Medium Term Plan
The children in our class will be working at the following levels. The learning objectives have been constructed from these levels.
ICT: Level 5
Pupils combine ICT tools within the overall structure of an ICT solution. They select the information they need for different purposes, check its accuracy and
organise it in a form suitable for processing. They use ICT to structure, refine and present information in different forms and styles for specific purposes and
audiences. They exchange information and ideas with others in a variety of ways, including using digital communications. They create sequences of
instructions and understand the need to be precise when framing and sequencing instructions. They are systematic in changing the variables in an ICT-
based model and explain the impact of the changes. They use ICT to organise, store and retrieve information using logical and appropriate structures. They
use ICT safely and responsibly. They discuss their knowledge and experience of using ICT and their observations of its use outside school. They assess the
use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work. They use appropriate evaluation criteria to
critically evaluate the fitness for purpose of their work as it progresses.
Geography: Level 4
Pupils show knowledge and understanding of aspects of the geography of the UK and the wider world. They recognise and describe the physical and human
features of places and begin to do this within a wider locational framework. They describe how physical and human processes can change the features of
places and how these changes affect the lives and activities of people living there. They recognise and describe simple geographical patterns. They
understand that people can both improve and damage the environment. They offer reasons for their own views about environmental change and recognise
that other people may hold different views. Drawing on their knowledge and understanding, they begin to suggest suitable geographical questions, and use a
range of geographical skills to investigate places and environments. They use primary and secondary sources of evidence in their investigations and
communicate their findings using appropriate vocabulary.
History: Level 4
Pupils show their knowledge and understanding of local, national and international history by describing some of the main events, people and periods they
have studied, and by identifying where these fit within a chronological framework. They describe characteristic features of past societies and periods to
identify change and continuity within and across different periods and to identify some causes and consequences of the main events and changes. They
identify and describe different ways in which the past has been interpreted. When finding answers to historical questions, they begin to use information as
evidence to test hypotheses. They begin to produce structured work, making appropriate use of dates and terms.
Music: Level 4
Medium Term Plan
Pupils identify and explore the relationship between sounds and how music reflects different intentions. While performing by ear and from notations, they
maintain their own part with awareness of how the different parts fit together and the need to achieve an overall effect. They improvise melodic and rhythmic
phrases as part of a group performance and compose by developing ideas within musical structures. They describe, compare and evaluate different kinds of
music using an appropriate musical vocabulary. They suggest improvements to their own and others’ work, commenting on how intentions have been
PE: Level 4
Pupils link skills, techniques and ideas and apply them accurately and appropriately. When performing, they show precision, control and fluency. They show
that they understand tactics and composition. They compare and comment on skills, techniques and ideas used in their own and others’ work, and use this
understanding to improve their performance. They explain and apply basic safety principles when preparing for exercise. They describe how exercise affects
their bodies, and why regular, safe activity is good for their health and wellbeing. They work with others to plan and lead simple practices and activities for
themselves and others.
Art: Level 4
Pupils use a variety of approaches to explore and experiment with ideas, information and resources in order to develop their intentions. They investigate and
develop a range of practical skills and use the qualities of materials and processes purposefully to suit their intentions when designing and making. They
compare and comment on differing ideas, methods and approaches used by artists, craftspeople and designers, relating these to the contexts in which the
work was made. They discuss their own work and that of others and consider how they might adapt and refine their ideas, skills and processes.
Medium Term Plan
We have provided a MTP containing 10 sessions. Literacy and Numeracy will be taught discretely in the mornings with the
afternoons being dedicated to the ‘Olympics’ themed project.
The overall product of the sessions, it is hoped, will be a short presentation of a proposal to hold the Olympics in Brazil. Each group
will present their proposal to a group of children and teachers in Brazil (link school) via Skype. The groups must present their
desired location, plans of Olympic village and their Olympic logo, justifying each choice.
Through modelled input and scaffolded activities in the initial two thirds of the project, and from previous teaching it is hoped the
children will be empowered to work independently on their final presentations combining all aspects covered in the main teaching.
