EYFS – Medium Term Plan (London Olympics 2012)
Areas of Learning Week 1 Week Week 3 Week 4 Week 5 Week 6
Physical KS: Run KS: Jump KS: Throw KS: Review previous KS: Practice KS from KS: Practice KS from
Development weeks previous weeks previous weeks
A: Traffic light game A: Jump the length of A: Teddy bear throw
A: Stations x2 – use A: Stations x3 – using A: Modify stations from
Bean bag run body. Over head ball throw activities from previous activities from previous last week – practice for
weeks. weeks Olympics day.
Teddy bear relay Positional jumping Bucket throw
(Refer to Leap into life) (Refer to Leap into life) (Refer to Leap into life)
(Refer to Leap into life) Hop skip jump game (Refer to Leap into life)
(Refer to Leap into life)
ELG: ELG: ELG:
ELGS: ELG: ELG:
-Use a range of small and -Use a range of small and -Use a range of small and
- Move with control and -Move with control and -Use a range of small and
large equipment. large equipment. large equipment.
coordination. coordination. large equipment.
-Move with control and -Move with control and -Move with control and
- Recognise the changes - Recognise the changes -Move with control and
coordination. coordination. coordination.
that happen to their that happen to their coordination.
bodies when they are bodies when they are Show awareness of Show awareness of Show awareness of
active. Show awareness of
active. space, of themselves and space, of themselves and space, of themselves and
space, of themselves and
of others. of others. of others.
-Show awareness of Show awareness of of others.
space, of themselves and space, of themselves and Olympics day!
of others. of others.
Communication Phonics – refer to letters Phonics – refer to letters Phonics – refer to letters Phonics – refer to letters Phonics – refer to letters Phonics – refer to letters
Language and and sounds. and sounds. and sounds. and sounds. and sounds. and sounds.
B/S: Tortoise and the B/S: Elmer’s Friends by B/S: The Three Billy Goats B/S: The Bully – Magic B/S: Shoeshine Boy: The B/S: Respect Is Correct by
David McKee (friendship) Gruff by Ladybird Key series (Equality) True Story of Pele by Linda Sky Grossman
Hare. (courage) Laurence Anholt (respect)
A: A: (Inspiration)
A: A: A:
- circle time/talk for - circle time/talk for A:
-Circle time/ talk for writing - circle time/talk for writing - circle time/talk for
writing – How does the - Guided writing/ writing - Guided writing/ - circle time/talk for writing about
Tortoise feel? who is a good - Guided writing/ Happy playtimes writing - Guided writing/
friend to you and Draw a picture of the picture and write - Guided writing/ when do we use
- Write/fill in a feeling why? bravest Billy Goat and why they’re happy draw picture of manners, what do
speech bubble. write why they think their ‘hero’ and we say? Children
say why they are to choose example
they are brave.
- Going for goals – fav’ hero. and write
RP: Italian restaurant RP: Italian restaurant
RP: Italian restaurant
- take order - take order RP: Italian restaurant
RP: Italian restaurant - write menus - write menus RP: Italian restaurant
- take order
- place orders - place orders - take order
- write menus
- take order ELGS: ELGS: - take order - write menus
- place orders
- write menus - write menus - place orders
- place orders - Speak clearly and - Speak clearly and - place orders ELGS:
audibly with confidence audibly with confidence ELGS:
- Speak clearly and
and control and show and control and show - Speak clearly and
audibly with confidence - Speak clearly and
ELGS: awareness of the awareness of the audibly with confidence
and control and show audibly with confidence
listener. listener. and control and show
- Speak clearly and awareness of the and control and show awareness of the
audibly with confidence listener. awareness of the
- Use talk to organise, - Use talk to organise, listener.
and control and show sequence and clarify sequence and clarify listener.
- Use talk to organise,
awareness of the thinking, ideas, feelings thinking, ideas, feelings - Use talk to organise,
sequence and clarify - Use talk to organise,
listener. and events. and events. sequence and clarify
thinking, ideas, feelings sequence and clarify thinking, ideas, feelings
- Use talk to organise, and events. thinking, ideas, feelings
- Attempt writing for - Attempt writing for and events.
sequence and clarify different purposes, using different purposes, using and events.
- Attempt writing for
thinking, ideas, feelings features of different features of different - Attempt writing for
different purposes, using - Attempt writing for
and events. forms such as lists, forms such as lists, different purposes, using
features of different different purposes, using
stories and instructions. stories and instructions. features of different
- Attempt writing for forms such as lists, features of different forms such as lists,
different purposes, using stories and instructions. forms such as lists, stories and instructions.
features of different stories and instructions.
forms such as lists, Olympics day!
stories and instructions.
Problem Solving, MM: recognise numbers MM: recognise numbers MM: Count up and back MM: count up and back MM: Count up and back. A:
Reasoning and 1-5 in context 1-9 in context 0-20 on action ladder 0-20 on action ladder. 0-20 on action ladder.
