Forest Primary School

1
Forest Primary School

• Utilising the
• Interactive Whiteboard Across the Curriculum

October 2005
2
Forest Primary School
3
Forest Primary School
The Forest School has been making use of the
interactive whiteboards for a number of years.
The teachers have explored a range of uses
including electronic notebook, large screen
presentation, on-screen editing of presentations
and web based materials. The resource has
supported teachers in enhancing the learning
environment, presenting information in more
exciting and engaging ways, allowing methods and
reasoning to be modelled through images and text
and for the class to explore what if questions
supporting dialogue and assessment for
learning. The presentation will show teachers and
children from every year from Reception to Year
6. The examples demonstrate opportunities from
across the curriculum.
4
Forest Primary School
Subject ICT / Literacy ICT / Literacy Year Group R Page 1
Learning Intention(s) To use ICT to support learning. To link sounds to letters. Learning Intention(s) To use ICT to support learning. To link sounds to letters. Learning Intention(s) To use ICT to support learning. To link sounds to letters. Learning Intention(s) To use ICT to support learning. To link sounds to letters. Learning Intention(s) To use ICT to support learning. To link sounds to letters. Learning Intention(s) To use ICT to support learning. To link sounds to letters.
Success Criteria (Remember) To listen to the instructions from the computer. I know I have been successful if I am rewarded by the computer. Success Criteria (Remember) To listen to the instructions from the computer. I know I have been successful if I am rewarded by the computer. Success Criteria (Remember) To listen to the instructions from the computer. I know I have been successful if I am rewarded by the computer. Success Criteria (Remember) To listen to the instructions from the computer. I know I have been successful if I am rewarded by the computer. Success Criteria (Remember) To listen to the instructions from the computer. I know I have been successful if I am rewarded by the computer. Success Criteria (Remember) To listen to the instructions from the computer. I know I have been successful if I am rewarded by the computer.
Software Software Talking Animated Alphabet Talking Animated Alphabet Talking Animated Alphabet Talking Animated Alphabet
5
Forest Primary School
Subject ICT / Literacy Year Group R Page 2
Lesson Notes This is an activity that supports work on the recognition of letter sounds. Lesson Notes This is an activity that supports work on the recognition of letter sounds. Lesson Notes This is an activity that supports work on the recognition of letter sounds. Lesson Notes This is an activity that supports work on the recognition of letter sounds. Lesson Notes This is an activity that supports work on the recognition of letter sounds.

6
Forest Primary School
7
Forest Primary School
Subject ICT / Creative ICT / Creative Year Group R Page 1
Learning Intention(s) Use ICT to support learning. Learning Intention(s) Use ICT to support learning. Learning Intention(s) Use ICT to support learning. Learning Intention(s) Use ICT to support learning. Learning Intention(s) Use ICT to support learning. Learning Intention(s) Use ICT to support learning.
Success Criteria (Remember) To choose appropriate colours. To select appropriate pen thickness. I know I have been successful if I have drawn a picture of myself. Success Criteria (Remember) To choose appropriate colours. To select appropriate pen thickness. I know I have been successful if I have drawn a picture of myself. Success Criteria (Remember) To choose appropriate colours. To select appropriate pen thickness. I know I have been successful if I have drawn a picture of myself. Success Criteria (Remember) To choose appropriate colours. To select appropriate pen thickness. I know I have been successful if I have drawn a picture of myself. Success Criteria (Remember) To choose appropriate colours. To select appropriate pen thickness. I know I have been successful if I have drawn a picture of myself. Success Criteria (Remember) To choose appropriate colours. To select appropriate pen thickness. I know I have been successful if I have drawn a picture of myself.
Software Software 2Paint 2Paint 2Paint 2Paint
8
Forest Primary School
Subject ICT / Creative Year Group R Page 2
Lesson Notes Following an introduction on the selection of tools, the children use the whiteboard to produce a picture of themselves. This is then printed out. Lesson Notes Following an introduction on the selection of tools, the children use the whiteboard to produce a picture of themselves. This is then printed out. Lesson Notes Following an introduction on the selection of tools, the children use the whiteboard to produce a picture of themselves. This is then printed out. Lesson Notes Following an introduction on the selection of tools, the children use the whiteboard to produce a picture of themselves. This is then printed out. Lesson Notes Following an introduction on the selection of tools, the children use the whiteboard to produce a picture of themselves. This is then printed out.

9
Forest Primary School
10
Forest Primary School
Subject Literacy word work Literacy word work Year Group 1 Page 1
Learning Intention(s) To read and spell Y1/Y2 high frequency words. Learning Intention(s) To read and spell Y1/Y2 high frequency words. Learning Intention(s) To read and spell Y1/Y2 high frequency words. Learning Intention(s) To read and spell Y1/Y2 high frequency words. Learning Intention(s) To read and spell Y1/Y2 high frequency words. Learning Intention(s) To read and spell Y1/Y2 high frequency words.
Success Criteria (Remember) You know if you have been successful if you can read and spell 5 more high frequency words. Success Criteria (Remember) You know if you have been successful if you can read and spell 5 more high frequency words. Success Criteria (Remember) You know if you have been successful if you can read and spell 5 more high frequency words. Success Criteria (Remember) You know if you have been successful if you can read and spell 5 more high frequency words. Success Criteria (Remember) You know if you have been successful if you can read and spell 5 more high frequency words. Success Criteria (Remember) You know if you have been successful if you can read and spell 5 more high frequency words.
Software Software www.bbc.co.uk/schools/wordsandpictures/hfwords www.bbc.co.uk/schools/wordsandpictures/hfwords www.bbc.co.uk/schools/wordsandpictures/hfwords www.bbc.co.uk/schools/wordsandpictures/hfwords
11
Forest Primary School
Subject Literacy word work Year Group 1 Page 2
Lesson Notes Star Words is used as a fun way of learning or consolidating the learning of Y1/Y2 high frequency words. I use it as part of word work sessions, although it might be used as a 5-minute activity at any time. Within the program there is a teachers control panel, so that you may select the focus words and the level of difficulty. Lesson Notes Star Words is used as a fun way of learning or consolidating the learning of Y1/Y2 high frequency words. I use it as part of word work sessions, although it might be used as a 5-minute activity at any time. Within the program there is a teachers control panel, so that you may select the focus words and the level of difficulty. Lesson Notes Star Words is used as a fun way of learning or consolidating the learning of Y1/Y2 high frequency words. I use it as part of word work sessions, although it might be used as a 5-minute activity at any time. Within the program there is a teachers control panel, so that you may select the focus words and the level of difficulty. Lesson Notes Star Words is used as a fun way of learning or consolidating the learning of Y1/Y2 high frequency words. I use it as part of word work sessions, although it might be used as a 5-minute activity at any time. Within the program there is a teachers control panel, so that you may select the focus words and the level of difficulty. Lesson Notes Star Words is used as a fun way of learning or consolidating the learning of Y1/Y2 high frequency words. I use it as part of word work sessions, although it might be used as a 5-minute activity at any time. Within the program there is a teachers control panel, so that you may select the focus words and the level of difficulty.

