Year 1 Superheroes Midterm Planning - Arthur Bugler Primary ...

ENGAGE STAGE

Memorable Experience Invite the children to pull on their capes and masks and set off on a ‘Superhero Hunt’. Use their super senses to search for superheroes hiding in the school grounds! Encourage them to look behind buildings, in bushes, on climbing frames, in between trees and in any other surprising places! They’ll need to look and listen carefully… those superheroes can be tricky to find! The hidden superheroes can be toy figures or real, ‘grown up’, superheroes! And of course, everyone must dress as a superhero…and that includes you!

Curriculum Enrichment: Meet the Superheroes!

Essential Skills Children could… Programmes of Study

Computing Explore information from a range of sources.

Watch cartoons and short films with live action, animated and computer generated superheroes. Drag and drop saved images of their favourite superheroes onto a blank presentation slide. Arrange and resize the images to make a superhero montage and print it out. Teacher Note There are plenty of superhero images on the web. Copy and save images of a wide variety from which the children can select. Demonstrate how to insert the images into a blank slide and how to move and resize them. Children could also insert text in text boxes or speech bubbles to their superhero montage.

Co 4 Use technology purposefully to create, organise, store, manipulate and retrieve digital content. Co 5, 6; En W C 1a, 1b, 1c; AD 2

Computing Complete simple tasks on a computer by following instructions.

Look at pictures of superheroes in different poses such as running, jumping, landing, throwing and fighting. Imitate these poses and take photographs of each other. Select their favourite pose before uploading to a drawing software package. Use the drawing tools to add superhero features such as a mask, initialled outfit and cape to their photograph. Teacher Note Print the pictures and replace their class photos with

Co 4 Use technology purposefully to create, organise, store, manipulate and retrieve digital content. Co 6; PSHE 5b; AD 2

Year 1 Superheroes Midterm Planning

their superhero pictures for the duration of the project. Children could also come up with their superhero name, adding this to their edited images too!

PE Show control and coordination when moving or standing still, performing basic sequences using space safely and recognising simple technical words (e.g. roll, travel, balance).

Move like a superhero! Move confidently around an outdoor space using the environment to explore direction, speed and changing levels. Use natural features such as trees, hills, grassy spaces and puddles to jump over, run around and roll over. (Superheroes don’t worry about getting messy!) Teacher Note Children could perform a number of actions in a simple sequence. They could also include examples of onomatopoeia as part of their sequences… Wham! Pow! Bash!

PE 1 Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. PE 3; En SL 9

Music Carefully choose instruments to combine layers of sound with awareness of the combined effect.

Experiment with percussion and electronic instruments, such as keyboards and synthesisers, to create imaginative sound effects for superhero action sequences. Record and play back their sound effects. Teacher Note Encourage the children to think about making sounds loudly and softly as well as controlling the length of their sounds. Record the sounds using microphones and sound recorders such as Easi-Speak.

Mu 4 Experiment with, create, select and combine sounds using the interrelated dimensions of music. Mu 2; Co 4

PE Create simple movement patterns, showing awareness of rhythm.

Match actions with the sounds they have recorded to create simple dance motifs. Think of words to describe how the music makes them feel and the movements it inspires – maybe flying or jumping! Teacher Note Encourage the children to create and practise their movement sequences independently at first and then with a partner who tries to shadow their actions and movements.

PE 3 Perform dances using simple movement patterns. En SL 1, 5, 7; PE 1

DEVELOP STAGE

Curriculum Enrichment: Heroes and Villains


PSHE Take part in group play or conversations.

Look at illustrations or figurines of comic villains and superheroes. Sort the images or figures into two groups – heroes and villains – and explain why they have sorted them that way. Talk about how villains act differently from superheroes and how their behaviour affects others. Teacher Note Villainous characters could include Dick Dastardly, the Big Bad Wolf, Dr Claw, Poison Ivy, Doctor Octopus, The Riddler, Green Goblin, Cruella De Vil, Captain Hook, and the numerous villains from the contemporary cartoon, Ben Ten! Even if the children are unfamiliar with the characters they should be able to distinguish between the heroes and villains based on characteristics such as facial expressions, costumes and names. It might be appropriate to point out that not all ‘villains’ are recognisable by their appearance. Children should be aware that strangers sometimes might pose as a friend online.

PSHE 1a Recognise what they like and dislike, what is fair and unfair, and what is right and wrong. En SL 4, 7; AD 4; PSHE 4a

PE Perform simple movement or dance work, sometimes with a partner.

