Medium term plan

Subject

Literacy

Learning objective/
National Curriculum
links
Learning Objective:
We are learning to
understand what writing
features are used in
persuasive writing.

Main activity

Differentiation

Assessment/ learning
outcomes

Big question
Can I write a persuasive
article?
identifying the audience
for and purpose of the
writing, selecting the
appropriate form and
using other similar
writing as models for
their own

Idea 1: Persuasive
writing, pupils, will read
a piece of persuasive
writing and look at the
key features of the text.
They will explore how
these features add to
persuading someone.
These feature will
include:
Writing in the present
tense
Emotive verbs
Rhetorical questions
Counter arguments
from the opposite view.

Bronze pupils can

create a persuasive
article working with
adult support in order to
remember to
incorporate so of the
key features.

The pupils will have

written a piece of
writing trying to
persuade another
person. Allow the pupils
to explain to one
another how they have
persuaded someone
their point of view is
correct?

National Curriculum
links:
noting and developing
initial ideas, drawing on
reading and research
where necessary

Pupils will write a piece

of writing in order to try
and convince the local
people to come down
from the clumps, writing
or to sell your robot.

selecting appropriate
grammar and
vocabulary,
understanding how
such choices can

Silver - pupils can use

the example of a
persuasive piece in
order to scaffold their
writing and ensure they
use a selection of the
writing techniques.
Gold pupils can
independently write a
persuasive article, to
persuade the local
people down the hill,
using all the techniques
explored.

Medium term plan

change and enhance
meaning
assessing the
effectiveness of their
own and others writing
Learning Objectives:
Recognise the key
features of a mythical
story.
Can I use the features
of a mythical story to
create my own for year
3 pupils?
National Curriculum
links:
identifying the audience
for and purpose of the
writing, selecting the
appropriate form and
using other similar
writing as models for
their own
noting and developing
initial ideas, drawing on
reading and research
where necessary
selecting appropriate

Idea 2: Mythical stories

The story the pupils
heard at point four was
a mythical story about
the king burying his
gold. You can replay this
video in the classroom.
Following this video
pupil can explore
writing techniques
involved in writing
mythical stories.
Explains why
something is on
the world or why
something
happens like a
flood.
Real world setting
Time phrases, for
example, long,
long ago
Supernatural
forces
The pupils can then
write their own mythical
stories. Throughout this

Bronze Pupils to
scaffold their stories
around the story on the
video, changing maybe
one key thing such as
the bird to a different
animal. Which phrases
do they like and can
they use from the
original story?
Silver Pupils to write
their own mythical story
using phrases from the
original story which
they like and are
relevant.
Gold - Pupils to write
independently their own
mythical story including
as many features of a
mythical text as they
can.

Pupils will be able to

recognise why a story is
a mythical story.
Pupils will produce their
own stories.
Pupils will be able to
offer advise on how to
improve other peoples
stories.

Medium term plan

grammar and
vocabulary,
understanding how
such choices can
change and enhance
meaning
assessing the
effectiveness of their
own and others writing

Maths

topic ensure pupils have

access to many
mythical stories
throughout the
classroom.
These stories can then
be filmed and
geotagged using
Aurasma. (See
geography).
Reading: have a
selection of mythical
stories for children to
explore throughout the
term.
Time The robots can
be set to either begin at
a certain point in time
or be on for so many
hours, minutes or
seconds.

Bronze Pupils to read

the time the robot is
waking up and finishing
their jobs. Pupils should
begin to work out if a
robot starts a job at a
certain time and then
carries out a job for so
long what time does he
finish? All of this should
be able to be drawn on
a clock as well as in 12
and 24-hour digital
notation.

Which challenge did

pupils complete?
Can they teach this to
another pupil?
Can they now use a
clock to tell the time at
points throughout the
day? When they ask
how long until break,
ask them to check the
clock.

Medium term plan

Silver - pupils should
work out if a robot
starts a job at a certain
time and then carries
out a job for so long
what time does he
finish? Following this
pupil should do the
reverse, if a job takes
this long and finishes at
this time what time did
they start?
Gold Creating
timetables for the
robots. Filling in
missing parts of a
timetable, giving a
certain amount of time
to each task and certain
tasks having to be
carried out by a certain
time and the pupils
have to create their own
timetable.

Science

Learning Objective:
To investigate to what

Electricity: Pupils will

have had input about

Adult support
Equipment supplied,

Positive, minus,
interesting

Medium term plan

happens to the buzzer
when we use a battery
with more voltage.
National Curriculum
links:
associate the brightness
of a lamp or the volume
of a buzzer with the
number and voltage of
cells used in the circuit

electricity through the

video on Didcot during
the trip. This will
provide a gateway into
the topic for science.

give lower ability

children a pack with
everything they need in
while More able children
can ask for equipment
they think they need.