12
Forest Primary School
13
Forest Primary School
Subject History - Homes History - Homes Year Group 1 Page 1
Learning Intention(s) To recognise and describe the similarities and differences between homes today and homes from the past, including the household objects found in them. Learning Intention(s) To recognise and describe the similarities and differences between homes today and homes from the past, including the household objects found in them. Learning Intention(s) To recognise and describe the similarities and differences between homes today and homes from the past, including the household objects found in them. Learning Intention(s) To recognise and describe the similarities and differences between homes today and homes from the past, including the household objects found in them. Learning Intention(s) To recognise and describe the similarities and differences between homes today and homes from the past, including the household objects found in them. Learning Intention(s) To recognise and describe the similarities and differences between homes today and homes from the past, including the household objects found in them.
Success Criteria (Remember) To explore the house. To look for items you may not recognise. To find out how the objects were used. Success Criteria (Remember) To explore the house. To look for items you may not recognise. To find out how the objects were used. Success Criteria (Remember) To explore the house. To look for items you may not recognise. To find out how the objects were used. Success Criteria (Remember) To explore the house. To look for items you may not recognise. To find out how the objects were used. Success Criteria (Remember) To explore the house. To look for items you may not recognise. To find out how the objects were used. Success Criteria (Remember) To explore the house. To look for items you may not recognise. To find out how the objects were used.
Software Software www.bbc.co.uk/education/dynamo/history/stepback.shtml www.bbc.co.uk/education/dynamo/history/stepback.shtml www.bbc.co.uk/education/dynamo/history/stepback.shtml www.bbc.co.uk/education/dynamo/history/stepback.shtml
14
Forest Primary School
Subject History - Homes Year Group 1 Page 2
Lesson Notes The site is used in a lesson in which we compare the similarities and differences between homes today and Victorian homes. We also use it in order to find out about Victorian household objects. Lesson Notes The site is used in a lesson in which we compare the similarities and differences between homes today and Victorian homes. We also use it in order to find out about Victorian household objects. Lesson Notes The site is used in a lesson in which we compare the similarities and differences between homes today and Victorian homes. We also use it in order to find out about Victorian household objects. Lesson Notes The site is used in a lesson in which we compare the similarities and differences between homes today and Victorian homes. We also use it in order to find out about Victorian household objects. Lesson Notes The site is used in a lesson in which we compare the similarities and differences between homes today and Victorian homes. We also use it in order to find out about Victorian household objects.

15
Forest Primary School
16
Forest Primary School
Subject Geography Geography Year Group 2 Page 1
Learning Intention(s) To draw around objects to make a plan. To locate your position on a plan and identify features. Learning Intention(s) To draw around objects to make a plan. To locate your position on a plan and identify features. Learning Intention(s) To draw around objects to make a plan. To locate your position on a plan and identify features. Learning Intention(s) To draw around objects to make a plan. To locate your position on a plan and identify features. Learning Intention(s) To draw around objects to make a plan. To locate your position on a plan and identify features. Learning Intention(s) To draw around objects to make a plan. To locate your position on a plan and identify features.
Success Criteria (Remember) A plan is the image of an object seen from above looking down on it. Look carefully around the room and identify objects and spaces. Think carefully about the shape of the objects as seen from above when drawing them on your plan. Success Criteria (Remember) A plan is the image of an object seen from above looking down on it. Look carefully around the room and identify objects and spaces. Think carefully about the shape of the objects as seen from above when drawing them on your plan. Success Criteria (Remember) A plan is the image of an object seen from above looking down on it. Look carefully around the room and identify objects and spaces. Think carefully about the shape of the objects as seen from above when drawing them on your plan. Success Criteria (Remember) A plan is the image of an object seen from above looking down on it. Look carefully around the room and identify objects and spaces. Think carefully about the shape of the objects as seen from above when drawing them on your plan. Success Criteria (Remember) A plan is the image of an object seen from above looking down on it. Look carefully around the room and identify objects and spaces. Think carefully about the shape of the objects as seen from above when drawing them on your plan. Success Criteria (Remember) A plan is the image of an object seen from above looking down on it. Look carefully around the room and identify objects and spaces. Think carefully about the shape of the objects as seen from above when drawing them on your plan.
Software Software Digimap, Nature Art Digimap, Nature Art Digimap, Nature Art Digimap, Nature Art
17
Forest Primary School
Subject Geography Year Group 2 Page 2
Lesson Notes Observe and note all the features in the classroom that would be needed on a plan, eg chairs, bookcase etc. Elicit what would not be needed on the plan and discuss why not? Use Digimap to explore a birds eye view seeing land mass, buildings, roads, cars etc from above. Swoop onto the school like a bird look at the shape of the playground and building. Locate the classroom on the map. Use Nature Art to model the use of geometric maths shapes to construct a plan of the classroom. Encourage the pupils to look carefully at the location of the objects in the classroom, the shape as seen from above and the spaces. Independent work draw a plan of the classroom drawing around objects and maths shapes. Plenary share individual plans with the class identifying three stars and a wish with a partner. Lesson Notes Observe and note all the features in the classroom that would be needed on a plan, eg chairs, bookcase etc. Elicit what would not be needed on the plan and discuss why not? Use Digimap to explore a birds eye view seeing land mass, buildings, roads, cars etc from above. Swoop onto the school like a bird look at the shape of the playground and building. Locate the classroom on the map. Use Nature Art to model the use of geometric maths shapes to construct a plan of the classroom. Encourage the pupils to look carefully at the location of the objects in the classroom, the shape as seen from above and the spaces. Independent work draw a plan of the classroom drawing around objects and maths shapes. Plenary share individual plans with the class identifying three stars and a wish with a partner. Lesson Notes Observe and note all the features in the classroom that would be needed on a plan, eg chairs, bookcase etc. Elicit what would not be needed on the plan and discuss why not? Use Digimap to explore a birds eye view seeing land mass, buildings, roads, cars etc from above. Swoop onto the school like a bird look at the shape of the playground and building. Locate the classroom on the map. Use Nature Art to model the use of geometric maths shapes to construct a plan of the classroom. Encourage the pupils to look carefully at the location of the objects in the classroom, the shape as seen from above and the spaces. Independent work draw a plan of the classroom drawing around objects and maths shapes. Plenary share individual plans with the class identifying three stars and a wish with a partner. Lesson Notes Observe and note all the features in the classroom that would be needed on a plan, eg chairs, bookcase etc. Elicit what would not be needed on the plan and discuss why not? Use Digimap to explore a birds eye view seeing land mass, buildings, roads, cars etc from above. Swoop onto the school like a bird look at the shape of the playground and building. Locate the classroom on the map. Use Nature Art to model the use of geometric maths shapes to construct a plan of the classroom. Encourage the pupils to look carefully at the location of the objects in the classroom, the shape as seen from above and the spaces. Independent work draw a plan of the classroom drawing around objects and maths shapes. Plenary share individual plans with the class identifying three stars and a wish with a partner. Lesson Notes Observe and note all the features in the classroom that would be needed on a plan, eg chairs, bookcase etc. Elicit what would not be needed on the plan and discuss why not? Use Digimap to explore a birds eye view seeing land mass, buildings, roads, cars etc from above. Swoop onto the school like a bird look at the shape of the playground and building. Locate the classroom on the map. Use Nature Art to model the use of geometric maths shapes to construct a plan of the classroom. Encourage the pupils to look carefully at the location of the objects in the classroom, the shape as seen from above and the spaces. Independent work draw a plan of the classroom drawing around objects and maths shapes. Plenary share individual plans with the class identifying three stars and a wish with a partner.