Stop at certain number 0- Stop at certain number 0- Measure progress during
A: 5. Ask 1 more/less? 5. Ask 1 more/less? physical development
using stop watches,
A: Make pizzas A: Set up restaurant places A: videos, cameras, different
for 5 people to come to forms of measuring and
Make own Olympic Direct Beebot around dinner (how many Set up sorting teddies ELG: record in progress books.
the obstacle course using more/less will they into ‘teams’ for their own
rings positional language. -Say and use number
need?) Olympics – find 1
more/less for each team. names in order in
Olympic hoop game Italian themed songs familiar contexts. Input data onto ‘Textease’
(throw correct number of (cold spaghetti song) and create a progression
bean bags into hoop) ELG: story.
-Say and use number Find one more or one
ELG: names in order in -Say and use number less than a number from
IWB: Design Olympic
familiar contexts. names in order in one to ten. ELG:
rings – Dazzle programme - Use everyday words to
describe position. -Say and use number
names in order in
- Say and use number Find one more or one
ELG: familiar contexts.
names in order in less than a number from Find one more or one
familiar contexts. one to ten. less than a number from -Use language such as
-Say and use number
names in order in one to ten. 'greater', 'smaller',
familiar contexts. 'heavier' or 'lighter' to
-Use language such as
'heavier' or 'lighter' to
-Use language such as
'circle' or 'bigger' to
describe the shape and
size of solids and flat Olympics day!
Knowledge and Intro assembly about RP: Italian Restaurant RP: Italian Restaurant RP: Italian Restaurant RP: Italian Restaurant RP: Italian Restaurant
Understanding of Olympics
A: A: A: A: A:
RP: Italian Restaurant
Find material to make our Paint/make own Italian Italian day: use Guest speaker come to Cook cakes and design
boat out of (floating and flag. information collected class to talk about the flags on top to sell at
sinking) over past weeks to create Olympics – encourage Olympic day.
A: Making pizza Italy in the classroom for children to ask questions,
Make boats for race the day. prepare questions over
Go to Italy for a day ELG:
Boat race – using boats
(basic info about Italy – we have made - Begin to know about
where it is, language, their own cultures and ELG:
food, flag, traditions) beliefs and those of ELG:
other people. - Begin to know about ELG:
ELG: their own cultures and - Begin to know about
- Build and construct - Begin to know about
beliefs and those of their own cultures and
IWB: Design own flag – -Investigate objects and with a wide range of their own cultures and
other people. beliefs and those of
dazzle programme materials by using all of objects, selecting beliefs and those of other
their senses as appropriate resources - Build and construct people.
appropriate. and adapting their work with a wide range of - Build and construct
- Build and construct with
ELG: where necessary. objects, selecting with a wide range of
- Find out about and a wide range of objects,
appropriate resources objects, selecting
identify the uses of selecting appropriate
-Investigate objects and and adapting their work appropriate resources
everyday technology and resources and adapting
materials by using all of where necessary. and adapting their work
use information and their work where
their senses as where necessary.
communication Find out about past and necessary.
technology and present events in their Ask questions about why
programmable toys to -Investigate objects and
- Find out about and own lives, and in those of things happen and how
support their learning. materials by using all of
identify the uses of their families and other things work.
their senses as
everyday technology and people they know.
- Begin to know about appropriate.
use information and
their own cultures and
beliefs and those of
programmable toys to
support their learning. - Build and construct
with a wide range of
- Begin to know about objects, selecting
their own cultures and appropriate resources
beliefs and those of and adapting their work
other people. where necessary.
Creative A: Circle time (T&H) A: Circle time (B&S) Circle time (B&S) Circle time (B&S) Circle time (B&S)
Making pizza Cirlce time (B&S)
Designing flags Make a boat that can be A: House meetings – House meetings – House meetings –
used in an Olympic race. designing flags and designing flags and designing flags and
Designing Olympic Paint/make own Italian banners for Olympics day. banners for Olympics day. banners for Olympics day.
Italian themed songs flag.
Rings (spaghetti and meatballs
Learn, sing and play
RP: Italian restaurant instruments along to Italian day: use Make an invitation to A:
ELG: Italian anthem. information collected parents to come to
over past weeks to create Olympics day. Cook cakes and design
- Express and Italy in the classroom for flags on top to sell at
communicate their ideas, the day Olympic day.
- Express and thoughts and feelings by
communicate their ideas, using a widening range
thoughts and feelings by of materials, suitable
using a widening range tools, imaginative and - Express and
of materials, suitable role-play, movement, communicate their ideas, - Express and ELG:
- Express and
tools, imaginative and designing and making, thoughts and feelings by communicate their ideas,
communicate their ideas,
role-play, movement, and a variety of songs using a widening range thoughts and feelings by - Express and
thoughts and feelings by
designing and making, and musical instruments. of materials, suitable using a widening range communicate their ideas,
using a widening range
and a variety of songs tools, imaginative and of materials, suitable thoughts and feelings by
- Explore colour, texture, of materials, suitable
and musical instruments. role-play, movement, tools, imaginative and using a widening range of
shape, form and space in tools, imaginative and
designing and making, role-play, movement, materials, suitable tools,
two or three dimensions. role-play, movement,
- Explore colour, texture, and a variety of songs designing and making, imaginative and role-
designing and making,
shape, form and space in and musical instruments. and a variety of songs play, movement,
- Respond in a variety of and a variety of songs
two or three dimensions. and musical instruments. designing and making,
ways to what they see, and musical instruments.