If we only had a really

small volt battery to
power electrical
appliances.

Bronze control the

robot using the Lego
Mindstorm controller
app. This is a simpler
version than the laptop
program. It allows

Accuracy and
troubleshooting is
important when
programming. Which
children understand
their code to the point

what is volts? Discuss in

talk partners.
Hypothesise, what will
happen if you create a
circuit with a 6-volt
battery and then a tenvolt battery?
Why do you think this?
Do, carry out your test,
what are you going to
need to carry out your
test?
How are you going to
record your results?

ICT

Design, write and debug

programs that accomplish
specific goals, including
controlling or simulating
physical systems; solve
problems by decomposing

Once pupils have built

their robot, they will
need to control their
robot. This will be done
by programming their
robot through Lego

Medium term plan

them into smaller parts

Mindstorm programmer.

Use logical reasoning to

explain how some simple
algorithms work and to
detect and correct errors
in algorithms and
programs

Pupils can drag and

drop their commands in
order to create their
software.

Understand what
algorithms are; how they
are implemented as
programs on digital
devices; and that
programs execute by
following precise and
unambiguous instructions
Are responsible,
competent, confident and
creative users of
information and
communication
technology

Music

They should develop an

understanding of
musical composition
improvise and compose
music for a range of
purposes using the
inter-related dimensions
of music

A good activity to
demonstrate how
important an accurate
code is. Get the pupils
to command you while
you try to make a jam
sandwich. Be very
literal if they say lift up
arm lift up both, or the
wrong one. This should
show the pupils how
they need to be
accurate and specific
with their program.
Story The mythical
story can be split into
sections. Pupils can be
split into group and be
given a selection of
instruments. Each group
then given a selection
of words. Pupils should
make a musical piece
for each of their words.

pupils to only control

the motors, or just press
forward, backwards and
turn around.

they can go through

and find the
inaccuracies in the
code?

Silver Pupils to build

a simple system using
the computer
programmer to fully and
accurately control all
the motors on their
robot.
Gold pupils to fully
build an accurate
system to control all the
motors and sensors on
their robots.

Mixed ability grouping

The instruments
available to the group.
For more able musicians
they may be able to
request their own
instruments which they
feel will aid their piece.

Which groups produced

an appropriate sound
for each of their words?

Medium term plan

History

Learning Objective:
Explore the history of
the local area and how
it has changed
throughout history.
National Curriculum
Links:
a depth study linked to
one of the British areas
of study listed above
Iron age and the hill
forts into the Roman
empire.

Geography

Objective one:
describe and
understand key aspects
of: rivers and human
geography, including:
types of settlement and
land use, economic

Every time they hear

that word they can then
play this sound to
create a musical story.
This is a good
opportunity to study the
local area and how the
area change over time.
Pupils can research
Dorchester and how the
river Thames has been
used in the past. All
their questions can be
posted on a site like
Padlet which enables all
pupils to see each
others comments.
Once they have raised
their questions pupils
can then begin to
explore possible
answers. A local visitor
from a history society
maybe useful here.
Objective one: This can
tie in with the pupils
history work. The pupils
can also investigate the
river Thames and how
its use has changed
over time. All their

Support available
Teaching assistants and
teacher.
Mixed ability groupings.
Adult support.
Finding some
appropriate sources of
information beforehand.
Youtube videos.

Through using padlet a

teacher can see which
pupils have found out
which information and
what they can recount
about this information.

Mixed ability groupings.

Adult support.
Finding some
appropriate sources of
information beforehand.
Youtube videos.

Through using padlet a

teacher can see which
pupils have found out
which information and
what they can recount
about this information.

Medium term plan

activity including trade
links, and the
distribution of natural
resources including
energy, food, minerals
and water
Objective two:
use maps, atlases,
globes and
digital/computer
mapping to locate
countries and describe
features studied

questions can be posted

on a site like Padlet
which enables all pupils
to see each others
comments. Once they
have raised their
questions pupils can
then begin to explore
possible answers. A
local visitor from a
history society maybe
useful here.
objective two: Pupils to
set up their own geo
tagged trigger pictures,
which can then play a
video, maybe of their
mythical story? This will
encourage their map
reading skills, where
should thy place them
for people to find them?
This will then allow
pupils to think about the
symbols on the map.

Look at where pupils

decided to place their
geo tagged videos. Did
they make use of public
places, did they
intentionally put them
near a shop? Did they
work out how far the
route was; how many
hills the walkers would
have to go up?