18
Forest Primary School
19
Forest Primary School
Subject Numeracy Numeracy Year Group 3 Page 1
Learning Intention(s) Count on in 2s, 3s, 4s and 5s Look for patterns in the number sequences Predict the next number in a sequence, using the pattern Learning Intention(s) Count on in 2s, 3s, 4s and 5s Look for patterns in the number sequences Predict the next number in a sequence, using the pattern Learning Intention(s) Count on in 2s, 3s, 4s and 5s Look for patterns in the number sequences Predict the next number in a sequence, using the pattern Learning Intention(s) Count on in 2s, 3s, 4s and 5s Look for patterns in the number sequences Predict the next number in a sequence, using the pattern Learning Intention(s) Count on in 2s, 3s, 4s and 5s Look for patterns in the number sequences Predict the next number in a sequence, using the pattern Learning Intention(s) Count on in 2s, 3s, 4s and 5s Look for patterns in the number sequences Predict the next number in a sequence, using the pattern
Success Criteria (Remember) To add on the same each time. To mark the pattern. To use the pattern to help the prediction. Success Criteria (Remember) To add on the same each time. To mark the pattern. To use the pattern to help the prediction. Success Criteria (Remember) To add on the same each time. To mark the pattern. To use the pattern to help the prediction. Success Criteria (Remember) To add on the same each time. To mark the pattern. To use the pattern to help the prediction. Success Criteria (Remember) To add on the same each time. To mark the pattern. To use the pattern to help the prediction. Success Criteria (Remember) To add on the same each time. To mark the pattern. To use the pattern to help the prediction.
Software Software Easiteach / file / open / maths / main activity / year3 number / recognising multiples of 2, 5, 10 Easiteach / file / open / maths / main activity / year3 number / recognising multiples of 2, 5, 10 Easiteach / file / open / maths / main activity / year3 number / recognising multiples of 2, 5, 10 Easiteach / file / open / maths / main activity / year3 number / recognising multiples of 2, 5, 10
20
Forest Primary School
Subject Numeracy Year Group 3 Page 2
Lesson Notes Recite the relevant tables. Using the Smartboard numeracy grid with one number sequence at a time, ask the children to produce the number pattern using the fill tool, previous knowledge and counting on. Ask the children to identify the pattern. Predict other numbers in the pattern and check. Look at the combination of 2x and 3x to produce the pattern for 6x table. Lesson Notes Recite the relevant tables. Using the Smartboard numeracy grid with one number sequence at a time, ask the children to produce the number pattern using the fill tool, previous knowledge and counting on. Ask the children to identify the pattern. Predict other numbers in the pattern and check. Look at the combination of 2x and 3x to produce the pattern for 6x table. Lesson Notes Recite the relevant tables. Using the Smartboard numeracy grid with one number sequence at a time, ask the children to produce the number pattern using the fill tool, previous knowledge and counting on. Ask the children to identify the pattern. Predict other numbers in the pattern and check. Look at the combination of 2x and 3x to produce the pattern for 6x table. Lesson Notes Recite the relevant tables. Using the Smartboard numeracy grid with one number sequence at a time, ask the children to produce the number pattern using the fill tool, previous knowledge and counting on. Ask the children to identify the pattern. Predict other numbers in the pattern and check. Look at the combination of 2x and 3x to produce the pattern for 6x table. Lesson Notes Recite the relevant tables. Using the Smartboard numeracy grid with one number sequence at a time, ask the children to produce the number pattern using the fill tool, previous knowledge and counting on. Ask the children to identify the pattern. Predict other numbers in the pattern and check. Look at the combination of 2x and 3x to produce the pattern for 6x table.