- Explore colour, texture, and a variety of songs
- Respond in a variety of hear, smell, touch and
shape, form and space in - Explore colour, texture, - Explore colour, texture, and musical instruments.
ways to what they see,
hear, smell, touch and feel. two or three dimensions. shape, form and space in shape, form and space in - Explore colour, texture,
feel. two or three dimensions. two or three dimensions. shape, form and space in
- Respond in a variety of two or three dimensions.
ways to what they see, - Respond in a variety of - Respond in a variety of
hear, smell, touch and ways to what they see, ways to what they see, - Respond in a variety of
feel. hear, smell, touch and hear, smell, touch and ways to what they see,
feel. feel. hear, smell, touch and
Personal, Social Link with Olympic values: Link with Olympic values: Link with Olympic values: Link with Olympic values: Link with Olympic values: Link with Olympic values:
Excellence – enjoy and friendship Courage Equality Inspiration Respect
and Emotional achieve
A: A: A: A: A:
Circle time (B&S) Circle time (B&S) B/S: The Bully – Magic B/S: Shoeshine Boy: The B/S: Respect Is Correct by
Talk about Tortoise and Key series (Equality) True Story of Pele by Linda Sky Grossman
the Hare (how does it feel talk for writing circle time/talk for writing Laurence Anholt (respect)
to win/ do your best? Is circle time/talk for writing (Inspiration)
Guided writing/ who is a Guided writing/
good friend to you and Guided writing/ Happy
why? Draw a picture of the playtimes picture and A:
bravest Billy Goat and write why they’re happy A:
Going for goals write why they think they - circle time/talk for
are brave - circle time/talk for writing about
Go on holiday to Italy. ELG: writing - Guided writing/
ELG: - Guided writing/ when do we use
- Understand that people draw picture of manners, what do
have different needs, ELG: - Understand that people their ‘hero’ and we say? Children
ELG: views, cultures and have different needs, say why they are to choose example
beliefs, that need to be - Understand that people views, cultures and fav’ hero. and write
- Understand that people have different needs, ELG: sentence.
treated with respect. beliefs, that need to be
have different needs, views, cultures and ELG:
treated with respect.
views, cultures and - Be confident to try new beliefs, that need to be - Understand that people
have different needs, - Understand that people
beliefs, that need to be activities, initiate ideas treated with respect. - Be confident to try new
views, cultures and have different needs,
treated with respect. and speak in a familiar - Be confident to try new activities, initiate ideas beliefs, that need to be views, cultures and
group. activities, initiate ideas and speak in a familiar treated with respect. beliefs, that need to be
- Be confident to try new and speak in a familiar group. treated with respect.
activities, initiate ideas group. - Be confident to try new
and speak in a familiar activities, initiate ideas - Be confident to try new
group. and speak in a familiar activities, initiate ideas
group. and speak in a familiar
Key: KS = Key Skill
A = Activities
ELG = Early learning goals
B/S = Book or story
RP = Role Play area
MM = Mental Mathematics
Role play area: Italian restaurant
Key Stage One – Medium Term Plan
(London Olympics 2012)
Week One Week Two Week Three Week Four Week Five Week Six
Understanding Running Throwing Jumping Sports Day week.
Development, Warm-up: get children to Team games involving (2a) In pairs children (1b) Circus of throwing Developing jumping Pre-event session
Health and Well- travel (walk, jog, run) at running. practice ways to get the activities: skills.
being different speeds. Either ball to travel from one to Organise activities and
through ‘traffic lights’ or Basic relay races and another; under arm, over Throwing bean bags into Warm up: Jump into a children to take part.
equivalent game, could running through arm, roll, one hand etc. buckets, hoop. Hoops of different
think of Olympics based obstacle courses to sizes are scattered, Practice various events
words to use. begin. What are the different Throwing bean bags from children run around the and previously learnt
types of throws? a distance (who can get it hoops until told – then skills.
(4b) Ask children whether the furthest), jump into one. If teacher
(2b) Give children two
their bodies feel different shouts a number, that Olympic Sports Day
opportunities for each In threes, two children
from at the start of the Throwing a heavier ball number of children jump
relay – discuss how the throw to each other –
lesson. Why? from a distance (who can into the hoop. Events could include –
teams could improve piggy in the middle.
get it furthest, children Marathon = 200m
after the first time and
discuss difference in (3b) Discussion on what Shot put with bean bags.
Play a chasing game, some give them the
weight), makes a good jump. Hammer with carrier bag
suggestions: It, Stuck in the opportunity to try out
Small hurdles using cones.
Mud, British Bulldog strategies.
Seeing how many throws Circus of jumping Standing jump.
two children can make to activities using skipping 30/60m sprint.
Capture the flag to
each other in a given time ropes, cones etc i.e.
etc. ‘jump around the circle’
Scientific and Science based: SC2-Life 2c- That taking exercise 2d- The role of drugs as (5c) Design/Tech Based: Design healthy Create Healthy food.
Technological Processes and Living and eating the right medicines. smoothie.
