Focus Narrative:

Mini- Saga (200 word limit) 🔗

Key Text/Stimulus:

Skellig

Writing Outcome:

Overview:

In Skellig, Michael discovers a mysterious, fragile creature hidden in a crumbling garage. As he learns more about Skellig, themes of friendship, mystery, and hope begin to unfold. Pupils will explore this moment and develop their own short narrative inspired by the discovery.

Writing Task:

Write a mini-saga (maximum 200 words) retelling and describing the moment Michael discovers Skellig in the garage. Use a small number of carefully chosen words to create a strong atmosphere, focusing on what he sees, hears, and feels as he explores the dark space. Craft each sentence for maximum impact, showing how the moment unfolds and how his thoughts and emotions change as he realises what he has found.

Writing Focus:

Use precise vocabulary and expanded noun phrases to create atmosphere, organise ideas clearly within a short structure, and use cohesive devices to link events smoothly while building tension.

Focus Grammar

• Standard English forms for verb inflections instead of local spoken forms eg. We were instead of we was
• Use of paragraphs around a theme

Hot-seating, debate around issues

Perform scripts

Focus Non-Narrative:Script writing 🔗

Key Text/Stimulus:

Portal: Ancient Egypt

Writing Outcome:

Overview:

You are the team of TV producers at Station Studios, creating a brand-new episode of Portal all about the Ancient Egyptians. Your job is to turn what you have learned into an exciting and informative scene for your audience.

Writing Task:

Write a script for a scene in a new episode of Portal about the Ancient Egyptians. You will decide what happens in your scene, including presenters, guests (such as a pharaoh, scribe, or historian), and how you will share important information through dialogue. Make sure your script is both engaging and informative for your viewers.

Writing Focus:

Use key features of scripts (speaker names, colons, dialogue and stage directions), organise your ideas logically, and use cohesive devices to link information smoothly while keeping your audience interested.

Cross-curriculum support genres:

Informal letter Writing

Non-chronological reports

Discussions, sharing ideas/views

What is Baptism? Baptism is generally a rite for babies although adults can choose to be baptised later in life. It confers the name of the person and their part in God’s family.

How do Churches help remind Christians of their beliefs?Churches frequently have art or symbols which may remind Christians of their beliefs or the life of Jesus or other figures from the Bible or later saints. These can help the Christian focus when in church which they may find more difficult e.g. at home where there are more distractions.

Baptism – A special Christian ceremony using water to welcome someone into God’s family.

Symbol – An object, picture, or sign that stands for something important, like a belief or story in Christianity.

Church – A place where Christians gather to worship God, pray, and learn about their faith.

Pathway: Egyptian collars 🔗

Learning how to cross-stitch and appliqué to decorate and assemble Egyptian collars, which represent the children's unique personalities.

Core: Textiles

How can different stitching and joining techniques be used to create a strong and decorative textile product?

Different stitching techniques, such as running stitch or over stitch, can be used to join fabric pieces securely, while also adding decorative detail. Choosing the right stitch helps make the product strong, neat, and suitable for its purpose.

Running stitch– A simple stitch that goes in and out of the fabric to join materials.

Over stitch – A stitch that wraps over the edge of fabric to join and strengthen seams.

Seam – The line where two pieces of fabric are joined together.

WOW! Wonder Launch

Big Question: How is sound created?

Enquiry Focus: Observation over time

Outline: Provide a range of instruments (e.g. a drum with paper clips on top, a tuning fork in water, a xylophone).

Children explore making sounds using each instrument. They compare what happens when the instrument is making a sound and when it is silent, carefully observing any changes. Encourage children to focus on movement, such as vibrations, and record what they notice.

What to wonder?: What is happening to the instrument when it makes a sound?Can we see sound, or only hear it?What do all the instruments have in common when they are making a sound?

Investigations:

String Telephone: Children create a simple string telephone to explore how sound travels through solids. They investigate how tightening or loosening the string affects how clearly sound is heard.

Sound Vibrations – Louder and Quieter: Children explore how sounds are made by vibrations and how the strength of the vibration affects volume. They test different ways of making sounds to observe what makes them louder or quieter.

Sound Insulating: Children investigate which materials are best at blocking or reducing sound. They test a range of materials to see how effectively they can insulate against noise.

How are sounds made? Sounds are made when objects vibrate, and these vibrations create sound waves that travel to our ears.

How do vibrations from sounds travel to the ear?Vibrations travel through a medium, like air, water, or solids, as sound waves until they reach the ear, where they are interpreted as sound.

What is the relationship between the pitch of a sound and the object that produced it?The pitch of a sound depends on the size, shape, and tension of the vibrating object; for example, shorter or tighter objects create higher-pitched sounds, while longer or looser objects create lower-pitched sounds.

How does the volume of a sound relate to its vibrations?The volume of a sound is determined by the strength of the vibrations; stronger vibrations create louder sounds, while weaker vibrations create softer sounds.

Why do sounds become fainter as you move further away from the source?Sounds become fainter with distance because the sound waves lose energy as they spread out and travel through the air.

Vibration – A rapid back-and-forth movement that produces sound.

Sound wave – The movement of vibrations through air, water, or solids that allows us to hear sound.

Pitch – How high or low a sound is, depending on how fast something vibrates.

Volume – How loud or quiet a sound is, based on the strength of the vibrations.

Source – The object or material that starts the vibration and creates the sound.

Cross Curricular Writing Opportunity:

As TV producers at Station Studios, create a clear non-chronological report for Professor Crankpot, who has been set a challenge by Olive Stein to create a new episode of Portal called Crankpot TV but has forgotten how sound works; your report should explain what sound is, how it is made, how it travels, and how it can change, using clear headings, formal present tense, and key vocabulary such as vibration, volume, and insulation, with ideas grouped and linked clearly for cohesion.

Online Safety

Lesson 5: What is my #TechTimetable like? 🔗

Learning the positive and negative distractions of technology and exploring whether the amount of time spent using technology needs to be reduced.

Programming

Computational thinking 🔗

Exploring computational thinking through unplugged activities and applying these to programming.

Oak Academy

Compose and Create: composing a major melody on a stave 🔗

Language Angels Unit 🔗

• Mi familia (My Family)