21
Forest Primary School
22
Forest Primary School
Subject ICT / RE ICT / RE Year Group 3 Page 1
Learning Intention(s) To use the copy and paste facilities in Textease. Learning Intention(s) To use the copy and paste facilities in Textease. Learning Intention(s) To use the copy and paste facilities in Textease. Learning Intention(s) To use the copy and paste facilities in Textease. Learning Intention(s) To use the copy and paste facilities in Textease. Learning Intention(s) To use the copy and paste facilities in Textease.
Success Criteria (Remember) Tell the computer what to copy. Place the cursor where you wish to paste. Tell the computer to paste the selected graphic. Success Criteria (Remember) Tell the computer what to copy. Place the cursor where you wish to paste. Tell the computer to paste the selected graphic. Success Criteria (Remember) Tell the computer what to copy. Place the cursor where you wish to paste. Tell the computer to paste the selected graphic. Success Criteria (Remember) Tell the computer what to copy. Place the cursor where you wish to paste. Tell the computer to paste the selected graphic. Success Criteria (Remember) Tell the computer what to copy. Place the cursor where you wish to paste. Tell the computer to paste the selected graphic. Success Criteria (Remember) Tell the computer what to copy. Place the cursor where you wish to paste. Tell the computer to paste the selected graphic.
Software Software Textease Textease Textease Textease
23
Forest Primary School
Subject ICT / RE Year Group 3 Page 2
Lesson Notes This is an ICT follow up to an RE lesson on the story of Joseph. The Smartboard is used to model the childrens independent activity. Before the lesson, the teacher will need to prepare a Textease page with the required graphics one of each object. This is then placed in the year group folder for each child to access. The children are required to use the cut and paste facilities to produce a picture showing a scene from the story. Lesson Notes This is an ICT follow up to an RE lesson on the story of Joseph. The Smartboard is used to model the childrens independent activity. Before the lesson, the teacher will need to prepare a Textease page with the required graphics one of each object. This is then placed in the year group folder for each child to access. The children are required to use the cut and paste facilities to produce a picture showing a scene from the story. Lesson Notes This is an ICT follow up to an RE lesson on the story of Joseph. The Smartboard is used to model the childrens independent activity. Before the lesson, the teacher will need to prepare a Textease page with the required graphics one of each object. This is then placed in the year group folder for each child to access. The children are required to use the cut and paste facilities to produce a picture showing a scene from the story. Lesson Notes This is an ICT follow up to an RE lesson on the story of Joseph. The Smartboard is used to model the childrens independent activity. Before the lesson, the teacher will need to prepare a Textease page with the required graphics one of each object. This is then placed in the year group folder for each child to access. The children are required to use the cut and paste facilities to produce a picture showing a scene from the story. Lesson Notes This is an ICT follow up to an RE lesson on the story of Joseph. The Smartboard is used to model the childrens independent activity. Before the lesson, the teacher will need to prepare a Textease page with the required graphics one of each object. This is then placed in the year group folder for each child to access. The children are required to use the cut and paste facilities to produce a picture showing a scene from the story.

24
Forest Primary School
25
Forest Primary School
Subject Literacy Literacy Year Group 4 Page 1
Learning Intention(s) To understand the term tense. To change the verb from the present to the past tense. Learning Intention(s) To understand the term tense. To change the verb from the present to the past tense. Learning Intention(s) To understand the term tense. To change the verb from the present to the past tense. Learning Intention(s) To understand the term tense. To change the verb from the present to the past tense. Learning Intention(s) To understand the term tense. To change the verb from the present to the past tense. Learning Intention(s) To understand the term tense. To change the verb from the present to the past tense.
Success Criteria (Remember) If the word ends with a short vowel, double the consonant and add ed. If the word ends with a long vowel, just add ed. If the word ends in y, change the y to an i and add ed. Success Criteria (Remember) If the word ends with a short vowel, double the consonant and add ed. If the word ends with a long vowel, just add ed. If the word ends in y, change the y to an i and add ed. Success Criteria (Remember) If the word ends with a short vowel, double the consonant and add ed. If the word ends with a long vowel, just add ed. If the word ends in y, change the y to an i and add ed. Success Criteria (Remember) If the word ends with a short vowel, double the consonant and add ed. If the word ends with a long vowel, just add ed. If the word ends in y, change the y to an i and add ed. Success Criteria (Remember) If the word ends with a short vowel, double the consonant and add ed. If the word ends with a long vowel, just add ed. If the word ends in y, change the y to an i and add ed. Success Criteria (Remember) If the word ends with a short vowel, double the consonant and add ed. If the word ends with a long vowel, just add ed. If the word ends in y, change the y to an i and add ed.
Software Software www.educate.org.uk (Registration is free) Go to Interactive Spelling Instructions www.educate.org.uk (Registration is free) Go to Interactive Spelling Instructions www.educate.org.uk (Registration is free) Go to Interactive Spelling Instructions www.educate.org.uk (Registration is free) Go to Interactive Spelling Instructions
26
Forest Primary School
Subject Literacy Year Group 4 Page 2
Lesson Notes This site is used as an introduction to changing verb tenses, following an initial discussion. The children begin by saying all the words and then picking out the long and short vowel sounds. These are highlighted. When the long vowel sounds have been identified the children can watch the verb change from the present tense to the past tense. The children can operate the program. It then goes on to short vowel sounds and the process is repeated. The children can be asked to predict what will happen before pressing next. An excellent program for all elements of VAK. The children then move on to independent activities. Lesson Notes This site is used as an introduction to changing verb tenses, following an initial discussion. The children begin by saying all the words and then picking out the long and short vowel sounds. These are highlighted. When the long vowel sounds have been identified the children can watch the verb change from the present tense to the past tense. The children can operate the program. It then goes on to short vowel sounds and the process is repeated. The children can be asked to predict what will happen before pressing next. An excellent program for all elements of VAK. The children then move on to independent activities. Lesson Notes This site is used as an introduction to changing verb tenses, following an initial discussion. The children begin by saying all the words and then picking out the long and short vowel sounds. These are highlighted. When the long vowel sounds have been identified the children can watch the verb change from the present tense to the past tense. The children can operate the program. It then goes on to short vowel sounds and the process is repeated. The children can be asked to predict what will happen before pressing next. An excellent program for all elements of VAK. The children then move on to independent activities. Lesson Notes This site is used as an introduction to changing verb tenses, following an initial discussion. The children begin by saying all the words and then picking out the long and short vowel sounds. These are highlighted. When the long vowel sounds have been identified the children can watch the verb change from the present tense to the past tense. The children can operate the program. It then goes on to short vowel sounds and the process is repeated. The children can be asked to predict what will happen before pressing next. An excellent program for all elements of VAK. The children then move on to independent activities. Lesson Notes This site is used as an introduction to changing verb tenses, following an initial discussion. The children begin by saying all the words and then picking out the long and short vowel sounds. These are highlighted. When the long vowel sounds have been identified the children can watch the verb change from the present tense to the past tense. The children can operate the program. It then goes on to short vowel sounds and the process is repeated. The children can be asked to predict what will happen before pressing next. An excellent program for all elements of VAK. The children then move on to independent activities.