Understanding Things. types and amounts of Researching healthy food Healthy food tasting
food helps keeps Looking at ill bodies and choices. Ingredients lists. challenge.
Introduction to the topic- humans healthy. making us better.
healthy bodies. Designing the ultimate Create working design (3a) Self and peer
Making leaflets and How can we prevent athlete smoothie. sheets. evaluation.
2b- That humans and other posters. ourselves from getting
animals need food and ill? (1a) Questionnaires and Design labels for Is the product fit for
water to stay alive. What does exercise do surveys to explore smoothie bottles and purpose?
to our body? Teeth care? possible design choices. packaging.
What do athletes need? Skin care?
What do we need? Hygiene. Considering the opinions
of the market.
What is good food? Balanced life styles.
Handling data unit for any Year 2 Block C Year 2 Block C Calculating, measuring Year 2 Block D Year 2 Block D
Mathematical year in Key Stage 1-take and understanding shape
Understanding from PNS. Children to follow a line Using data collected from in any year in Key Stage 1- Relate to Olympics- Relate to the Olympics-
of enquiry based on PE lessons children start take from PNS. weight of food, people, would link to ICT unit-
Following taken from Year 2 bodies and physical collecting and recording etc. Medals? Beebots.
Block C. capabilities such as data in lists and tables; Year 2 Block D
“What is you height” represent the data as Estimate, compare and Follow and give
Revisit the concept of “How far can you block graphs or Olympics- relate problems measure lengths, instructions involving
measuring and collecting jump?”etc. Answer pictograms to show to Olympics. weights and capacities, position, direction and
data. questions by choosing results; use ICT to Solve problems involving choosing and using movement.
and using suitable organise and present addition, subtraction, standard units (m, cm,
Assess children’s ability to equipment and data. multiplication or division kg, litre) and suitable
read from a scale and selecting, organising in contexts of numbers, measuring instruments.
measure different lengths and presenting measures or pounds and
and heights of objects. information in lists, pence.
Use units of time
tables and simple (seconds, minutes,
Children to learn how to diagrams Add or subtract mentally a
hours, days) and know
measure volume, length one-digit number or a
and weight and time on are multiple of 10 to or from
between them; read the
carousel of activities to any two-digit number; use
time to the quarter hour;
revisit prior learning or practical and informal
identify time intervals,
introduce to new concepts. written methods to add
including those that
and subtract two-digit
cross the hour.
Children to record findings numbers
in ready- made formats.
Understanding the Music 2a-Explore the use of Continue compositions Art Generate ideas for 4b-Create the banners-
Arts percussion instruments and record for use on banner design using fabric paint? on
1a-Compose call and to compose an S/Day to be played for 1a-Research the flag and sheeting or similar. Attach
response verses for singing ‘Olympic Theme’ for the arrival of each class. national colours of the 2a-Designs for the poles, to be carried by 2 or
during parade at Sports’ Day the country. (Use other chosen country Olympic Banners to be more chn.
instruments if chn play (Encyclopaedia). Each child carried both at the head
any). Listen to fanfares makes a flag to carry of the procession and
and ‘Olympic’ themed during the ‘Olympic amongst the remainder
music Procession’(Sports’ Day)
Historical, Geography based on one (2d) ‘Geography Visual images (pictures, History based on the Show children a pictures Give children a profile of a
Geographical and country that is taking part detectives’: Barnaby videos etc.) of chosen country that children or replicas of objects ‘child’ from the past living
Social in the Olympics 2012 Bear has sent class country used as a have been looking at in from the past of the in the chosen country.
Understanding of some artefacts. Group stimulus for class Geography chosen country. Including brief
the World Where in the world is work using artefacts of discussion. descriptions of name, age,
Barnaby Bear? Barnaby Bear the chosen country that (1b) Establish what is Class discussion on what clothing, education,
is in the class’s chosen they can touch, feel What is it like to live meant by ‘ancient’ and it tells us about life in entertainment, diet etc.
Olympic country. and examine. there? ‘modern’. (country) in the past.
Inference and deduction. Children to decide what
Read children a postcard (1a) What is it made What is different about (1a) Timeline work. questions they would like
from Barnaby Bear. out of? How do you (country) to where we Children create a ‘human Detailed drawing of the to ask the child.
think it is made? What live? timeline’ with dates from object with description.
(3b)Assess children’s prior do you think it is used present working (2a,2b) What was it like to
knowledge of the country. for? What does it tell us Would you like to live in backwards and using grow up in this country in
about the country? (country)? Why/why not? important events from the the past?
chosen country’s history. Where did people live?
Children write What was it like?
Children create their own
information and/or Children create own visual What did they eat?
(2c) Using ‘first’, ‘junior’ or postcards to send to
draw a picture of timelines and locate the What jobs did they have?
‘picture’ atlases to find the Barnaby Bear about what
artefact(s) on premade ‘ancient’ (country) on a
country. Children colour the they have learnt about
worksheets. map. Teacher role-play as the
country and label on a map the country.
of the world.
