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Design |
Surveying the landscape and people |
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Appreciate the designs in the human environment that help systems to work well. |
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Design |
Surveying the landscape and people |
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Explore the basics of map reading and making (e.g. bird’s eye view, scale, north, title, key). |
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Design |
Surveying the landscape and people |
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Become familiar with common natural patterns e.g. branching, spiral, sphere, webs, concentric circles, scatter. |
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My body, heart and mind |
Taking care of my body, heart and mind |
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Do a children's yoga session using a story to frame different poses such as walking a dog (head down dog), we met a cat (cat pose) and a child eating a pizza (sit with legs in front, sprinkle whatever ingredients children want over the pizza by tapping straight legs down to toes). |
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My body, heart and mind |
Taking care of my body, heart and mind |
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Experience different sensations on my skin: how do I feel when touched with a feather/ brush/ stone? Compare and contrast. |
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My body, heart and mind |
Taking care of my body, heart and mind |
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Discuss what makes people healthy and happy. |
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My body, heart and mind |
Taking care of my body, heart and mind |
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Say thank you to our bodies for all the things they enable us to do. |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Visit different animal habitats/homes e.g. ponds, rocks. |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Do the web of life activity to see how animals are connected to everything else in the web of life; and how each part of the web can affect the whole habitat. |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Discuss the signs of health vs sickness in animals. |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Observe the life-cycle of an animal (e.g. an egg growing into a caterpillar then a butterfly). |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Listen to animal sounds at different times of day/night (e.g. birds, crickets etc.) |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Recognise different animals signs including tracks, feathers, droppings, burrows, hairs. |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Build shelters for wild animals (e.g. bird boxes, log piles). |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Identify some local birds from their song/call. Imitate them together. |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Identify some locally common minibeasts. |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Whilst looking at animal tracks or signs, guess which animal made them and imagine what the animal was doing. Tell the story, maybe even acting it out. |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Make a poster (or use an app) to give a voice to an animal - describing its rights (e.g. freedom to move and play outside, to have natural food to eat). |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Discuss ways which animals help people, and how (e.g. bees pollinate plants without which we wouldn't eat any fruit, spiders eat mosquitoes). |
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The animal, fungus and bacteria kingdoms |
The animal kingdom: Patterns, functions, relationships |
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Learn how the food web and web of life works in a particular local habitat. |