The school’s Virtual Learning Environment (VLE) will be used throughout the project to enable learners to continue learning at
home. Not all homework will be compulsory, but it is there if the children wish to continue their learning out of school.
We are assuming a monitored network where the filtering of websites is controlled by the school. Children are aware of the e-safety
agreement of the school, misuse is not acceptable.
Medium Term Plan
Theme: The Olympic Games
Overall aims/Objectives covered: Objectives taken from the New National Curriculum (NC) Curriculum Progression in each area of learning.
ICT: Objectives developed throughout this project
to refine searches using advanced techniques and make choices about the appropriateness of the information found
to answer questions or test hypotheses by using ICT to collect, store, analyse and present data
to use ICT to create and refine sequences of instructions to explore problems and make controllable systems
to use a variety of ICT tools to create, develop and refine presentations and performances, integrating effects to enhance outcomes.
to select and use ICT to communicate and collaborate with others remotely and in locations beyond the school
to use ICT safely, managing risk and respecting other users.
to select and use appropriate ICT tools and techniques to develop and refine their ideas
History Geography Music Art Dance
L14. to understand the L8. a range of L12. To listen carefully, L6. To design and create L8. To develop and refine
broad chronology of major geographical developing and images and artefacts by their movement repertoire
events in the UK, and processes that cause demonstrating musical selecting, developing and and show understanding
some key events in the change in the physical and understanding and refining techniques and of artistic meanings and
wider world, from ancient human world in different increasing aural memory using a range of materials intentions when they
civilisations to the present places and media ideas dance
day, and to locate within L15. To describe and
this the periods, events L11. ways in which compare different kinds of L7. To draw upon different
and changes they have environments can be music using appropriate dance styles to compose
studied managed sustainably and musical vocabulary dances and communicate
why this is important now meaning
L13. the effects of and in the future
developments on the UK
and the wider world over
Medium Term Plan
Session Learning Lesson Outline Key Differentiation Assessment Resources Homework Risk
Number Objectives Questions (VLE) Assessment
1 To understand Introduction: Introduction to Who has seen Aim higher Have ch. Big Books Read each Make sure the
major events in the Olympics as an event – the Olympics? thinking shown an IWB others website is easy
the wider world. where it has come from Does anyone questions to understanding Storybird stories – for children to
(Olympics) (Ancient Greece), what it know why it stretch LA and to of the website what did you find and there
stands for, the sports that are started? How do challenge HA. Olympics? like? What is a security
Pupils show part of it, who takes part. you know that? could they block on
their knowledge Generate questions to ask an What are your Ch in mixed improve? unsuitable
and athlete – pose questions on favourite sports? ability pairs for Direct websites.
understanding of twitter - (Olympic verified What do you main activity. differentiated
local, national athletes list) want to find out questioning.
and international about the
history by Task: Using storybird ch. to Olympics? What Peer
describing some create a storybook for younger questions do you assessment.
of the main children about the Olympics have for the
events (e.g. Teddy’s trip to the athletes?
Olympics). They should draw
on info met in introduction –
events, people etc.
Plenary: Ch. to read out and
share the stories they have
2 Describing the Introduction: Introduction to What countries Ch to be in any Have ch. Range of Read Controlled
main events, how Olympics have changed have held the pairings. TA and mapped the non-fiction through preferences on
people and over time (since Ancient Olympics? What T to support ch Olympics books on Dipity work – search
periods they Greece/Black repression) – does that mean? when assistance/ chronologically the is there engines. Make
have studied, women, sports etc. Where was it guidance is ? Olympics, anything you sure the
and identify Task: In pairs – give each child first held? needed. The can add? children know
where these fit a country to research focusing Have they Olympics how to get to
within a on the Olympics – when were Were any new Give LA ch. identified how movement the sites easily.
chronological the Olympics held there? sports more resources. the Olympics website
Medium Term Plan
framework. Provide them with 3 resources introduced? have changed olympic.org, Make sure the
to use to research – Range of Those ch who over time? Microsoft resources are
They select the non-fiction books on the are inputting Bing. suitable for the
information they Olympics, the Olympics information more Netbooks children’s age
need for movement website readily and and and ability.
different (olympic.org), Microsoft Bing. quickly, set them chargers.
purposes, check Children to plot their a more
its accuracy and chronology on Dipity with challenging task-
organise it in a general information. can they input a
form suitable for Plenary: View the Dipity picture into
processing. pages. Half of class Greeks Dipity?
other half modern day people.
