Medium Term Plan Topic: Kings and Queens Trip: Hampton Court Palace Foundation Subject: Art Lesson

Lesson One Learning Objective We are learning to design and create our own crowns Steps to Success I can look closely at real crowns I can design my crown using different patterns and colours I can use materials for a purpose to create my crown Outline of Lesson Show children photos of crowns taken on the trip Talk about the features of the crowns Key questions: - What can be found on a crown? - What shapes can you see on the crowns? - What is the purpose of a crown? - What is it made of? - What would we need to put on our crowns? - What steps would we need to take to make our crown? Children to design their crowns and share with their partners. Children to edit their design after feedback. Children to then use a variety of materials to create card based crowns i.e. gems, tissue paper, sequins, card, fuzzy balls Children to model their crowns to the rest of the class in a fashion shoot.

Lesson Two

We are learning to complete selfportraits using lines of symmetry

I can look carefully at my picture I can use a mirror to see what my reflection should look like I can carefully draw the mirror image to complete my self-portrait

Children to find their photo from the trip. The photo has already been cut in half so children need to look carefully to find their photo. Children to use a mirror to see the reflection and think carefully about how to draw this Key questions: - How can we use our mirror to show what the completed portrait should look like? - What is a reflection? - What is symmetry? - Where would the line of symmetry be drawn? - What key features do we need to focus on in our portrait? - Do we draw what we see or what we think we see? Children to stick their photo down onto paper and use this as a guide to draw the other half of their picture. Children encouraged to vary the pressure of their pencil to create different effects on their paper. Plenary art gallery

Foundation Subject: History Lesson Learning Objective Steps to Success Outline of Lesson

Lesson One

We are learning to use information about King Henry VIII to create a royal fact file about his wives

I can pick out key information about Henry VIII I can present this information in the form of a fact file I can think carefully about how to make my fact file attractive

Recap on trip who lived at Hampton Court Palace? Talk partners what can you remember about Henry VIII? One thing thats very odd about Henry VIII is that he had six wives! Explain that we are going to create a fact file about his wives. Show children you tube song: http://www.youtube.com/watch?v=-fadCAHjN-s Children to make notes of key info on mini whiteboards each child has one wife to focus on (1-6) As a class collate the information to create key info for fact file. Children in pairs to choose their own form of media to create their own fact file i.e. paper or computers, using programmes such as powerpoint, readwritethink comic strips, video, publisher Teacher to provide children with fact sheet to support in their creation of file. http://www.hrp.org.uk/Resources/Factsheet_henry6wives.pdf Teacher to pick fact files of children that have worked well together and share with class.

Lesson Two (end of term party)

We are learning to compare Tudor celebration with modern day celebrations

I can consider what celebrations we have today and in Tudor times I can make comparisons between dress, food and music I can say what celebration I prefer and why

Show children you tube clip: http://www.youtube.com/watch?v=9R9XtIEzmHg Stop at various points to discuss what children have observed. Children to think about parties they attend and what the key features are. Class to replicate both experiences. TA in classroom with modern party set up balloons, paper plates, party hats, crisps, fruit, nuggets, party music, pin the tail on the donkey Teacher in hall with banquet tudor fancy dress, music, ribena (wine), candlesticks (in dark), cutlery, juggler and comic (children to tell jokes and juggle) and tudor-esque food Some children to be servants, others to be tudors Children to swap and have experiences of both come back and share which experience was their favourite. What did they like/not like?

Foundation Subject: Geography Lesson Lesson One Learning Objective We are learning to map out the locations of the homes of King Henry VIII Steps to Success I can say what is important in an address I can correctly place these addresses on a map I can draw a picture of the home on the map Outline of Lesson Teacher to present images of Henry VIII different homes and their names. Teacher to get children to look at the names of his homes to try and work out where they are. (IWB) Children to attempt to place them on a map of the South East. Teacher to encourage children to use directional language to explain their positions i.e. next to, near Children to work independently to place the homes of Henry VIII on their own map and draw an image to represent each of these homes. Teacher to display names and images of palaces to help support children.

Henry VIIIs residents: Tower of London Windsor Castle St James Palace Westminster Palace Eltham Palace Hampton Court Palace.

Lesson Two

We are learning to draw our own maze and provide instructions for completing it

I can look at maze designs and notice key features I can plan my own maze I can write directions using the terms North, South, East and West

Teacher to show class pictures of Hampton court maze and discuss the key features. Teacher to show children other mazes from an aerial view. How are they different? How are they similar? Children to design their own grass mazes on paper using pencils. Children to come back to the carpet and teacher to pick on maze to focus on. If we had to direct someone through the maze how would we do it? Introduce terminology NESW and pneumonic. Children to work in pairs to write a set of instructions for each of their mazes. Teacher to pick one maze and see if the instructions are successful. If not, what changes would we need to make?