Work with a partner to design a slow motion conflict sequence, then choreograph a battle between good and evil (but remember not to make any real contact)! Consider how to make their battle exciting including moves such as blocking, twisting, ducking and dodging! Teacher Note Demonstrate to the children what is meant by slow motion, showing how different moves between partners can suggest conflict without actually touching each other.

PE 1 Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. En SL 1, 9, 11

PE Show control and co-ordination when moving or standing still, performing basic sequences using space safely and recognising simple technical words (e.g. roll, travel, balance).

Play superhero games like ‘Superman Says’. Follow instructions and directions given by Superman. For example, fly like Superman (raise one arm in the air), stomp like the Hulk (march forward with big strides), throw a web like Spider-Man (cast their hands out in front of them) or wave their arms like Dr Octopus (form groups of four and wave their eight arms).Teacher Note

PE 1 Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. En SL 1, 7, 9

Encourage the children to come up with their own actions and instructions to add to the game. They will have some great ideas!

Art & Design Use lines to represent shape or outline.

Draw an illustration of their favourite superhero, villain or sidekick using a variety of drawing materials. Then create a 3-D model using air-drying modelling clay or coloured dough. Teacher Note Take pictures of the children creating their 3-D models and provide a good range of inspiring stimulus materials for them to look at and handle.

AD 2 Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. AD 3

Computing Know that there are E-Safety rules to be followed when online.

Learn about keeping safe when using the web. Watch some of the many animated internet safety resources and find out how to recognise an internet baddie and who to tell about it. Discuss and share ideas for safely using ICT and make a class list of golden rules to display next to the school computers. Teacher Note Show the children how to find the CEOP report button (you could add this to the school’s home page). Children could design a poster for the ICT room, warning other children about the internet baddies.

Co 6 Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. AD 2; PSHE 5h; En W C 1b; En SL 2, 7

Curriculum Enrichment: Real Life Superheroes



Talk about what the word ‘hero’ means. Discuss the qualities of real-life heroes such as bravery, kindness, determination and generosity. Talk about how they set a good example to others, listening attentively to each other’s opinions. Choose a real-life hero or heroine and discuss in pairs or small groups why that person is a hero. Report back to the rest of the class, giving good reasons to support their argument.Teacher Note Provide resources such as news reports and information leaflets about the work of the emergency services and charities such as the RSPCA.

PSHE 1b Share their opinions on things that matter to them and explain their views. En SL 1, 2, 4, 5, 9; PSHE 2a, 3g

History Sequence the story of a significant historical figure.

Listen to the story of a historical ‘superhero’ such as Rosa Parks, Emily Davison, Mary Seacole or Florence Nightingale, Edith Cavell, Elizabeth Fry, Thomas Fowell Buxton or David Livingstone. Find out what they did to make things better for other people and respond to stories through independent writing, drawing, small world play and role play. Express their opinion on why they acted as they did and how it made life better for others. Teacher Note Choose a historical hero you think will most interest your children. You could look for examples of contemporary heroes in newspaper reports.

Hi 3 Learn about the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods. En W C 1a, 1b; En SL 4, 9; PSHE 1b

PE Show control and co-ordination when moving or standing still, performing basic sequences using space safely and recognising simple technical words (e.g. roll, travel, balance).

Carry out a superhero rescue! Travel over and under, through and around different obstacles to reach someone or something that needs to be rescued. Imagine the ground is a raging sea or a stinking slime that cannot be touched! Teacher Note Set up a superhero obstacle course that they can travel around, under, over and through. Challenge the children to move around the course using different movements, levels and directions – and without losing balance or dropping the rescued item! Who can make the fastest rescue?

PE 1 Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. En SL 9


Create rescue scenarios using small world figures and vehicles in a large builder’s tray; indoors, outdoors or on a table top. Imagine an air ambulance incident, a sea rescue, a stranded cat in a tree or a burglar to catch! Write an incident report, make a telephone call to ask for help or draw a picture of what happened. Teacher Note Talk to the children about scenarios in which they might need to call for help. Do they know what to do? Who to call? What number to use? Explain how to use 999 to make an emergency call.

PSHE 3g Know rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe. En SL 9; En W C 1a, 1b, 1c

Computing Explore information from a range of sources.