Ch. to create a thought alley –
one side Greek, one modern
day – volunteer to walk through
middle (in role as a woman) –
how did it feel?
3 Pupils identify Introduction: Ch. in hall. Ch. How did the Ask LA ch. how Have ch. Music (CD) Performance Make sure the
and explore the watch video of Athens music make you the music makes Identified CD player on VLE - space is clear
relationship Olympics opening ceremony. feel? Why? What them feel. characteristics Hall leave with no unsafe
between sounds Discuss its musical instruments of the music? Camcorder. comments obstacles in
and how music characteristics and what could you hear? Ask for the on the the way.
reflects different impact that has. How did the answers of Have pupils uploaded
intentions. Activity: Ch. in groups and drum make you higher thinking linked previous videos –
given an emotion. Ch. to come feel? questions from skills in dance what do you
up with a dance routine to HA ch. Eg: ask to their emotive like? Don’t
Pupils link skills, represent the emotion. Ch. to about piece? like?
techniques and practise routine adjusting it tempo/pitch
ideas and apply necessarily. Perform to peers.
them accurately Can they guess the emotion? Ch. to be in
and Plenary: Performance of mixed ability
appropriately. dance to peers. Performance groups,
filmed. differentiation by
Medium Term Plan
4 They recognise Introduction: Gather existing What are Ch to be in ability Have ch. IWB for What Ensure there
and describe the knowledge (geographical geographical groups so T and recognised mindmap/ geographical are enough
physical and features) – mindmap. Introduce features? TA can carry out features of their satellite features can staff to
human features geographical features – show AfL through local images you find accompany the
of places and map/satellite image to point out observations. environment? where you ch safely
begin features (water, buildings, hills iPhones live? Add around the
to do this within etc.) LA to be more Have ch. begun them to the local
a wider structured – T to compare Clipboards map on environment.
locational Task: Walk around local town modelling geographical Flickr. Take registers.
framework. in groups (with adults). throughout. Chn features? Check images
Geotagging photos of to have word before they are
geographical features bank and uploaded
They use ICT to observed. definitions of ensuring there
organise, store geographical are no private
and retrieve Back in classroom – upload to What’s different/ features. details being
information Flickr and view the images on similar? exposed.
using logical and the map – discuss the features. MA to have word
appropriate bank but without
structures. Plenary – compare definitions.
geographical features found,
with other images on Flickr HA to have less
(e.g. in a city). T input. Can they
do it by
5 To begin to Introduction: Using Google What differences Ch to be given a Have ch. IWB Look at an Ensure that ch.
understand the Earth (GE) look at the history did we see last number. All the understood Google area of know how to
importance of function. Find Beijing on GE - time? 1s are farmers, how human Earth interest to use Google
sustainability. the parts of the Olympic site as all the 2s are… processes you on Earth and what
it is now. Use the history What do you feel and so on change Google each function
They describe function to see how it has about that? environments? Earth (our does to
how physical changed. What’s LA to have Can ch. town, city). prevent
and human changed? Why? ‘easier’ roles describe how How has it confusion or
processes can Discuss: the fact that people Ask ch. different people changed miss-use.
Medium Term Plan
change the lost jobs, were paid hardly questions such may feel? over time?
features of anything, factories closed – to as what do you
places and how stop pollution. (Sustainability) think used to be
these changes there?
affect the lives Main Activity: role-play
and activities of activity. Give ch a role
people living (politician, sports person,
there. shopkeeper, child, farmer etc)
Ch. to discuss in role groups
(eg all shopkeepers together)
how the Olympics would affect
them. Move on to whole class
(in role) discussion: if having
the Olympics in their town
would be a good or bad thing?
