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WALT Know some examples of effective climate action. Steps to Success I can explain what climate action means. I understand what climate justice is. I can identify who influences me and who I influence. I can work with others to plan meaningful climate actions. What is Climate Action? Climate action means doing things that help stop climate change or reduce its effects. Examples include: Using less energy Planting trees Recycling Speaking up for the planet Changing what we buy or eat Why Take Climate Action? Taking action can help us: Build leadership and communication skills Feel more confident and resilient Make our voices heard Feel connected to others Manage eco-anxiety What is Climate Justice? Climate justice means making sure everyone is treated fairly when it comes to climate change. Some people are affected more than others — even though they’ve done the least to cause the problem. It’s not fair that where you live or how much money you have decides how safe you are from climate change. Who Should Take Action? Activity: Move to a corner of the room based on your answer. Who should take action on climate change? Who can do the most to help? Who do businesses and politicians listen to most? Be ready to explain your choice! What Does It Mean to Influence? To influence someone means to change how they think or act. We are influenced by: Family and friends Celebrities and sports teams Social media and TV We also influence others — even if we don’t realise it! Who Do You Influence? Activity: Draw a spider diagram. Put yourself in the middle. Add people or groups you influence. The closer they are to the centre, the more you influence them. Think: How do you influence them? How Do We Influence Others? We influence others by: Talking to them Sharing on social media Giving feedback to companies Writing letters or signing petitions Not everyone has the same influence things like age, gender, or background can affect this. Group Planning Climate Action Ideas In groups, think of ways to share the message about climate justice. How can we take action at home, school, or in our community? How could we influence a company or the government? Use the Climate Action Ideas sheet to help you! Choose Your Top 3 Actions Pick your groups top 3 climate actions. Think about: How easy is it to do? What help do we need? What might stop us? How many people could it reach? How big of a change could it make? 6-Grid Reference Activity Lets practise using 6-figure grid references! Can you find places where climate action is happening? Can you locate areas affected by climate change? Use your map skills to explore the world of climate justice.

2 weeks Anne Frank Diary Entries planning. Widgets have been used on questions to support EAL learners. Who class guided reading a war time poem also added for fluency development

What is a Carbon Footprint? A carbon footprint is the total amount of greenhouse gases (especially carbon dioxide) released into the atmosphere as a result of human activities. Examples of activities that increase it: Driving petrol/diesel cars Flying Using electricity from fossil fuels Eating meat Buying new clothes often Visuals: Icons or images of cars, planes, factories, meat, and electricity. REAch 2 Carbon Reduction Efforts Overview: REAch 2 is working to reduce its carbon footprint by using energy-efficient systems, promoting recycling, and encouraging sustainable practices in schools. Student Engagement: What questions would you ask someone from REAch 2 about their efforts? Space for students to write interview questions. Reduce, Reuse, Recycle Reduce: Use less turn off lights, avoid waste. Reuse: Use items again water bottles, bags. Recycle: Turn waste into new products paper, plastic, cans. How it helps: Less energy is used, fewer resources are needed, and fewer emissions are produced. Planting Trees Video: How Trees Help Take notes while watching. What do trees do for the planet? Key idea: Trees absorb CO 2 and release oxygen. Why Trees Alone Are not Enough Trees take time to grow. They can not absorb all the CO 2 we produce. We must also reduce how much CO 2 we create. Lifestyle changes are essential (e.g., using less energy, eating less meat). Reducing Energy Use List all the electrical items you use at home/school. Reflection Questions: Can you turn them off when not in use? Do you leave lights or devices on? Could you use less heating or air conditioning? Key message: Every small action helps reduce fossil fuel use. School Walkabout Activity Instructions: Walk around the school. Look for ways to reduce energy use and waste. Examples: Lights left on? Computers on standby? Could we plant trees or recycle more? What changes could we suggest?

6 lessons including Assessment lesson. Designed to follow on from learning done in the previous Y3 Chritsianity Unit. This Unit covers: lesson 1 : Understand the role of the church in the community lesson 2: Learn about the significance of Baptism and Communion in Christianity lesson 3: Explore Christian values of kindness and helping others lesson 4: Understand different forms and purposes of prayer lesson 5: Discuss the Christian responsibility to care for the world lesson 6: Reflect on learned Christian values and practices

