Term 2 -Digging in the Dirt

Learning Theme: Digging in the Dirt
The Big Idea: Do you love learning about the past? Yes? Well you might just be an explorer, archaeologist and an historian. Archeologists are people who travel to new places in the world and discover new things that they didn’t know existed. So much of what we know today about our world is because we have been explorers and archaeologists in the past. Being an archaeologist is fascinating as you discover ancient artefacts and can find out information about thousands, and even millions of years ago. Could you be an archaeologist? Let’s find out.
Driving Question: If you keep digging, what would you discover?
Need to know Questions - Questions that the children have devised at the beginning of the theme, which we will endeavour to answer throughout the term.
As Global Citizens we will develop :
Empathy: Can I adapt my behaviour to take into account the feelings of others? Self Awareness: Can I explore reasons for negative feelings towards others and in new or difficult situations? Can I identify connections between personal decisions and issues affecting people locally and globally? Cooperation and conflict resolution: Can I use knowledge of other's viewpoints to resolve problems and compromise? Can I cooperate and collaborate to solve problems or achieve goals? Can I use strategies to manage anger, frustration, and aggressive feelings? Communication: Can I express my own views and ideas on issues clearly, using a range of appropriate methods? Can I give reasons, evidence and examples in support of an opinion? Values and Attitudes: Can I show a growing interest in world events and global issues? Can I show commitment to taking action to protect and improve the environment and quality of life for people locally and globally? Can I develop a belief that individuals and groups can improve situations?

Patana Values

Well- being - We are protected, safe and secure and responsible and honest

Learning - We critical and reflective thinkers

Global Citizenship - We are empowered by our interculturalism

Planning and Assessment

Short term planning is based on ongoing teacher assessments, individual student’s needs, school targets and differentiation. Flexibility is needed within this structure to ensure the teaching and learning can be adjusted to cater for the needs of the cohort as well as specific target areas.

Connecting the Curriculum
As Geographers we will	As Historians we will:	As Scientists we will:
- Be able to use a variety of sources to gather geographical information - Be able to identify relevant data to answer questions - Know about similarities and differences between different environments and industries within our host country - Be able to describe human activities that can cause or reduce environmental issues - Understand how people's quality of life is impacted by local geographical features	- Be able to formulate questions about events from the past - Understand that there are different accounts of the same event - Be able to select and record relevant information including multiple sources - Know that historians study an artefact within its historical context - Know about the significant events, dates and features of past societies - Know that there is a significant division in how we organise time called year zero - Be able to organise events and societies chronologically - Know about similarities and differences between past and present lifestyles - Understanding that there are still mysteries around how ancient civilisations used technology - Know the history of people and/or places they have a connection with	- Set up simple practical enquiries, comparative and fair tests - Ask relevant questions and use different types of scientific enquiries to answer them - Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. - Asking relevant questions and using different types of scientific enquiries to answer them. - Asking relevant questions and using different types of scientific enquiries to answer them - pattern seeking. - Set up simple practical enquiries - comparative and fair tests. - Make systematic and careful observations, record findings. Use results to draw conclusions.
As Researchers we will :	As Artists we will :	As Design Technologists we will :
- Use non-fiction books and ICT to support our geographical and historical understanding.	- Be able to demonstrate improvement when using/practising a specific technique - Know that an artwork can have one or more purposes - Know that some artistic methods are more typically associated with some places than others - Understand how techniques in visual communication can be used to create different effects - Be able to make inferences about artists and their intention(s)	- Be able to produce a final design proposal identifying appropriate materials - Be able to use appropriate tools and techniques independently - Be able to compare their design and product explaining any differences and suggesting improvements
As Thai Language and Culture Learners, we will	As Musicians we will :	As MFL learns we will learn how to :
- Learn to understand and respond to Thai greetings, simple instructions and questions? - We will use words about Myself, My Family, Number in simple conversation. - We will also ask and respond to questions about some celebrations and Pitee Wai Khru.	- continue to develop our performing skills on the recorder through the Patana “Recorder Karate” programme. We will also build our notation skills.	- greet people and respond to greetings appropriately - ask someone’s name and say our name - introduce ourselves briefly - count
As PE Learners we will :		As CAD designers we will use technology to:
- Rotate around the units of Tee Ball, Mini Tennis, Gymnastics, T.G.F.U (teaching games for understanding, OAA (outdoor and adventurous activities) and Football during Term 2 and 3 (different classes within the year group). The following statements are a starting point of what they should aim to develop in each unit. - understanding the rules and playing small and full sided games of Tee ball with developing striking and fielding game skills - developing my court awareness and racket/ball skills through the net game of mini tennis - copying, remembering, exploring and repeating simple gymnastic actions with control and coordination using a variety of speeds, levels, directions and apparatus - orientating a map and finding reference points with consistency and speed and demonstrating improving communication and leadership skills when problem solving - developing positional and tactical understanding in both attack and defence through football - transferring skills and understanding between different styles of games		Can I design using technology to accomplish my goal? Can I use a stylus in creative ways? Success Criteria I can modify images with simple tools I can use drawing/brush tools I can import/ export images as layers I can develop drawing techniques I can create composite images using photo editing software I can offer feedback to my peers I can design images & drawings for a variety of purposes I can use the stylus in creative ways
Personal, Social, and Health Education
Safeguarding - getting to know the Codes of Conduct & Being Me in My World (Problem Solving and Developing a Growth Mindset) Whole School Celebration: We are celebrating people who try to make our school community a better place - I know my attitudes and actions make a difference to the class team - know how good it feels to be included in a group and understand how it feels to be excluded I try to make people feel welcome and valued - to get along with different people - to understand who is in my school community - to understand the roles they play and how I fit I can take on a role in a group and contribute to the overall outcome	Dreams and Goals (Problem Solving and Developing a Growth Mindset) Whole School Celebration: *We are celebrating people who persevere with a challenge.* - to tell you about some of my hopes and dreams - understand that sometimes hopes and dreams do not come true and that this can hurt - know that reflecting on positive and happy experiences can help me to counteract disappointment - know how to make a new plan and set new goals even if I have been disappointed - know how to work out the steps to take to achieve a goal, and can do this successfully as part of a group - can identify the contributions made by myself and others to the group’s achievement	As Active Citizens we will research, develop and discuss topical issues and problems. When discussing our ideas, we will continue to value contributions of others. We will learn to recognise why rules are needed and about responsibilities as well as rights. As Confident and Healthy Learners we will learn to make responsible choices and consider consequences. We will explore how it feels to do or start something new, and identify ways to cope with these feelings. As Relational Learners we will learn what it takes to be a good friend through developing the skills of negotiation and compromise.

