Robin Hood by Nursery

(3-4 year olds)

Robin Hood was introduced to the Nursery children through a simple story. This taught the children about Robin, the characters and the main storyline. Once the children were familiar with the legend they were asked to draw a picture of Robin Hood and over write his name Robin Hood. At this stage the Nursery children had only been in school for three weeks. The drawing and writing formed part of the Nurserys on-entry to school baseline assessment. It was designed to assess the following objectives: -

 Begin to show some control in their use of felt pens. Use one-handed tools and equipment. Draw lines and circles using gross motor movement Understand that they can use lines to enclose a space, and then begin to use these shapes to represent objects i.e. drawing scribbles, enclosed shapes, recognisable pictures

Robin Hood learning in Reception

(4/5 years old) Examples of activities The children in Reception have listened to the Robin Hood story, discussed characters and events. They enjoyed watching parts of the Disney DVD of Robin Hood. They have used their phonic knowledge to sound out words and find initial phonemes. They have practised forming recognisable letter shapes and segmenting words for there writing. Reception dressed up as Robin Hood and retold parts of the story.

Objectives covered
Use vocabulary and forms of speech that are increasingly influenced by their experience of books Sustain attentive listening, responding to what they have heard with relevant comments, questions or actions. Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems. Use language to imagine and recreate roles and experiences. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. Hear and say the initial sound in words and know which letters represent some of the sounds. Show an understanding of the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how. Enjoy an increasing range of books. Use writing as a means of recording and communicating. Begin to form recognizable letters. Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.

Robin Hood by Year One

(5/6 years old)

Links with Literacy, Art and Numeracy

Visualise and comment on events, characters and ideas. Explore familiar themes and characters through role play. Children can identify the main events in traditional tales, sequencing them in chronological order using story language. Children can discuss the appearance, behaviour, characteristics and goals of characters. Children can write a profile of a character using visual and written text. Recall the doubles of all numbers to at least 10. Explore a range of starting points for practical work including stories. Use a range of materials and processes. Investigating different kinds of art, craft and design.

Some examples of our work

Robin Hood doubles

Story board sequences

Character information posters

Robin Hood by Year 2 Traditional Stories (6/7 year olds)

Writing To rewrite a familiar story using appropriate story language. Speaking and Listening. To retell a familiar story using appropriate voice for different characters.

After listening to the story of Robin Hood and Little John the children retold the story in their own words. Then we took a photograph of each child dressed in a hat and collar like Robin Hood would have worn. We printed using oak leaves and cut these out. We put the photographs and oak leaves on to an oak tree and pretended we were hiding in a tree in Sherwood forest.

We printed leaves and put them on the tree with our photos.

Robin Hood by Year 3 (7/8 year olds) Myths, Legend, Fables and Traditional Tales
Overview Read a range of myths, legends, fables and traditional tales, identify and discuss common themes, for example good over evil, wise over foolish, etc. Sequence the key events using lists, maps and storyboards and describe the key characters with reference to the text. Demonstrate how the sequence of events can be varied. Using a familiar story theme, children plan and write own stories in style of myth/legend/fable, etc. Lessons
Read - Robin Hood story together then discuss and answer questions on the text. Role play - In groups act out the story of the archery tournament. Hot Seat - Teacher in role of Sheriff of Nottingham, Q&A session with children. The Sheriff instructs the children to make him Wanted posters to help him capture the outlaw. Activity - Children draw Robin Hood and write the text for the poster offering a 100 reward for the capture of Robin Hood.

Robin Hood by Year 4

(Children of 8-9 years old)

Learning Objectives
Literacy based learning - changing a story book about Robin Hood into a play script including characters, stage directions and scenery. Art/Design and Technology based learning creating puppets to show the characters from a text, creating props for a play and creating scenery for each scene within a box (diorama).

The children began by working in groups to create a play script for one scene for a version of the story Robin Hood. They then worked together to create the puppets, props and scenery required for that scene. The scene were performed by the children using their creations and own voices. We filmed these and watched them back for peer assessment.

Plays based on scenes from Robin Hood

Year 5 (9/10 year olds)

Traditional stories, fables, myths, legends
Prior Learning Check that children can already:Identify features of different genres of fiction texts. Comment on performances, discussing effects and how they are achieved. Plan, tell and write complete stories with a clear sequence of events and showing how one event leads to another. Organise texts into paragraphs. Our Outcomes Make reflections on performances; write a new version of a legend, identifying their audience and adapting their writing to suit this audience; reflect critically on writing, edit and improve it. .Overview Of Learning Read wide range of myths, legends, fables and traditional stories. Discuss common themes. Identify features of particular fiction genres. Read several different versions of same story, for example retellings from different times or countries, film versions. Draw out evidence of changing context and audience. Discuss and look for evidence of narrative viewpoint in particular stories, for example looking at the way that characters are presented. Infer the perspective of the author from what is written and implied. Resources Used Plan and tell stories orally. Show awareness of audience and use techniques such as humour or repetition. Plan and write a new version of Robin Hood. Identify audience and adapt writing accordingly.

Phase 1 Read and analyse features of the text-type. Make compariso between different versions of the same legend.

Learning outcomes Children demonstrate that they can classify features of different fiction genres. Children can describe similarities and differences between different versions of the same story and support their opinions by referring to evidence in the text. Children can compose and manipulate sentences for different audiences and purposes. Learning outcomes Children can identify different features of legends. Children demonstrate that they can identify and comment on narrative viewpoints. Children can compose and manipulate more complex sentences within a given context.

Phase 2 Children continue familiarisation with the text-type. Discuss and investigate the effect of different techniques used by the author. Work in a group to explore and empathise with characters through drama activities. Children use a reading journal to record inferences and demonstrate understanding of characters by writing in the first person. Phase 3 Make comparisons between oral and written narratives. The teacher demonstrates effective note-taking techniques. Children make notes on visual and oral performances before working in small groups to prepare and present an oral retelling of the legend of Robin Hood for an audio or digital video file. Phase 4 Children evaluate their oral performances against agreed success criteria. The teacher demonstrates how to write a legend, transferring oral storytelling skills into writing. Children work collaboratively to write the legend, exploring how to transfer the visual and oral text to a written narrative.Published in the form of a comic book as selected by children to produce for younger reader.

Learning outcomes Children can make simple notes. Children can retell a legend orally, using their own notes to support them. Children demonstrate use of techniques to engage and interest their audience when retelling a legend orally. Learning outcomes Children can reflect on their own performances. Children can write a new version of a legend, identifying their audience and adapting their writing to suit this audience. Children can reflect critically on their own writing and edit and improve it.

Robin Hood by Year 6 (10/11 year olds)

Objectives: (Literacy) To write an interesting and engaging short story in a particular text type, making appropriate choices regarding content, language and style. Children plan and write their own extended story to presentation standard. Demonstrate and support children in using different narrative techniques to engage the reader and to use paragraphs to add pace or emphasis.

The picture in the background is a class collage that all the children in the class worked on. The children are holding their written stories of Robin Hood. They had to rewrite it from another characters point of view and they could choose the genre.