Plenary: Discussion about
6 They describe, Introduction: Give ch. an What Chn to be in Have ch. Youtube to Make sure the
compare and event to move to (e.g. javelin, movements are ability groups. compared the show ch. are working
evaluate hammer, running). involved in that music of Brazil, opening in an open
different kinds of event? LA: Chn are to the ceremony space with no
music using an Youtube clip showing Beijing How does the permitted to use previously obstacles that
appropriate opening ceremony. Listen to music fit the ribbons to help studied music? could get in the
musical the music. dance? Can you them think about way.
vocabulary. Play ch. some Brazilian music describe the movements/emot Have ch. Make sure
and show them a video of music? How is it ions. Easier to created a children have
They work with carnival. different/similar visualise. dance with PE kit on and
others to plan Ch. to create own opening to the music in others? are in bare
and lead simple ceremony dance for their last lesson? How MA: T assistance feet.
practices and Brazilain Olympics. do they move? to get chn to
activities for What sections think about how
themselves and Plenary: Groups to watch and will your dance they should
others. give 2 stars and a wish. have? move and why.
Medium Term Plan
HA: Give these
chn a smaller
space to work in
7 They recognise Introduce task (proposal). Where is Brazil? Ch to be in Have ch. Books Memiary – Make
and describe In groups, you need to create a What are some mixed ability gained an Internet keep track of unsuitable
simple proposal for holding the of the groups. understanding Computers learning. websites have
geographical Olympics in Brazil. You need to geographical of Brazil? been blocked
patterns consider – location, model of features of the as ch. will be
Olympic stadium/village, country? What is freely using the
To refine search impact on environment and the culture like? internet for
techniques and people. You will need a logo research.
make choices design that reflects Brazilian
about the life.
information Main task: In your groups
found. gather information about Brazil
– geographical, historical,
They describe cultural.
features of past
8 They investigate Introduction: Show ch. some What can you Ch in their Have ch. Inkscape, Logo on
and develop a of the logos of previous see? What do project teams on analysed Paints Voicethread
range of Olympic games. Analyse them they include? the same table different logos Colouring – invite
practical skills in terms of content, colour, Why created like but individually appropriately to pencils Brazilian
and use the style. that (reflect creating a logo. develop their A3 paper class to
qualities of country)? What own personal Templates comment –
materials and Task: Create logo for your could the logos? check for
Medium Term Plan
processes Olympics. Ch. to choose one of Olympic logo Templates will comments.
purposefully to 3 methods of creating their stand be readily
suit their logo. (inkscape, painting, for/represent? available if ch
intentions when drawing). wish to use them
designing and Upload logos on Voicethread – to aid the design
making. peer assess, record and open of their logo.
up to the world (VLE)
Plenary: Share logos, justify
9 Drawing on their Introduction: Recap Where will you Mixed ability Can ch. justify Google
knowledge and discussion on sustainability. put your Olympic groups. their choice of Earth,
understanding, Remind ch. that when they village? Why? location for Sketchup
they begin to present their proposal, judges How will you their Olympic
suggest suitable will be looking for sustainability make it site?
geographical and minimal impact on sustainable?
questions, and environment. How will it Have they
use a range of Task: To explore Brazil on impact the considered
geographical Google Earth and decide upon environment/peo sustainability
skills to a location for your Olympic ple? How can and impact on
investigate games. Make Olympic village you ensure environment?
places and in Sketch-up and put in to negative impact
environments. Google Earth. is minimal?
10 (All To present a Group presentations to a panel Questions will Mixed ability Have ch. pulled A General
day: proposal for why of teachers (in-role as Olympic surround groups all their ideas presentation classroom
preperati the Olympics committee). Skype to Brazil. justifying choice (throughout) together and medium risks.
on time) should be held Ch. to peer assess each others of location and presented them (powerpoint
in Brazil. presentations. logo, effectively and or other – if
sustainability of as a team. chosen by
location and the child).