Term 2	Mathematical Skills
Multiplication and division (3 weeks)	recall multiplication and division facts for multiplication tables up to 12 × 12 solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects recognise and use factor pairs and commutativity in mental calculations use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers multiply two-digit and three-digit numbers by a one-digit number using formal written layout
Area and perimeter (2 weeks)	measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres convert between different units of measure [for example, kilometre to metre] find the area of rectilinear shapes by counting squares
Fractions (3 weeks)	add and subtract fractions with the same denominator recognise and show, using diagrams, families of common equivalent fractions count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number
Decimals (3 weeks) Continue into T3	find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths recognise and write decimal equivalents of any number of tenths or hundredths recognise and write decimal equivalents to 14, 12, 34 round decimals with one decimal place to the nearest whole number compare numbers with the same number of decimal places up to two decimal places

Varjak Paw - Teaching Skills
Reading: (Word reading / Comprehension)
 Develop positive attitudes to reading by listening to and discussing a wide range of fiction  Increase familiarity with a range of books  Identify themes and conventions  Discuss words and phrases that capture readers’ interest and imagination  Ask questions to improve understanding of the text  Draw inferences and justify inferences with evidence  Identify how language and structure contribute to meaning
Writing: (Transcription / Composition)
 Plan writing by discussing writing similar to that which they are planning to write, learning from its structure, vocabulary and grammar  Plan writing by discussing and recording ideas  Draft and write by composing and rehearsing sentences orally  Draft and write by organising paragraphs around a theme  In non-narrative use simple organisational devices  In narratives, create settings, characters and plot  Write for different purposes including about fictional personal experiences  Assess the effectiveness of their own and others' writing and suggest improvements  Proof-read for spelling and punctuation errors
Speaking and Listening:
 Maintain attention and participate actively in collaborative conversations, responding to comments  Ask relevant questions to extend their understanding and build vocabulary and knowledge  Listen and respond appropriately to adults and peers  Articulate and justify answers and opinions  Use spoken language to develop understanding through speculating, imagining and exploring ideas  Consider and evaluate different viewpoints, attending to the contributions of others  Use spoken language to develop understanding through imagining and exploring ideas in discussion, role-play and drama

Our Guiding Statements

Connecting the Learning for Term 2

Mathematics Learning for Term 2

Literacy Learning Skills for Term2