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XX weeks
Wk XX to Wk XX

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Suggested reading list:
Snowflake Bentley- Influence
Woolbur- Influence and responsibility
Malala -Brainpop video (includes an activity of designing a poster to advocate for girls' education)

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Maths- Have the children create a fraction wall some where in the classroom using pieces of coloured paper. Ranging from 1/2 to 1/20.

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What it means to be influential and influenced.
The expertise and achievements of leaders.
The benefits and consequences of being influential.
The responsibility and influence of famous people.

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Influential leaders in all areas of human society bring about change that affects us all.

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Emily's Grand Idea!

Sound maps.

Children in pairs or make a sound map presentation (poster, QR codes, video, descriptions etc) to present a leader of their choice and how they are influenced by them and how that leader is influential to society. What they are experts in etc.

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Research skill
Social skill

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Strand: Interactions
Phase: 3
Conceptual Understandings: A plan of action is a necessary strategy for a group to achieve its goal.
An effective group capitalizes on the strengths of its individual members.
Learning Outcomes: Develop a shared plan of action for a group work that incorporates each individual's experiences and strengths.
Adopt a variety of roles for the needs of the group, for example, leaders, presenter.

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Egyptian Art

RESPONDING
Phase: 4
Conceptual Understandings: People communicate across cultures, places and times through arts.
Learning Outcomes: understand the role and relevance of visual arts in  society.
CREATING
Phase: 4
Conceptual Understandings: We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.
Learning Outcomes: Utilize a broad range of ways to make meaning.

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Phase:
Conceptual Understandings:
Learning Outcomes:

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Roles
Leadership

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Form
Responsibility
Perspective

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Confidence
Independence
Integrity

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Balanced
Principled
Caring
Knowledgeable

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:4
Learning Outcomes:
begin to paraphrase and
summarize

realize that grammatical
structures can be irregular
and begin to use them
appropriately and consistently

recognize that different
forms of grammar are used in
different contexts

Phase:5

Learning Outcomes:

use an increasing vocabulary
and more complex sentence
structures with a high level
of specificity

paraphrase and summarize
when communicating orally

use standard grammatical
structures competently in
appropriate situations

use speech responsibly
to inform, entertain and
influence others

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:5
Conceptual Understandings:

The aim of commercial media
is to influence and persuade
viewers.

Learning Outcomes:

view and critically
analyse a range of visual
texts, communicating
understanding through oral,
written and visual media

show how body language, for
example, facial expression,
gesture and movement,
posture and orientation, eye
contact and touch, can be
used to achieve effects and
influence meaning

WRITTEN LANGUAGE_ READING
Phase:5
Conceptual Understandings:

Synthesizing ideas and

information from texts leads to

new ideas and understanding.

Learning Outcomes:

make inferences and be able

to justify them

compare and contrast the

plots of two different but

similar novels, commenting

on effectiveness and impact

use the internet responsibly

and knowledgeably,

appreciating its uses and

limitations

WRITTEN LANGUAGE_ WRITING
Phase:5

Learning Outcomes:

demonstrate an increasing
understanding of how
grammar works

use standard spelling
for most words and use
appropriate resources to
check spelling

use a dictionary, thesaurus,
spellchecker confidently and
effectively to check accuracy,
broaden vocabulary and
enrich their writing

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Strand:Social organization
and culture
The study of people, communities, cultures and societies; the ways in which
individuals, groups and societies interact with each other.
Skills:

Formulate and ask questions about the past, the future, places and society.

Use and analyse evidence from a variety of historical, geographical and societal sources.

Orientate in relation to place and time

Learning Outcomes:

explain how people’s perceptions and representations of place have changed over time.

explore the evidence that helps people learn about places and their  inhabitants.

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Strand:Living things
Skills:

Identify or generate a question or problem to be explored

Learning Outcomes:

explain leader’s responsibility regarding the use of the environment.

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Strand: Data Handling
Phase: 4

Conceptual understandings
Data can be presented effectively for valid
interpretation and communication.

Learning outcomes
When constructing meaning learners:
• understand that different types of
graphs have special purposes

When applying with understanding
learners:
• design a survey and systematically
collect, record, organize and display
the data in a bar graph, circle graph,
line graph

Strand : Measurement
Phase: 4

Conceptual understandings
Accuracy of measurements depends on
the situation and the precision of the tool.
Conversion of units and measurements
allows us to make sense of the world we
live in.
A range of procedures exists to measure
different attributes of objects and events.

When applying with understanding
learners:
- select and use appropriate units
of measurement and tools to solve
problems in real-life situations
- use timetables and schedules (12-
hour and 24-hour clocks) in real-life
situations