27
Forest Primary School
28
Forest Primary School
Subject Science (Moving and growing) Science (Moving and growing) Year Group 4 Page 1
Learning Intention(s) To know that the skeleton is made up of bones. To know the names and position of the main bones in the body. To know the main function of the skeleton. Learning Intention(s) To know that the skeleton is made up of bones. To know the names and position of the main bones in the body. To know the main function of the skeleton. Learning Intention(s) To know that the skeleton is made up of bones. To know the names and position of the main bones in the body. To know the main function of the skeleton. Learning Intention(s) To know that the skeleton is made up of bones. To know the names and position of the main bones in the body. To know the main function of the skeleton. Learning Intention(s) To know that the skeleton is made up of bones. To know the names and position of the main bones in the body. To know the main function of the skeleton. Learning Intention(s) To know that the skeleton is made up of bones. To know the names and position of the main bones in the body. To know the main function of the skeleton.
Success Criteria (Remember) I will know if I have been successful if I know the names and position of at least 5 of the main bones in the body. Success Criteria (Remember) I will know if I have been successful if I know the names and position of at least 5 of the main bones in the body. Success Criteria (Remember) I will know if I have been successful if I know the names and position of at least 5 of the main bones in the body. Success Criteria (Remember) I will know if I have been successful if I know the names and position of at least 5 of the main bones in the body. Success Criteria (Remember) I will know if I have been successful if I know the names and position of at least 5 of the main bones in the body. Success Criteria (Remember) I will know if I have been successful if I know the names and position of at least 5 of the main bones in the body.
Software Software www.ase.org.uk/sen/focus/muscles See also www.bbc.co.uk/schools/podsmission/bones/annie02 www.ase.org.uk/sen/focus/muscles See also www.bbc.co.uk/schools/podsmission/bones/annie02 www.ase.org.uk/sen/focus/muscles See also www.bbc.co.uk/schools/podsmission/bones/annie02 www.ase.org.uk/sen/focus/muscles See also www.bbc.co.uk/schools/podsmission/bones/annie02
29
Forest Primary School
Subject Science Year Group 4 Page 2
Lesson Notes Introduction Ask the child to think about what makes them stay upright why they dont fall over? Elicit appropriate vocabulary, including bones and skeleton. Main - Show children the skeleton and elicit main functions of the skeleton to support and protect organs. Ask children if they know the names of any bones. Children should locate the bones on the skeleton and attach an appropriate label. They should also identify the correct location on their own body. Individual A skeleton worksheet and individual research. Plenary The web-site is used as one way to assess the childrens learning in the lesson. The quiz can be timed, which was of particularly enjoyed by the children. Lesson Notes Introduction Ask the child to think about what makes them stay upright why they dont fall over? Elicit appropriate vocabulary, including bones and skeleton. Main - Show children the skeleton and elicit main functions of the skeleton to support and protect organs. Ask children if they know the names of any bones. Children should locate the bones on the skeleton and attach an appropriate label. They should also identify the correct location on their own body. Individual A skeleton worksheet and individual research. Plenary The web-site is used as one way to assess the childrens learning in the lesson. The quiz can be timed, which was of particularly enjoyed by the children. Lesson Notes Introduction Ask the child to think about what makes them stay upright why they dont fall over? Elicit appropriate vocabulary, including bones and skeleton. Main - Show children the skeleton and elicit main functions of the skeleton to support and protect organs. Ask children if they know the names of any bones. Children should locate the bones on the skeleton and attach an appropriate label. They should also identify the correct location on their own body. Individual A skeleton worksheet and individual research. Plenary The web-site is used as one way to assess the childrens learning in the lesson. The quiz can be timed, which was of particularly enjoyed by the children. Lesson Notes Introduction Ask the child to think about what makes them stay upright why they dont fall over? Elicit appropriate vocabulary, including bones and skeleton. Main - Show children the skeleton and elicit main functions of the skeleton to support and protect organs. Ask children if they know the names of any bones. Children should locate the bones on the skeleton and attach an appropriate label. They should also identify the correct location on their own body. Individual A skeleton worksheet and individual research. Plenary The web-site is used as one way to assess the childrens learning in the lesson. The quiz can be timed, which was of particularly enjoyed by the children. Lesson Notes Introduction Ask the child to think about what makes them stay upright why they dont fall over? Elicit appropriate vocabulary, including bones and skeleton. Main - Show children the skeleton and elicit main functions of the skeleton to support and protect organs. Ask children if they know the names of any bones. Children should locate the bones on the skeleton and attach an appropriate label. They should also identify the correct location on their own body. Individual A skeleton worksheet and individual research. Plenary The web-site is used as one way to assess the childrens learning in the lesson. The quiz can be timed, which was of particularly enjoyed by the children.