Learning Objective WALT: Understand how decarbonisation can reduce emissions I can explain what decarbonisation means. I can spot ways communities reduce emissions. I can work in a team to explore an eco-town. 🟩 What is Decarbonisation? Simple definition with visuals Examples: solar panels, electric cars, walking instead of driving Quick class discussion: “Why do we need to reduce emissions?” 🟩 Zero-Emission Communities Introduce the idea of places trying to reach net zero Explain that some communities are designed to produce no carbon emissions Introduce BedZED as an example 🟩 Watch & Observe – BedZED Title: “What can we spot that helps reduce emissions?” Play the YouTube clip: BedZED: the UK’s first major sustainable community explained Children write down everything they see that helps the environment 🟩 Let’s Discuss What did you notice? How do those things reduce emissions? Teacher-led discussion with key points on screen (e.g. solar panels, green roofs, shared transport) 🟩 A New Eco Town – North West Bicester Introduce the second video: A2Dominion – North West Bicester Explain that this is a new eco-town being built Pupils will now become eco-investigators 🟩Team Challenge – Research & Report Pupils work in teams to explore the eco-town Display the research questions clearly Encourage creativity: presentations, posters, news reports, or digital slides 🟩 Presentation Time Each group presents their findings Encourage peer questions and feedback

Guided Reading questions for Ice TRap by Meredith Hooper and M.P Robertson 2 weeks of Guided Reading lessons aimed for UKS2. Covers retrieval, inference, vocabulary, language, explanation and summary.

WALT Interpret current trends in global emissions. Lesson Vocabulary: binding peak Multilateral Lesson: Start by looking at maps/data of the arctic. Ask the children what emissions are; where do they come from? What impact do they have? Do a climate quiz to refresh knowledge and identify gaps What is the Paris agreement? Explain the following: The Paris Agreement is a legally binding international treaty on climate change. It was adopted by 196 Parties at the UN Climate Change Conference (COP21) in Paris, France, on 12 December 2015. It entered into force on 4 November 2016. Its overarching goal is to hold “the increase in the global average temperature to well below 2°C above pre-industrial levels” and pursue efforts “to limit the temperature increase to 1.5°C above pre-industrial levels.” Explain that today we will look at how countries are doing regarding reducing their emissions. Use the booklet with CO₂ emissions - Our World in Data To explore world data regarding emissions. There are many useful representations of the data; children answer the questions. Plenary  Thinking About Why Why do you think China’s CO₂ emissions have gone up so much? Why might the UK or Germany be making less CO₂ now than before? How does using more factories or cars affect CO₂ levels? Looking Ahead What do you think might happen if countries keep making more CO₂? weather. What could countries do to help reduce CO₂ emissions?

WALT identify language features of a narrative. WALT identify nouns and adjectives WALT to identify the functions of sentences WALT use relative clauses WALT write compound and complex sentences WALT use tenses WALT use colons and semi colons WALT use show-not-tell sentences WALT Plan a narrative

Facts about The Great Barrier Reef

Learning Outcomes: • To recognise the characteristics of the world’s oceans • To identify the layers of the ocean • To recognise the adaptation of marine species to their environment • To investigate a marine area and the impact of tourism • To identify the impacts of overfishing and the dangers of plastic in the ocean on marine life. Vocabulary: Algae Anemone Bioluminescent Coral Environmentalist Mariana Trench Midnight zone Plankton Sunlight zone1 The Abyss Trenches Twilight zone

To identify the layers of the ocean Introduce the five layers of ocean Task: Children to create graph at same time as teaching

To recognise the characteristics of the world’s oceans. Skills Starter: Locating latitude lines Label continents, oceans, equator, tropics. Recap of water cycle – what do the rivers flow into? Use world map to look at this. Mini Quiz – multiple choice What is the percentage of ocean on Earth? 71% How deep is the ocean? Difference between terrestrial and marine. Ellen McCarthur – Talk about knowledge of currents, tides, weather Task: Plan a route around the world’s Oceans by following the currents.

Map of currents in the oceans

Term 1 - Introduction to Christianity 1 To understand who Jesus was and his significance in Christianity. 2 To explore the teachings and parables of Jesus. 3 To recognize the importance of Christmas in Christianity. 4 To learn about the miracles performed by Jesus. 5 To understand the significance of Easter in Christianity. 6 To reflect on what Christians learn from the life of Jesus. (Assessment)

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Blitz Word Mat that includes language features of a Newspaper. Aimed for YR6 children as links with WW2 writing.

SATS Reading paper broekn down into domains. This resource is ideal for SATS practice, especially good if you want the questions broken down into the domains to teach separately.

5 lessons 1 - language features 2- formal language 3 - passive voice 4 - subordinating conjunctions 5 - Hot Task

Passive Voice Game Aim of the game: capture as many locations as possible! To do this you must roll a dice to move a space, you cannot go diagonally! When you land on a location click on its number. This will take you to a slide with an active voice sentence. To mark the space off of the map you must turn the active sentence into passive! If you lose you do not get the location and your turn ends.

Lesson 1 - Light Sources