51ºÚÁÏ

Link apartheid to Mandela. Who he is, where he comes from, why he is so famous, right up to the present day. Use internet and books to find information about Mandela’s life and start to develop a time line as a useful tool to refer to throughout the theme. Suitable for years 5 and 6.

Look in more detail at Mandela’s life and in particular share with children a film of his release from prison. Reflect on reasons why Mandela is considered a hero by so many people all over the world. Add further details to the timeline. Suitable for years 5 and 6.

Children learn the word ‘texture’. They look carefully at their favourite toy and talk about the feel and appearance. They decide which media they want to use to represent it and do a beautiful drawing! They talk about their work and the work of other people. Suitable for years 1 and 2.

Guidance on using ICT software to aid Y3 teaching sequence.

Children present through poetry, role play, song or dance, an action that can be taken to prevent malaria. Suitable for years 5 and 6.

Following the work in Session 11, chn consider how Italy fits into the categories of countries in the modern world. After a discussion of the difference between developed and developing countries, children identify the differences between Italy and the UK. Suitable for years 3 and 4.

Consider where the food that we eat comes from. Grown at home, locally or in another country? Discuss food miles. Who does the shopping, cooking, washing up? Where does the water come from? Cook a meal/dish and write the recipe to send to your link school. Suitable for years 5 and 6.

Following their personal choices in session 1, children research the countries they identified. They mark physical features on their maps, including rivers, lakes, deserts and mountains. They also identify the oceans and seas. Suitable for years 5 and 6.

Through artwork/ poetry/song the significance of the ‘Rainbow nation’, and of valuing diversity, is celebrated. Suitable for years 5 and 6.

In this session children get a better understanding of why there is so much rain in rainforest regions. Chn create simple explanations in wordsildren pictures and diagrams. Suitable for years 3 and 4.

The properties of materials relate to their use as everyday objects such as spoons. Children test the insulating properties of various stirrers & discuss everyday uses of materials for thermal insulation or conduction. Look at diff meanings of word conductor. Suitable for Y4 pupils.

Children continue the work on the Coliseum in Rome. They find out about its history and then identify and locate this building in today’s Rome. Pointing out that it can be visited, chn look at tourist brochures and plan a visit! Suitable for years 3 and 4.

Following session 7, children look at which types of material are attracted by magnets and which are not. Using an experimental approach, they also investigate the two magnetic poles on a magnet and what happens when like is placed against like, etc. Suitable for years 3 and 4.

Why do some materials/objects float or sink? Talk about different materials used to make boats & ships. Carry out investigations: can children make plasticine float? How many pebbles/marbles will sink a plastic container? What happens when you blow air into water? Suitable for Year 1 pupils.

In this session children look at how the Romans improved hygiene arrangements across the empire by providing clean water and drains for sewage. Children investigate Roman toilets and baths, and discuss the positive effects of these innovations. Suitable for years 3 and 4.

Children recognise the need for affordable social housing. Groups discuss different forms of affordable housing – council houses, tower blocks, housing associations, prefabs. Feedback to class with pros and cons and decide which would be most useful after a problem.

Children read the description of a fictional tourist town, they consider the way the town is dependent upon the tourist industry that surrounds the Coral Lake. A proposed new bylaw aims to change things – what effects will this have? Children hold a town meeting.

Children compare a food journal they have kept with a food pyramid which gives the recommended servings of different food groups. The need to include fruit and vegetables is highlighted and children design a garden to grow their own.

Children consider ways in which we use the land and how it has changed since WW2. The four main ways are human land use, industrial agriculture, deforestation and urban sprawl. Children help decide the future of the imaginary Grousebrook Valley in the Peak District NP.

Ensure that children understand that all the people who have come to live here since Roman times have made an impact on Britain. Children research one country that people have immigrated from and add a picture and label to a large class version of the jigsaw.