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Task: Can you identify animals/insects that live in and around the water, can you describe what they look like.
NC link-describe and compare the structure or a variety of common animals.
Link to English- Write some sentences about the animals- insects found. Write about the water and what you saw.

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The children could be rewarded for their work on the water cross-curricular topic with a historical water tour or punting on the river

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Canterbury Historic River Tours is a perfect way to spend 40 minutes on the River Stour learning about the fascinating history of Canterbury.

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city of canterbury (english non-metropolitan district)

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The Great Stour Way Canterbury Kent UK 2015

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DJI Phantom 3 Advanced flight on the Great Stour Way near the city of Canterbury, Kent, UK, 2015 Info: http://www.canterbury.co.uk/Canterbury-The-Great-Stour-Way-/details/?dms=3&venue=3039476

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Task: Decide which boat will float successfully on water (Children will have a choice of boats made from varying materials including plastic, metal, paper etc)
Key Questions: Which material boat floats successfully? What qualities does the material have which make it buoyant?
Link to English: Write-up of experiment prediction vs. findings
NC link: "explore and evaluate a range of existing products"

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Task: Use the environment of Westgate as a stimulus for a water-themed drawing or painting, using a medium of their choice (watercolour, pastels, chalk, poster paint etc).
NC link: "to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination"
Link to English: Describe the painting to a partner or label their drawing.

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Task: Produce an accurate interpretation of a water scene at Westgate (based on photographic images the children have taken themselves)
NC link: "to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials"
Link to English: Use the photograph or painting to inform the beginning of a story using descriptive writing
Extension/G&T: Can they produce a water painting in  the style of a famous artist
NC link: "Pupils should be taught about great artists"

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Task: Design and create a boat to float on water
Key Questions: What material should the boat be made of?   Is it more beneficial to have a large surface area or a smaller surface area?
Outcomes: Children should deduce some knowledge about buoyancy, waterproof materials and surface area.
Link to English: Write-up of experiment prediction vs. findings
This activity would be enjoyable for children because they can convert their designs into fruition and test these on water.
NC link: " use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose"

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Tasks: 1)Identify different habitats that are in and out of the water.
What is a habitat?
Why are there different habitats?
2) The importance of recycling and caring for the environment
NC Links- identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other  identify and name a variety of plants and animals in their habitats, including microhabitats
Link to English-  1)Write a describition about the habitats you identified. 2) Make up a story with an animal found and their habitat.
3) Report on the local area. was the water way clean, include information about recycling and caring for the environment.

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The children will hear stories of the people in ancient Egypt and why they settled at the River Nile . Once learning about this the children can make comparisons between the river Nile and the river at Westgate. This links back to English for the language being used in comparisons they could also write a persuasive argument for which river they would rather swim in based on the facts.

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In KS2 the children will complete a similar labelling exercise of the river but they will also look at water cycles. To link this back to English the children will write descriptions of the water cycle and a step by step guide.

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The NC states that children in ks1 need to be able to use basic geographical vocabulary to refer to physical features. After going to the river to note down key features of the river. Once back in the classroom they can label a photograph of the river and see if they can locate the river in various maps of the area. Using the landmarks they know around the river.

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We have chosen to use the Single Transferrable Subject Approach in which one subject is developed in the context of various others. The subject that we have chosen to focus on is English.

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To introduce the theme of water we would take the children to Westgate Park to see the river. Whilst there they would have the opportunity to take photographs and videos, sketches, write sentences to describe the scene using the 5 senses, and to investigate the wildlife.

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Linking every subject back to English may be alienating for children who struggle with English or don't find it enjoyable, for example those with EAL. It is important not to make EAL students spend the whole time that they are in school learning English as it can be exhausting and too intense (Webster, 2011). It may mean that other subjects that they usually would enjoy are ruined for them.

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Linking two subjects that may not obviously go together, for example English and PE 'may provoke particularly original insights and new perspectives because of the unexpected juxtaposition of subjects' (Barnes, 2015).

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Children are required in KS2 to 'perform dances using a range of movement patterns'. Here they could enhance their learning from KS1 and link all their movements together using the stimulus of water. They will have to make decisions based on what action will fit well with others in order to produce a coherent dance, and discuss with the rest of their class how they felt about this process, potentially creating a storyboard about this to link back to English.

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Task: Using your voices and instruments, compose a class piece called 'Water'
Key Questions:
What instruments can we use to make sounds of water?
Link to English: Write about the instruments you used and how they were played.
NC Link:
Play tuned and untuned instruments musically
Experiment with, create, select and combine sounds using the inter-related dimensions of music.

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http://www.middlemiss.org/lit/authors/moranth/poetry/rivercrossing.html

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Task: Create a soundscape inspired by the poem 'At the River-Crossing' by Harry Morant
Key Questions :
What are the tones of water?
How fast is our piece going to be?
What timbre will our piece be?
Link to English:
Create your own poem inspired by Harry Morant about a river.
NC link:
improvise and compose music for a range of purposes using the inter-related dimensions of music

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Put out small-world figures in a water tray such as fish and other sea creatures. Ask the children to count the figures, adding or removing some each time, or ask them to put the figures in size order. Link to English: making up stories for the sea creatures.

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The national curriculum requirement for dance in physical education is to 'perform dances using simple movement patterns'. The theme of water could act as a stimulus for the children's dancing and teachers could ask the pupils to create movements that they think are suitable to demonstrate the flow of water. This links back to 'write dance' which I observed take place in my EYFS classroom on placement. It gets the children moving and develops these gross motor skills, which they can then describe on paper to link back to English. Verbs are a key feature of their writing here because they will have to note how they performed 'crawls, stretches', etc to show the theme of water.

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Estimating the capacity of water of containers in standard units e.g. millilitres and litres and converting between the units. Link to English: reading and solving word problems related to capacity. Writing sentences to explain reasoning when answering questions.

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Put a variety of different measuring implements into a water tray, for example different size bottles, watering cans and measuring cylinders. Ask the children to estimate how many of one container it will take to fill up another and then test it out. Link to English: writing sentences e.g. I think it will take 6 measuring cylinders to fill up a watering can.