Children note down any
answers on their
Understanding En3,1-‘Animals as Medal Continue from previous En1,1-Present their En1-Traditional tales- Explore other traditional Compare the
English, Winners’- what do the chn findings and record findings to the rest of the Aesop’s Fable, The stories from their differences/similarities of
communication and know about the ‘factoid’ booklets with class, comparing the Tortoise and the Hare- specific country. tales.
languages speeds/sizes/strength of the best animals- animals and deciding discuss the moral.
certain animals? In groups illustrations and facts which animal would be Are there similar
use the medal winners. characters/events?
find out info about animals.
(Also teacher PC input)
Religious Introduction Special People Special People Special Places Special Places Festivals
Intro to religion. Look @ gods associated Watch videos of special Look at place of worship Can the Olympic stadium What festivals are specific
with religion. Olympic moments. linked to religion. make people feel like to the religion?
Analysis of which countries this?
believe in which faiths. Use Who, Why, When, Identify those individuals What makes it special? Show children examples of
Olympic countries. What, How?? who have battled with How, why? artefacts connected with
problems. Racism etc. How does it make you festival.
Label a map showing feel? Children to talk about
Roleplay an element of
primary religions for main Research great their most special places. Watch video on festival.
the story (of the god)
rolemodels in society.
Draw picture. Worksheet task.
What does religion believe?
What kind of questions
would you like to ask Visit to a church? Label with feelings they
What are the main features your rolemodel? (5 total) have when they are
of religion? there.
Key Stage Two – Medium Term Plan
(London Olympics 2012)
Areas of Learning Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Understanding LO: I can hand over and LO: I can run and throw LO: I can recognise the 3 LO: I can explore different PSHE Olympic Sports Day
Physical receive a baton in a race. a ball at the same time? stages of a standing speeds of running. LO- To know what I
Development Health 1b, 3a, 3b, 4b, 10b 1b, 3a, 10b jump and I can apply 1b, 3a, 10b want to achieve and Hockey
and Wellbeing. these to other forms of how I can get there. Football
Warm up Activity: Domes Warm up activity jumps. Warm up: Chn to be told Tennis
and Dishes. 1b, 3a, 10b four corners of hall relate Circle time- Going for Basketball
Mark out an area and Main Activity: to a specific country. Your Goals. Table Tennis
divide the chn into 2 Get into pairs and pick Show chn video clips of When country’s name is Gymnastics
groups. Give each child a up a ball of any size. jumping animals called, chn must run to Show images / footage Athletics
cone marker. 1 group to Stand five paces apart (http://www.bbc.co.uk/ that corner. of some Olympic Medal Handball
scatter the cones as from one another and nature/species/Eastern_ winners that have faced Volleyball
Domes (the right way up). throw the ball underarm Grey_Kangaroo#p004vty Main activity: hardships to win their Archery
1 group to scatter the to each other. For d) and other sources for Hide the flag game medals. Maybe use
cones as Dishes (the differentiation vary the inspiration- Ask the chn An equal number of flags disabled Olympiads as
wrong way up). Each distance. to observe the way that of 4 different countries examples.
group then tries to turn Stand ten paces away animals jump. will be hidden around the
over the cones from from each other. Take a hall. Give the chn an example
Dishes to Domes and run up and throw the Warm up activity + ask Each team to run around of something that you,
Domes to Dishes. ball, overarm or chn to lay out 4x large finding hidden flags and as a teacher, had to
underarm, to their mats (4 chn per mat). bring them back to the work really hard on to
Main Activity – Chn in partner. What do they ‘Olympic Village’. When a achieve. How did you go
Pairs. Development of notice about the pace of Main activity: flag is brought back to about it? What were the
baton passing. the ball when it has been How can animals inform base the child is allowed things/processes that
Mark out a start and finish thrown after they have us about jumping? to take one other flag and helped you succeed?
line approx 50m apart. taken a run up compared Safety- always jump hide it. The winning team
Chn to explore different to when they threw it onto a mat. Model a safe will have the most flags in Ask the chn to give
ways of changing over the without taking a run up? standing jump with good their Olympic Village. examples of things that
baton to see if time/speed Find another pair with a technique. they have achieved in
can be improved. Discuss different sized ball and Emphasise the 3 stages: Warm down: Split the hall their life, no matter how
which method of change swap the balls. Do the The spring of legs and into northern and big or small and ask
was most successful. Chn same process as before, the swinging of arms for southern hemispheres. As them to describe what
to then get into groups of throwing from a power, The stretch in a link with Geography, say they did to achieve
6 and time their relay. Chn standing position and flight with straight back a name of a country and them. You might want to
to record their time in then throwing from and forward facing head the pupils must walk to use the schools reward
their PE Progress books. taking a run up. What do for balance and stability either the north or system to illustrate
Chn to aim to improve on they notice now? Has and ‘Soft’ or ‘bent’ knees southern part of the hall. recent school
their time the following the different size of the on landing for achievements to assist in
week. ball made a difference to absorption of impact. this task if chn are stuck
the pace of the ball? Is it Chn to practise a for something to say.