30
Forest Primary School
31
Forest Primary School
Subject Music Music Year Group 5 Page 1
Learning Intention(s) We are learning to fit different patterns together. Learning Intention(s) We are learning to fit different patterns together. Learning Intention(s) We are learning to fit different patterns together. Learning Intention(s) We are learning to fit different patterns together. Learning Intention(s) We are learning to fit different patterns together. Learning Intention(s) We are learning to fit different patterns together.
Success Criteria (Remember) You know you have been successful if you can change the dance movement when you hear the music cue in the cyclic pattern. Success Criteria (Remember) You know you have been successful if you can change the dance movement when you hear the music cue in the cyclic pattern. Success Criteria (Remember) You know you have been successful if you can change the dance movement when you hear the music cue in the cyclic pattern. Success Criteria (Remember) You know you have been successful if you can change the dance movement when you hear the music cue in the cyclic pattern. Success Criteria (Remember) You know you have been successful if you can change the dance movement when you hear the music cue in the cyclic pattern. Success Criteria (Remember) You know you have been successful if you can change the dance movement when you hear the music cue in the cyclic pattern.
Software Software CD Rom with Music Express scheme www.acblack.com/musicexpress CD Rom with Music Express scheme www.acblack.com/musicexpress CD Rom with Music Express scheme www.acblack.com/musicexpress CD Rom with Music Express scheme www.acblack.com/musicexpress
32
Forest Primary School
Subject Music Year Group 5 Page 2
Lesson Notes The children are doing cyclic patterns as a topic, using African drums. The children learn some simple African dance movements to accompany the cyclic patterns they have learnt. They also learn how the cue signals the dances to change movements. The dances are on four video clips on the CD Rom and these are run to show the children. They then practise in front of the whiteboard as the clips are run again. Lesson Notes The children are doing cyclic patterns as a topic, using African drums. The children learn some simple African dance movements to accompany the cyclic patterns they have learnt. They also learn how the cue signals the dances to change movements. The dances are on four video clips on the CD Rom and these are run to show the children. They then practise in front of the whiteboard as the clips are run again. Lesson Notes The children are doing cyclic patterns as a topic, using African drums. The children learn some simple African dance movements to accompany the cyclic patterns they have learnt. They also learn how the cue signals the dances to change movements. The dances are on four video clips on the CD Rom and these are run to show the children. They then practise in front of the whiteboard as the clips are run again. Lesson Notes The children are doing cyclic patterns as a topic, using African drums. The children learn some simple African dance movements to accompany the cyclic patterns they have learnt. They also learn how the cue signals the dances to change movements. The dances are on four video clips on the CD Rom and these are run to show the children. They then practise in front of the whiteboard as the clips are run again. Lesson Notes The children are doing cyclic patterns as a topic, using African drums. The children learn some simple African dance movements to accompany the cyclic patterns they have learnt. They also learn how the cue signals the dances to change movements. The dances are on four video clips on the CD Rom and these are run to show the children. They then practise in front of the whiteboard as the clips are run again.

33
Forest Primary School
34
Forest Primary School
Subject Art Art Year Group 5 Page 1
Learning Intention(s) To use a viewfinder to select part of an arrangement or object. Learning Intention(s) To use a viewfinder to select part of an arrangement or object. Learning Intention(s) To use a viewfinder to select part of an arrangement or object. Learning Intention(s) To use a viewfinder to select part of an arrangement or object. Learning Intention(s) To use a viewfinder to select part of an arrangement or object. Learning Intention(s) To use a viewfinder to select part of an arrangement or object.
Success Criteria (Remember) To place the viewfinder carefully and accurately. To keep the viewfinder in place whilst you are drawing. To draw only what you see through the viewfinder, not the whole of the object you know is there. Success Criteria (Remember) To place the viewfinder carefully and accurately. To keep the viewfinder in place whilst you are drawing. To draw only what you see through the viewfinder, not the whole of the object you know is there. Success Criteria (Remember) To place the viewfinder carefully and accurately. To keep the viewfinder in place whilst you are drawing. To draw only what you see through the viewfinder, not the whole of the object you know is there. Success Criteria (Remember) To place the viewfinder carefully and accurately. To keep the viewfinder in place whilst you are drawing. To draw only what you see through the viewfinder, not the whole of the object you know is there. Success Criteria (Remember) To place the viewfinder carefully and accurately. To keep the viewfinder in place whilst you are drawing. To draw only what you see through the viewfinder, not the whole of the object you know is there. Success Criteria (Remember) To place the viewfinder carefully and accurately. To keep the viewfinder in place whilst you are drawing. To draw only what you see through the viewfinder, not the whole of the object you know is there.
Software Software Easiteach to display learning intentions and success criteria. www.hotcourses.com Easiteach to display learning intentions and success criteria. www.hotcourses.com Easiteach to display learning intentions and success criteria. www.hotcourses.com Easiteach to display learning intentions and success criteria. www.hotcourses.com
35
Forest Primary School
Subject Art Year Group 5 Page 2
Lesson Notes Show children the Object Slideshow. Explain that the pictures show where a viewfinder could be placed to create an interesting composition. Discuss some of the questions posed under each photograph. Ensure children are aware of compositions that exist in everyday life and compositions that are designed by an artist. Explain that the pictures do not show the whole picture, but part of what we know is there. Show the children a photograph taken of a section of a composition that can be made in the classroom. If resources allow, help groups to recreate the composition and to place a viewfinder so that they can only see what is shown in the photograph. Draw this view in sketch books and have a copy of the photograph for each child to accompany their drawing. Children experiencing difficulty using a viewfinder could try drawing a flatter object viewed through the viewfinder. Children could search areas of the school recording compositions using a digital camera. Others could work out what it is and where it is taken. Lesson Notes Show children the Object Slideshow. Explain that the pictures show where a viewfinder could be placed to create an interesting composition. Discuss some of the questions posed under each photograph. Ensure children are aware of compositions that exist in everyday life and compositions that are designed by an artist. Explain that the pictures do not show the whole picture, but part of what we know is there. Show the children a photograph taken of a section of a composition that can be made in the classroom. If resources allow, help groups to recreate the composition and to place a viewfinder so that they can only see what is shown in the photograph. Draw this view in sketch books and have a copy of the photograph for each child to accompany their drawing. Children experiencing difficulty using a viewfinder could try drawing a flatter object viewed through the viewfinder. Children could search areas of the school recording compositions using a digital camera. Others could work out what it is and where it is taken. Lesson Notes Show children the Object Slideshow. Explain that the pictures show where a viewfinder could be placed to create an interesting composition. Discuss some of the questions posed under each photograph. Ensure children are aware of compositions that exist in everyday life and compositions that are designed by an artist. Explain that the pictures do not show the whole picture, but part of what we know is there. Show the children a photograph taken of a section of a composition that can be made in the classroom. If resources allow, help groups to recreate the composition and to place a viewfinder so that they can only see what is shown in the photograph. Draw this view in sketch books and have a copy of the photograph for each child to accompany their drawing. Children experiencing difficulty using a viewfinder could try drawing a flatter object viewed through the viewfinder. Children could search areas of the school recording compositions using a digital camera. Others could work out what it is and where it is taken. Lesson Notes Show children the Object Slideshow. Explain that the pictures show where a viewfinder could be placed to create an interesting composition. Discuss some of the questions posed under each photograph. Ensure children are aware of compositions that exist in everyday life and compositions that are designed by an artist. Explain that the pictures do not show the whole picture, but part of what we know is there. Show the children a photograph taken of a section of a composition that can be made in the classroom. If resources allow, help groups to recreate the composition and to place a viewfinder so that they can only see what is shown in the photograph. Draw this view in sketch books and have a copy of the photograph for each child to accompany their drawing. Children experiencing difficulty using a viewfinder could try drawing a flatter object viewed through the viewfinder. Children could search areas of the school recording compositions using a digital camera. Others could work out what it is and where it is taken. Lesson Notes Show children the Object Slideshow. Explain that the pictures show where a viewfinder could be placed to create an interesting composition. Discuss some of the questions posed under each photograph. Ensure children are aware of compositions that exist in everyday life and compositions that are designed by an artist. Explain that the pictures do not show the whole picture, but part of what we know is there. Show the children a photograph taken of a section of a composition that can be made in the classroom. If resources allow, help groups to recreate the composition and to place a viewfinder so that they can only see what is shown in the photograph. Draw this view in sketch books and have a copy of the photograph for each child to accompany their drawing. Children experiencing difficulty using a viewfinder could try drawing a flatter object viewed through the viewfinder. Children could search areas of the school recording compositions using a digital camera. Others could work out what it is and where it is taken.