Use internet search engines to ‘follow’ real-life heroes from organisations such as Mountain Rescue or the RNLI. Select the latest incidents link to ‘observe’ how these amazing people are helping the public numerous times a day. Teacher Note Most emergency services have Twitter feeds or ‘latest

Co 4 Use technology purposefully to create, organise, store, manipulate and retrieve digital content. Co 6; Sc WS 6

incident’ links on their home page which allow the viewer to see real-time information about their activities. Children could collect simple data from these websites, such as the number of rescues performed each day, keeping a tally over the course of a week. Ask the children simple questions based on the data collected such as: Which day did the lifeboat carry out the most rescues? Some of this information may be of a sensitive nature.

Curriculum Enrichment: Super Me!


Science Use everyday language/begin to use simple scientific words to ask or answer a scientific question.

Investigate their amazing senses and how they help them in everyday life. Explore numbered mystery boxes positioned around the classroom containing objects, food items or sound sources. Label the boxes, ‘Smell me’, ‘Touch me’, ‘Listen to me’, ‘Taste me’ or ‘Look at me’. Discuss their results and how they used their senses to discover what was in the box. Teacher Note Provide children with a recording sheet on a clipboard to carry and record what they think is in each box. The boxes could simply contain objects that have interesting smells, textures, shapes, patterns, tastes, and sounds.

Sc WS 5 Use their observations and ideas to suggest answers to questions. En SL 5; Sc A 4; Sc WS 6

D&T Identify main food groups, e.g. fruit and vegetables.

Describe how particular foods smell and taste, referring to laminated key words such as crisp, crunchy, juicy, sweet and sour. Sample distinctive flavours like mint, orange, lemon, banana, pepper, pineapple and ginger. Learn about healthy ‘superfoods’ that a superhero would need to eat to grow strong and stay fit and well. Try following simple recipes to prepare some superfood dishes! Teacher Note Children could display information about foods they do or don’t like, or those they eat and don’t eat, in Carroll or Venn diagrams. Be aware of any children with food allergies.

DT CN 1 Use the basic principles of a healthy and varied diet to prepare dishes. En SL 4; Sc WS 6

D&T Describe others’ work, including work by professional craftspeople and designers, and say what they like and dislike about it.

Look at examples of superhero masks. Explain which ones they like and why. Make a design for a superhero mask of their own, using the examples for inspiration. Use paper, card and other materials to cut, stick and fold their masks. Use paper, paint and drawing materials to add detail and decoration. Teacher Note Help the children to punch holes in their masks and thread through elastic so that they can wear them during free play and role play. Remember to take pictures for display!

DT E 1 Explore and evaluate a range of existing products. DT M 1, 2; En SL 9

PE Create simple movement patterns, showing awareness of rhythm.

Develop a special movement, dance or routine for their superhero to demonstrate their special superpowers (maybe they’re brilliant at climbing, running fast, balancing or throwing). Move to superhero music, thinking about speed and dynamics. Teacher Note Emphasise working with control to develop short sequences of movement and introduce music and percussion to add extra interest to the performance.

PE 3 Perform dances using simple movement patterns. PE 1; Mu 3

Science Draw and label basic parts of the human body including those related to the senses.

Investigate who in the class has superhero skills… Find out who is super-stretchy or super-bendy and who has super sight, super hearing, super memory, super taste or a super singing voice? Record by drawing and labeling parts of the human body and their associated ‘super skill’. Teacher Note Try and test a broad range of ‘super skills’. Ask the children to predict how they think they will perform in the tests. You could start with a few simple tests before asking the children which super skills they’d like to test.

Sc A 4 Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Sc WS 1, 2, 3, 4, 5, 6; PSHE 1d

INNOVATE STAGE

Provocation

The evil villain, Professor Slime, has left a trail of fiendish instructions across the town. He hopes these instructions will be found and followed by children just like you. However, what Professor Slime doesn’t know is that you have been transforming into a band of mighty superheroes, ready and willing to combat villains and stop their evil plans. So hurry, heroes… there’s no time to waste! Get out and about in double-quick time and find the wicked instructions. Collect them all before other children find and follow them. Move swiftly or else a devastating trail of bad choices and villainous behaviours will sweep across our town. KERPOW! Let’s get moving!

Programmes of Study

Spoken Language En SL 5 Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. En SL 9 Participate in discussions, presentations, performances, role play, improvisations and debates. cEn SL 7 Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Writing En W C 1a Say out loud what they are going to write about. En W C 1c Sequence sentences to form short narratives. En W C 3 Read aloud their writing clearly enough to be heard by their peers and the teacher. Reading En R C 2a Draw on what they already know or on background information and vocabulary provided by the teacher. PEPE 1 Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. PSHE PSHE 1a Recognise what they like and dislike, what is fair and unfair, and what is right and wrong.