Conclusion / Cool down. easier or harder to standing jump- peer
Chn stay in their teams of throw? Put 3 targets on assess + CT assessment Are there any similarities
6. Chn walk in a line. On the wall and ask the and develop. Move chn or common themes in
the whistle the child at the children to form a line. onto main jumping the types of things that
back jogs to the front. Throw the ball with, and activities and supervise the chn needed to
then without, a run up. them jumping: Standing achieve the things they
What do they notice? Is Triple Jump (Hop, Skip wanted?
one way of throwing and Jump), Running onto
more accurate than a spring board at pace Ask the chn to use the
another? Why? Cool down worksheet to write
Concluding The chn to recall the themselves a goal for the
Activity/Warm down safety aspects of future and what they
jumping both indoors might need in order to
and outdoors? Are the get to their goal. They
chn able to recognise the can draw a picture of
3 stages of a jump and themselves actually
be able to describe why fulfilling their goal.
this helps us to jump?
Chn can feedback their
goals to the class.
Historical, Geography History Geography History Geography History
Geographical and LO: I can make a world LO: I can identify the LO- To understand how LO: I can find out LO- To understand how LO: I can recognise that
Social map and apply important parts of a major sporting events information about the major sporting events some countries have
Understanding. geographical knowledge Flag. can change the places history of a country. can change the places changed their names and
to indicate places of where they are held. where they are held. borders.
particular significance. Show map on IWB and 3e, 6d & 7b Show some flags from 3e, 6d & 7b
I can use ICT and other discuss which countries different countries on Recap on the last lesson Show pupils on IWB an old
research methods to would be competing in Question the chn on IWB- same flags looked at and draw upon previous map when there were
support geographical the Olympics. Draw a what they know about in previous lesson to go learning about the types different names for
understanding. spider chart of 5 the Olympic Games and over previous learning. of changes that might countries i.e. USSR, East
2e countries to focus on use this information to take place when a city and West Germany,
today (GB, Canada, USA, create a mind map to Pupils to choose one hosts the Olympic Czechoslovakia, area
Main activity: China and Russia). Show generate ideas for country that they have Games. before known as South
Working in teams of 4, the flags on IWB- discuss further investigation. previously looked at and Africa etc.
chn become Olympic with partner what you on sugar paper draw the Raise a local issue that
detectives and apply their can see on these flags. Show some specific flag. has changed the local On each table there will be
understanding of The Talk about USA: Stars footage of the games on area of the school or to one country for the group
Olympic Games to places and Stripes, Canada: the IWB to give the chn Pupils to draw a spider the school itself that the to work with.
in the world? Remind the Maple leaf...What do an idea of all the types of chart coming off the flag children will recognise Groups must Draw the
chn about affective they mean? On each events and stages for indicating the different and relate to. How did it country’s old flag and new
teamwork and quickly table is a picture of a competition that would icons on the flag of their affect the landscape? flag and write captions
brainstorm their ideas on flag. Discuss the designs- have to be provided. country. Ask the chn to think about what you would
how they might succeed what could be their about how the change it have found in each one
together. Using the relevance? What can Looking at the mind Pupils to research Olympic made them or people before and after the
internet set 2 groups of they mean in relation to map, explore what kinds history of their chosen they know feel. Use change.
the chn the challenge to their country? Draw a of things a host country and add this various sources (local
locate and record all of the spider chart of the flag city/country would have information onto spider news papers, ASSESSMENT: Thumbs up,
host cities of the Olympic indicating statements to do in order to prepare chart. television/radio and middle or down
Games (with the countries about the designs on for and host the games. internet news reports to
& the date the games your flag. What have the Do cities already have ASSESSMENT: Thumbs up, illustrate points).
were held there). Using chn found? Groups to these facilities before middle or down Olympic Day
the world atlases present their country’s the games? What needs Choose one another If the games came to
provided, support the flag and discuss their to happen to make them country other than the their town or city, how
other groups of chn to ideas. Show chn the successful? countries discussed today might it affect them,
work together to produce actual meaning of each and draw a spider chart their families and the
a world atlas. Using the of the flags and discuss Put the chn into groups about their flag. city itself?
information from the web- with the class. of 4/5 and designate
research and the world groups the following Ask the chn to write a
atlases, can the chn Plenary: Thumbs up, areas of the host city short newspaper article
indicate the host cities on middle or down. Choose development for each on how the games
their world atlas and a different country than group to supervise: coming to their town
include the year of the the countries discussed Construction, transport, might change people’s
games that were hosted today and draw a spider communication, tourism lives. Are they for,
there? chart about their flag. & environmental issues. against or neutral to the
changes that could
Ask the groups to happen?
prepare a presentation
to the class to show
what changes that they
think they would make
and why they think it
would be good to do so.
Mathematical LO: I can gather LO: I can produce a LO: I can answer LO: I can calculate the LO: I can sort Olympic LO: I find information and
Understanding information and pictogram from questions about graphs mean and mode of sports into Carroll and use it to solve data
communicate the findings information gathered and tables. information gathered. Venn diagrams. handling problems.
to other people. about the Olympics.
