Wider learning experiences Community enquiry – What makes our school special and safe? Year Group: 4 Date: Term 2 Please note: This planning document is designed to be printed/enlarged to A3 Geographer Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America. Author (Reader) The Invisible Boy - Trudy Ludwig Wayside School books - Louis Sacher (Speaker) Take account of the level of understanding of the audience. Choice of content to convey meaning and intention.   Engineer Use technology purposefully to create, organise, store, manipulate and retrieve digital content. Artist Scientist  Mathematician Historian Musician Philosopher Wider learning experiences Ugandan school link (LR parent) Visit from OC parents on life in Peru Lyfta – Awra Amba Resources The Invisible Boy - Trudy Ludwig, Wayside School books - Louis Sacher, A3/A2 cartridge paper for posters, ipads, laptops, Lyfta   Lead State of Being with NC objectives Supporting States of Being with NC skills Opportunities to enhance   Not key focus within this enquiry  

Celebrating the challenge Community enquiry – What makes our school special and safe? Year Group: 4 Date: Term 2 Immerse: skills (Developing empathy of events, processes or people, exploring and enhancing language and social skills) Watch a range of short films/adverts. Discuss the main features e.g. concise, factual, engaging pictorially, voice over or presented to camera. What did the film maker do to make us want to visit Bristol/South America? A right to education https://www.unicef.org.uk Explore the videos schools have made. What techniques did they use? What message were they giving? Milestone Practice: skills (Building on immersion, learners have opportunities to acquire and practice skills in numerous ways) Explore film making programs available on ipads e.g. imovie. Allow pupils time to explore the features using simple step by step guides. Film pupils talking about why our school is special (using the posters). In triads, explore taking on roles of director, camera person and editor. Experiment taking turns in different roles. If time, explore how to do simple edits. Milestone Use technology purposefully to create, organise, store, manipulate and retrieve digital content.   Evidencing the process Sketch books, and models Celebrating the challenge Engage (An engaging event to capture interest and energise. Guided by an adult initially; a supported experience) The Invisible Boy - Trudy Ludwig Wayside School books - Louis Sacher Introduce the word “Heritage” what does it mean? Where do we all come from? Create a living graph showing places learners were born in. Parents at OC from Peru share a presentation on their experiences (one a holiday/visiting family, one in the rainforest working alongside a tribe.) The Challenge (Combining skills and knowledge from ‘Practice’, learners prove their understanding, answer the enquiry question and work independently of adults) Create a short film about our school for new arrivals. In groups, make a short film to share what makes our school special and safe, referring to posters for the key information. This could be moving pictures (as the Unicef examples) or pupils being filmed. Immerse: knowledge (Developing knowledge of events, processes or people, exploring and enhancing language) Look at photographs/videos from schools in South America. Talk about the similarities/differences to our school. How would you feel if it was your first day at that school? How would a child from S.America feel if they were to start at Filton Avenue? What would you expect to see and do? In triads or small groups, discuss what FAPS is like e.g. the pupils, types of learning experiences, school values etc. Share as a class and come up with the top 5/10 things you would see, do, experience at FAPS. Milestone To understand similarities and differences in in human and physical features between the UK and South America. Practice: knowledge (Building on immersion, learners have opportunities to acquire and develop knowledge in numerous ways) In groups, create a poster to illustrate our top 5 facts for FAPS. Does it answer the enquiry question? Is it eye-catching? Is the information clearly presented? Peer-assess the finished posters, assessing whether the posters answer the question fully. Milestone Take account of level of understanding of the audience. Choice of content to convey meaning and intention. Assessment   Learners that have excelled: Learners that could revisit: Curious-city™ is a division of Lighting up Learning Ltd © Copyright 2017