Innovate Board Steps

Superhero costumes at the ready! You might need parents and carers to help you dress to impress! What tools will you need to help you on your search for the evil instructions? A bag to collect the cards? A mask to keep your identity a secret? Remember a camera to photograph the evidence! Professor Slime is true to his name – he leaves a trail of green slime everywhere he goes. How does it feel? Use your super senses to sniff out some words that describe its smell, taste and touch! Out and about, superheroes! Where does the trail start? What obstacles must you overcome with your super skills? Follow the trail through the trees, over obstacles and through tunnels. Look out for instruction cards left by Professor Slime. If you find one, read it to an adult before putting it in your bag! Watch out! The evil Professor is about! Did you see him? Over there… behind the trees! Let’s catch him! Don’t forget to use your superhero ‘WOW words’! Shout them as loud as you can to show him you’re not scared! Can you give each one an action? Have you caught him? Good! Now take him back to the classroom and let’s talk to him about these monstrous instructions! Can you explain why they are such bad choices? Tell Professor Slime the kind of things he SHOULD be telling children to do. Perhaps we can turn this baddie into a goodie! Are there any super things he could help us with? Use the photographs you’ve taken during your superhero hunt to make a comic strip story about your adventure! POW! WHAM! KERRRUN CH! That was an amazing adventure! Can you think of any brilliant onomatopoeic words to describe it? Congratulations! You have completed your Innovation Challenge.

EXPRESS STAGE

Curriculum Enrichment: Choice and Change


PSHE Suggest how they could make a positive contribution to their class, school or community.

Reflect on the project and evaluate what they have learned about making good and bad choices. Act out solutions to given scenarios such as finding a £10 note in the street, seeing an old lady at a road crossing or observing a younger child being bullied. Teacher Note Read stories and poems about children making good and bad choices and talk about them.

PSHE 2c Recognise choices they can make, and recognise the difference between right and wrong. En SL 4, 7, 9; En R C 1a, 1b, 1c, 3, 4

PE Create simple movement patterns showing awareness of rhythm.

Create a whole-class superhero performance involving movement, dance and gymnastics. Co-ordinate whole class movements and gestures to

PE 3 Perform dances using simple movement patterns. PE 1; Mu 3

perform as an army of superheroes. Teacher Note The children’s final performance could be accompanied by a well-know superhero’s theme music. You can easily find the theme tunes from ‘Superman’, ‘Batman’, ‘Spider-Man’, or perhaps the ‘Lonely Man’ theme from ‘The Incredible Hulk’.

PSHE Suggest how they could make a positive contribution to their class, school or community.

Ask other children and adults in school a series of questions to find out which aspects of school life they would like a superhero to deal with (examples could include bullying, litter dropping, road safety and friendship). Draw and write to explain what they found out. Teacher Note Children could suggest ways to tackle these problems as part of circle time and present their ideas to the School Council.

PSHE 2h Contribute to the life of the class and school. En SL 1, 2; PSHE 1a, 1b, 2d, 2e, 2f, 3g, 5g

Science With help, say what they think they have found out.

Investigate how our senses rely upon each other. For example, can they tell what they are eating if they can’t smell (soft peg on the nose), can’t see (blindfold or blacked out goggles) or can’t hear (ear defenders)? Discover whether they can order objects according to size or texture without being able to see them, or walk towards their friend if they can hear but not see them. Experiment to see if closing their eyes helps them hear quiet sounds. Teacher Note You might choose to complete a single investigation as a class, or ask groups of children to tackle individual questions, feeding back their findings to the class.

Sc WS 5 Use their observations and ideas to suggest answers to questions. Sc WS 1, 2, 3, 4, 6; En SL 6

Computing Complete simple tasks on a computer by following instructions.

Create a simple stop-motion animation based on a topic of their choosing from the whole project. Create a storyboard to plan the content of their film and make a set or stage on which their story can take place. Teacher Note There is some very good, simple animation software available. Demonstrate the software to the children giving tips and tricks to help improve their animations.

Co 4 Use technology purposefully to create, organise, store, manipulate and retrieve digital content. En SL 7, 9; Co 6

Children could also use online activities or apps to create their own superhero! Try the Marvel website or ‘Make Me a Superhero Lite’.

Year 1 Superheroes Midterm Planning - Arthur Bugler Primary ...

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