his angel, Gabriel, to ask this of Mary.Mary agreed (this is called her “Fiat”) and Jesus was born in Bethlehem.

Mary – A young woman Christians believe was chosen by God to be Jesus’ mother.

Angel – A special messenger from God.

Gabriel – The angel Christians believe brought God’s message to Mary.

Jesus – Christians believe Jesus is God’s son who was born on Earth.

Incarnation – The Christian belief that God became human in the person of Jesus.

National Curriculum:

Events beyond living memory that are significant nationally or globally significant historical events, people and places in their own locality

• Events leading up to the fire.
• Samuel Pepys and his diar

Hot seating

Content:

Great Fire of London/Samuel Pepys

Cross Curricular Writing Opportunity

Children will write a simple diary entry as Samuel Pepys during the Great Fire of London, recounting key events in chronological order and describing what he saw, heard and felt.

Context Link

Working as Time Agents for the Time Institute, children will investigate the Great Fire of London and gather evidence about what happened, why the fire spread and how London changed afterwards. Their work will culminate in a presentation to the Town Council, where they will share their findings in a variety of ways. Children might speak about what they have discovered, talk through pictures they have drawn, use maps or timelines, share diary writing, or create simple visual displays to help explain their findings.

Great Fire of London How did the fire start and why did it spread?
Sept 2nd 1666 - Thomas Farriner (bakery on Pudding Lane) from a spark from the fire Buildings close together Long hot dry summerWindy conditions

How did people fight the fire?
There was no fire brigade.  
People used leather buckets of water from river. Samuel Pepys persuaded King Charles to tell people to pull houses down using fire hooks to stop to fire spreading.
King Charles also gave permission for soldiers to use gunpowder to blow up houses to stop the fire.People escaped over the river in boats and on foot.

What was London like after the fire and what has changed?
Most of London had to be rebuilt and it took almost 50 years to finish it all! It was a hard time for the people who lived there.Lots of people died from disease and from the very cold winter after the fire because the temporary buildings were not good enough. New buildings had to be built from stone (rather than wood) and streets had to be wider so that the buildings were further apart. The first Fire Brigade was established after the Great Fire

Fire – Flames that burn and can destroy things.

Bakery – A place where bread and cakes are made.

Pudding Lane – The street where the fire started.

Wind – Moving air that helped the fire spread quickly.

Leather bucket – A soft container made from animal skin used to carry water.

Fire hook – A big tool used to pull down buildings to stop the fire.

Gunpowder – A powder that explodes, used to knock down houses.

Samuel Pepys – A man who wrote about the fire in his diary.

Rebuild – To build something again after it has been destroyed.

Fire Brigade – A group of people who put out fires (this started after the Great Fire).

Diary – A book someone writes in about what happens each day (like Samuel Pepys did).

National Curriculum:

name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

• What and where is London?
• Locate London on UK map and other country capitals.
• Locate key London locations linked to Great Fire.
• Identify key London locations in photographs.

Content:

London - Linked to history

What is London?London is the capital city of the UK.

Where is London on a map of the UK?

What are some famous landmarks in London?River Thames, Parliament, London Eye, Tower Bridge, Tower of London

London – The capital city of the United Kingdom.

Capital city – The most important city in a country, where the government is based.

Landmark – A famous building or place people know and visit.

River Thames – The big river that runs through London.

Map – A drawing that shows where places are.

Pathway: Locomotion🔗

Focus: Running & Jumping (Lessons 7-12)

The unit will increase pupils' motor competence when running, providing an understanding of where we run and why. Pupils will show self belief, exploring jumping in different directions, at different speeds, heights and distances. Pupils will learn how and why we jump with the correct technique.

Programming 1

Commands unplugged🔗

Exploring commands and instructions through a range of unplugged games and activities while developing an understanding of key programming vocabulary. Pupils apply their learning by following and creating simple instructions to predict and control outcomes.

Online Safety

Online emotions🔗

Exploring scenarios to identify how using the internet can affect our emotions.

Oak Academy

Singing together: how singing makes me feel

Performing/singing/evaluations