Show graphs and tables Chn to get into pairs and Chn are given a sheet of Split the class into groups
Resources: Chn to gather on the IWB. Get the chn time each other as they pictures of Olympic and give each group a
Use medallist search on information from the to complete a quiz as run the length of the sports. sealed envelope. In each
http://www.olympic.org/e class on what is their groups. Ask the chn playground. Chn to gather envelope are a scenario
n/content/All-Olympic- favourite Olympic sport. questions relating to the the results from the rest of The chn decide hoe they and a question. (Example
results-since-1896/ Chn to pick their choices graphs and tables and the class. Chn to present want to characterise the Question: I am an
of sports from a list mark as a class. Discuss the information in their information and produce ambassador for the
Chn are given a table of supplied to each table. the answers and check books and interpret the Venn and Carroll Olympic Committee. I
information. They discuss Chn to record questions understanding / results. Chn to compare diagrams of their results. need to be able to show
with their partner the best in a tally chart and misconceptions. sets of results (ie. Boys, other committee member
way to communicate this produce a Pictogram to girls, age etc). Chn to find Chn to share with the the numbers of medals
information to other show the results. the average, mode, range. class the sport that Great Britain, USA,
groups. Chn to produce a characteristics they France and Germany got
graph to display the chose to work. in the 2008 Olympics.) The
information from their chn are to open the
table. envelopes and solve the
The chn are to present
their questions and
findings to the class.
Understanding English: MFL: English: MFL: English: MFL:
English, LO: I can make a Podcast LO: I can tell you some LO: I can write a LO: I can say Hello and LO: I can carry out and LO: I can imagine how
communication and of an athlete interview. words related to the newspaper story about Goodbye in Italian, record an interview. others may see their own
languages En 1 - 1, 2, 3, 4 Olympics in different the Olympics. German and French. En1: 3a, b, e, 4a, b, c, d. way of life and culture.
Show the chn some languages Refresh with the chn the 1g, 2b, 3d En3: 1a, c, e, 2e, f, 3, 4e, Chn to look at the
athlete interviews on the 1g, 2b, 3d, features of newspaper Teach chn how to say f, 5a. different host countries.
IWB. The chn are given a quiz stories. Hello and Goodbye in and To start with, show the
The chn are to get into sheet that looks Italian, German and chn examples of Watch some of the
groups of 4. something like below. Show the chn some French (explain in some athlete’s interviews in opening ceremonies and
The chn are to plan and Gold
newspaper stories about parts of the world newspaper articles. Chn recognise the differences
make a 5 minute Podcast Fast
past Olympics. including Canada and work in pairs. One takes in life and culture.
interview of an athlete in Africa they speak French.) on the role of journalist,
any event of the 2012 The chn try and fill as Using a photocopied the other the athlete. Chn to design an opening
Olympics. much of the grid in as Newspaper template the Chn to split into 4 groups, Chn can choose which ceremony for the
Class to return together they can use resources chn are to write a 1 person from each sport they are taking Olympics 2012.
and listen to each other’s from the Internet and newspaper story about country. part in and which
Podcasts and evaluate books. Chn should be the Olympics. country they represent.
other performances. encouraged to find other Form groups of 4 pupils, 1 The journalist asks the
languages or related Have some headlines from each country. athlete some questions Olympic Day
words to fill the pre-written for chn that and writes down the
remaining boxes on the will struggle for ideas. Perform a performance responses. Then the pair
grid. Have an enlarged (link to Drama) where chn swap roles and do the
version on the class wall will address another pupil same task. After this, chn
for the children to fill in in their group in the can write a newspaper
together. Any remaining language of their country. article about their
boxes can be filled in at interview. To finish, chn
later dates. House points Extension: Move onto can share examples of
for chn that can fill in a phrases if you have time their interview questions
square from research in such as “hello, how are and/or their article.
their own time. you?” in all 4 languages.
Scientific and Science: Science: Science: 5c Design/Tech: 5c Design/Tech: Design and Tech:
technological LO: I know what LO: Can you name the LO: Can you name the LO: Can you design and LO: Can you design the LO: To produce and
understanding contributes to a healthy/ different types of food different parts of the prepare a healthy snack steps you will take to evaluate your snack.
unhealthy lifestyle? and say why they are body and what they do? for a medal winning make this snack? How 1a, b, c, d, 2a, b, c, f, 3a, c
Sc1 1a, Sc2, 1a, 2b, 2c, 2d, good or bad for us? Sc 1 1a, Sc2, 2c, d, g, h athlete? would you sell this to an In groups, select
2e, 2h Sc1 1a, Sc2 1a, b, 2a, b After asking the chn to 1a, b, d, 2a, b, f athlete? equipment and food and
Chn to read this short After explaining to the name as many organs as Work in pairs or groups of 1a, b, c, d, 2a, b, c, f produce your snack.
piece on the BBC website: cn the main food types possible, give them a 3 to brainstorm ideas for Show the children Design the packaging and
http://www.bbc.co.uk/sch (protein, carbohydrate, picture of the human an athlete’s snack. They different give it a price before
ools/ks2bitesize/science/li fats, vitamins and skeleton. On a separate will need to make a list of packaging/designs on evaluating your product.
ving_things/health_growt minerals), give them sheet, give them the food and equipment to popular products that Does it seem value for
h/read1.shtml examples of what foods pictures and names of use, stating why they think they recognise (eg Coca- money? Why is it good?
