Tynewater Primary School 2012-2013 Period 2 10/9/12 to 12/10/12 Teacher: Mr Taylor P5/6 Information for Parents - Outline Plan for Learning and Teaching Topic / Project Title: New Lanark: Industrial and social change in Scotland Context relevant to the children: A look at how technology and enlightened thinking changed the culture and demographics of Scotland, and influenced future generations. Technology Topic Week 1: Language and Literacy Both P5 & P6 pupils will Introducing the topic – residential trip to Reading will focus on novel studies: ‘Spindle River’; begin an extended project New Lanark. Looking at the link between ‘The Butterfly Lion’ & ‘The Secret Garden’ on video editing skills, working and living conditions. Language will focus on the use of apostrophes and consolidate sentence types and structures. using material gathered during respective Topic Week 2: Writing will follow the Big Writing programme residential trips. Timeline of industrial development - major where pupils work towards including better innovations and their wider impact on vocabulary, connectives, openers and punctuation, society. with Personal Accounts & Letters featuring. Topic Week 3: Mathematics and numeracy Biographies of significant ‘enlightened’ New Lanark: Maths will largely focus on subtraction, division and thinkers; e.g. Robert Owen, David Hume, multiplication in response to analysis of previous Industrial and Adam Smith, Joseph Rowntree assessments. Mental strategies will be developed as Social change in will algorithmic processes. Scotland Problem solving will be undertaken in line with Topic Week 4: Midlothian Non Routine Questions programme, and The Highland Clearances - timeline and group challenges. changing demographics/urban development. Health and Wellbeing PE will focus on tag rugby – ball handling skills and Topic Week 5: positional awareness. Scottish influence in Europe and the ‘New Emotional well-being will look at ‘courage’ and World’. The Cooperative movement. ‘bouncing back’ from disappointments/problems.
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