36
Forest Primary School
37
Forest Primary School
Subject Science Science Year Group 5 Page 1
Learning Intention(s) To understand the difference between pitch and loudness. To know how to change the pitch and loudness of a variety of instruments. Learning Intention(s) To understand the difference between pitch and loudness. To know how to change the pitch and loudness of a variety of instruments. Learning Intention(s) To understand the difference between pitch and loudness. To know how to change the pitch and loudness of a variety of instruments. Learning Intention(s) To understand the difference between pitch and loudness. To know how to change the pitch and loudness of a variety of instruments. Learning Intention(s) To understand the difference between pitch and loudness. To know how to change the pitch and loudness of a variety of instruments. Learning Intention(s) To understand the difference between pitch and loudness. To know how to change the pitch and loudness of a variety of instruments.
Success Criteria (Remember) You know you have been successful if You can explain how to change the pitch and loudness on at least two different musical instruments, You can give a general rule for making a higher pitch sound and a lower pitch sound on any musical instrument. Success Criteria (Remember) You know you have been successful if You can explain how to change the pitch and loudness on at least two different musical instruments, You can give a general rule for making a higher pitch sound and a lower pitch sound on any musical instrument. Success Criteria (Remember) You know you have been successful if You can explain how to change the pitch and loudness on at least two different musical instruments, You can give a general rule for making a higher pitch sound and a lower pitch sound on any musical instrument. Success Criteria (Remember) You know you have been successful if You can explain how to change the pitch and loudness on at least two different musical instruments, You can give a general rule for making a higher pitch sound and a lower pitch sound on any musical instrument. Success Criteria (Remember) You know you have been successful if You can explain how to change the pitch and loudness on at least two different musical instruments, You can give a general rule for making a higher pitch sound and a lower pitch sound on any musical instrument. Success Criteria (Remember) You know you have been successful if You can explain how to change the pitch and loudness on at least two different musical instruments, You can give a general rule for making a higher pitch sound and a lower pitch sound on any musical instrument.
Software Software www.bbc.co.uk/schools/scienceclips www.bbc.co.uk/schools/scienceclips www.bbc.co.uk/schools/scienceclips www.bbc.co.uk/schools/scienceclips
38
Forest Primary School
Subject Science Year Group 5 Page 2
Lesson Notes Revise the difference between pitch and loudness. We look at how these change with the virtual instruments in the program. Use questioning to draw out how the changes occur. Ensure that the children can hear the differences in pitch and loudness. Use questioning to draw out the generalisation that smaller things make higher sounds and larger things make lower sounds. The children then carry out a number of practical activities with a range of musical instruments to determine how pitch and loudness can change. The children then share their findings with the class and are asked to suggest ways to make specific sounds eg. a higher sound on a drum, a lower sound on a wind instrument etc. Ask the children to demonstrate that their findings work in practice by playing instruments. Ask musicians how they alter pitch and loudness. Relate what they say to vibrations. Lesson Notes Revise the difference between pitch and loudness. We look at how these change with the virtual instruments in the program. Use questioning to draw out how the changes occur. Ensure that the children can hear the differences in pitch and loudness. Use questioning to draw out the generalisation that smaller things make higher sounds and larger things make lower sounds. The children then carry out a number of practical activities with a range of musical instruments to determine how pitch and loudness can change. The children then share their findings with the class and are asked to suggest ways to make specific sounds eg. a higher sound on a drum, a lower sound on a wind instrument etc. Ask the children to demonstrate that their findings work in practice by playing instruments. Ask musicians how they alter pitch and loudness. Relate what they say to vibrations. Lesson Notes Revise the difference between pitch and loudness. We look at how these change with the virtual instruments in the program. Use questioning to draw out how the changes occur. Ensure that the children can hear the differences in pitch and loudness. Use questioning to draw out the generalisation that smaller things make higher sounds and larger things make lower sounds. The children then carry out a number of practical activities with a range of musical instruments to determine how pitch and loudness can change. The children then share their findings with the class and are asked to suggest ways to make specific sounds eg. a higher sound on a drum, a lower sound on a wind instrument etc. Ask the children to demonstrate that their findings work in practice by playing instruments. Ask musicians how they alter pitch and loudness. Relate what they say to vibrations. Lesson Notes Revise the difference between pitch and loudness. We look at how these change with the virtual instruments in the program. Use questioning to draw out how the changes occur. Ensure that the children can hear the differences in pitch and loudness. Use questioning to draw out the generalisation that smaller things make higher sounds and larger things make lower sounds. The children then carry out a number of practical activities with a range of musical instruments to determine how pitch and loudness can change. The children then share their findings with the class and are asked to suggest ways to make specific sounds eg. a higher sound on a drum, a lower sound on a wind instrument etc. Ask the children to demonstrate that their findings work in practice by playing instruments. Ask musicians how they alter pitch and loudness. Relate what they say to vibrations. Lesson Notes Revise the difference between pitch and loudness. We look at how these change with the virtual instruments in the program. Use questioning to draw out how the changes occur. Ensure that the children can hear the differences in pitch and loudness. Use questioning to draw out the generalisation that smaller things make higher sounds and larger things make lower sounds. The children then carry out a number of practical activities with a range of musical instruments to determine how pitch and loudness can change. The children then share their findings with the class and are asked to suggest ways to make specific sounds eg. a higher sound on a drum, a lower sound on a wind instrument etc. Ask the children to demonstrate that their findings work in practice by playing instruments. Ask musicians how they alter pitch and loudness. Relate what they say to vibrations.