Chn to then play the you would find these the internal organs and it is useful and why they Cola, Nike, Mars). Ask Improvements?
game: food types in. Set the ask them to cut out and think an athlete would eat the children to carefully
http://www.bbc.co.uk/sch chn the task of writing stick the organs in the this sort of meal (eg food plan out the steps in
ools/ks2bitesize/science/li the four types as right place in the body types, healthy etc). Ask their groups to make
ving_things/health_growt headings, and with the right name to it. chn to report back on their their snack. When this is
h/play.shtml underneath these To finish, ask the chn to choices. done, ask them to think Olympic Day
Ask the children what headings write as many show where they have about how they would
happens when they foods as they can which put certain organs and advertise/sell the
exercise? How do they come into these ask again how they product to an athlete.
feel? What do they need categories. Then, ask the work. What packaging would
lots of? chn why someone would they use? How much
Chn to get into groups of 3 need to eat this food (eg would it cost? Finish
or 4 and have an A3 sheet. carbohydrates for with discussion on why
Chn to split the sheet in energy for sports) and they have chosen this
half and draw an who would eat these price and packaging.
unhealthy person on one foods (eg an athlete
side and a healthy person would eat a balanced
on the other. diet of carbs and
Ask the children to draw proteins). To finish, ask
pictures around their the chn about their diet:
people, such as what what food type do they
makes a person unhealthy eat most of? Does it play
(eg smoking, alcohol) and a role in their lifestyle?
what can make a person
healthy (eg fruit,
Ask the chn to go online
and look up a famous
athlete that they can think
of. Ask them to find the
diets of these athletes and
compare them to their
Ask the chn why they have
drawn these people in this
way (eg why is the
unhealthy person fat? Just
because a person is
unhealthy does it always
mean they will be fat?)
Understanding the LO: I know what a LO: I know what an LO: I can choose LO: I can identify what LO: I can experiment LO: I can experiment with
Arts modern day athlete looks athlete from long ago materials and images to processes and mediums with materials and materials and processes
like. looks like. develop my will be appropriate for a processes and apply and apply these skills &
Show pupils images of Show pupils images of understanding of particular purpose. these skills & techniques techniques to develop my
athletes from modern day athletes from modern movement. 2a, 4a to develop my designs. designs.
and many years ago. day and many years ago. 1b & c, 3a Explore the works of 2b, 3b 2b, 3b, 4a
Get pupils to work in pairs Get pupils to work in How do we know that artists who have This session should be Recap on the previous
and draw around one of same pairs from something is moving? incorporated movement about the chn getting to week’s work and
them on large sugar previous lesson and Brainstorm some of the and still life into their know their medium and investigations on
paper. draw around other ideas that the chn have designs. Which ones are how to handle, treat and movement and ask the
Pupils to add on how an partner on large sugar about what might effective at representing use it. How can they chn to begin to create a
Olympic athlete would paper. indicate movement- stationary things and apply it to different final piece.
look from a modern day Pupils to add on how an blurring, the position of movement and why? materials? What They should think about
Olympics Olympic athlete would the body, increase in What mediums and techniques compliment effective use of backing
have looked from a long sound, etc. processes were the use of this medium? material, space, line, tone
time ago. Ask the children to use particularly successful? and other visual/audio
the materials Explore these with the Developing this elements that will help
(magazines, books, class and how one might experience, can the chn their designs portray
music, etc.) that they go about applying them. make simple designs movement most
brought in for their based around the effectively.
homework task to start a The chn should be asked materials they brought
small topic on to explore a medium or in on the first session?
movement. Chn should process of their choice Ask the chn to begin to
be encouraged to share with which to develop recreate that image or
their materials to the their work over the next 3 recording with their
class and explain why sessions. medium or process and
they have chosen them increase the level of
and how they think they Allow the chn explore the movement portrayed.
show movement. medium using online and
Ask the chn to cut out or other resources to inform Ask the chn to reflect
edit the materials they their own practice. upon what they have
have, incorporate them learnt and make critical
into their art book and Ask the chn to reflect notes on their successes
label the features of upon what they have and where they have
movement on their learnt and make notes in had to try again.
materials. They will be their art books.
using these to build
upon subsequent study
Religious AT1 i AT2 iii AT1 iii AT2 i AT2 ii AT1 iii
Beliefs, Teachings and Values and Forms of Expression: Identity and Belonging: Meanings, purpose and If Jesus was alive today,
The Devon, Sources Commitments: truth. how do you think he
Explore the symbolism Religion has brought would spread his word to
Investigate the different Explore religious values. used in different peoples together and Does religion have an the world?
religions of the host cities’ Are they the same in all religions. What do the divided them over the important place in
countries of past games. religions? symbols represent and centuries. How has it today’s changing society? Discuss whether he would
why are they important made such a massive use modern
Where did these religions In what way does the to religions as a whole. impact on life on our life Could we say that communication methods
start? How did they spread Olympic Game’s ethos on earth? consumerism and our or prefer to stick with the
across the world? reflect that of Religious What symbolism can we fixation with celebrity has methods found in the
values? see in the Olympic Does the Olympic Games taken religion’s place? Bible.
games? bring people together in
special ways? What are
its unifying themes?