39
Forest Primary School
40
Forest Primary School
Subject Geography Geography Year Group 6 Page 1
Learning Intention(s) To explain erosion, transportation and deposition in meanders when we learn about rivers. Learning Intention(s) To explain erosion, transportation and deposition in meanders when we learn about rivers. Learning Intention(s) To explain erosion, transportation and deposition in meanders when we learn about rivers. Learning Intention(s) To explain erosion, transportation and deposition in meanders when we learn about rivers. Learning Intention(s) To explain erosion, transportation and deposition in meanders when we learn about rivers. Learning Intention(s) To explain erosion, transportation and deposition in meanders when we learn about rivers.
Success Criteria (Remember) The outside of the bend erodes. The inside of the bend deposits. Success Criteria (Remember) The outside of the bend erodes. The inside of the bend deposits. Success Criteria (Remember) The outside of the bend erodes. The inside of the bend deposits. Success Criteria (Remember) The outside of the bend erodes. The inside of the bend deposits. Success Criteria (Remember) The outside of the bend erodes. The inside of the bend deposits. Success Criteria (Remember) The outside of the bend erodes. The inside of the bend deposits.
Software Software Easiteach Geography Easiteach Geography Easiteach Geography Easiteach Geography
41
Forest Primary School
Subject Geography Year Group 6 Page 2
Lesson Notes The children are taken on a walk down Petit Bot Valley, where they follow the course of the stream. They discuss their observations of erosion and deposition. Erosion is linked to the feeling of being thrown outwards as we turn corners in a car. Fast moving water is able to transport particles, whilst slow moving water drops sand and stone. The video and graphic sequences are used to model the river flow and reinforce the practical work on our return to the classroom. Lesson Notes The children are taken on a walk down Petit Bot Valley, where they follow the course of the stream. They discuss their observations of erosion and deposition. Erosion is linked to the feeling of being thrown outwards as we turn corners in a car. Fast moving water is able to transport particles, whilst slow moving water drops sand and stone. The video and graphic sequences are used to model the river flow and reinforce the practical work on our return to the classroom. Lesson Notes The children are taken on a walk down Petit Bot Valley, where they follow the course of the stream. They discuss their observations of erosion and deposition. Erosion is linked to the feeling of being thrown outwards as we turn corners in a car. Fast moving water is able to transport particles, whilst slow moving water drops sand and stone. The video and graphic sequences are used to model the river flow and reinforce the practical work on our return to the classroom. Lesson Notes The children are taken on a walk down Petit Bot Valley, where they follow the course of the stream. They discuss their observations of erosion and deposition. Erosion is linked to the feeling of being thrown outwards as we turn corners in a car. Fast moving water is able to transport particles, whilst slow moving water drops sand and stone. The video and graphic sequences are used to model the river flow and reinforce the practical work on our return to the classroom. Lesson Notes The children are taken on a walk down Petit Bot Valley, where they follow the course of the stream. They discuss their observations of erosion and deposition. Erosion is linked to the feeling of being thrown outwards as we turn corners in a car. Fast moving water is able to transport particles, whilst slow moving water drops sand and stone. The video and graphic sequences are used to model the river flow and reinforce the practical work on our return to the classroom.

42
Forest Primary School
43
Forest Primary School
Subject French French Year Group 6 Page 1
Learning Intention(s) The French names for the contents of a pencil case. Learning Intention(s) The French names for the contents of a pencil case. Learning Intention(s) The French names for the contents of a pencil case. Learning Intention(s) The French names for the contents of a pencil case. Learning Intention(s) The French names for the contents of a pencil case. Learning Intention(s) The French names for the contents of a pencil case.
Success Criteria (Remember) You know you have been successful if you can say, write and spell correctly in French, the items in your pencil case. Success Criteria (Remember) You know you have been successful if you can say, write and spell correctly in French, the items in your pencil case. Success Criteria (Remember) You know you have been successful if you can say, write and spell correctly in French, the items in your pencil case. Success Criteria (Remember) You know you have been successful if you can say, write and spell correctly in French, the items in your pencil case. Success Criteria (Remember) You know you have been successful if you can say, write and spell correctly in French, the items in your pencil case. Success Criteria (Remember) You know you have been successful if you can say, write and spell correctly in French, the items in your pencil case.
Software Software www.linguascope.com (Ma trousse) www.linguascope.com (Ma trousse) www.linguascope.com (Ma trousse) www.linguascope.com (Ma trousse)
44
Forest Primary School
Subject French Year Group 6 Page 2
Lesson Notes Each unit in Linguascope starts with a presentation, when each graphic is followed by its name, which can be repeated back. There is also a drag and drop process, matching up names and objects. This then develops into other activities involving typing in the names themselves, consolidation work and finally a worksheet, if desired. Each section can be re-run if necessary. Then children can practise the unit on their own in the ICT room. Lesson Notes Each unit in Linguascope starts with a presentation, when each graphic is followed by its name, which can be repeated back. There is also a drag and drop process, matching up names and objec