Copyright update regarding 'Home Learning Resource Packs' Our standard terms, conditions and copyright rules restrict the direct sharing of our resources through online portals, shared drives, school websites and social media. We also ask that resources are not printed and shared amongst teachers.
However we realise that due to the current climate and the nature of these home learning packs means that these rules are restricting the main purpose of the packs: helping teachers to provide a structured home learning experience for their classes.
With this in mind, this, and our other 'Home Learning Resource Packs' will be exempt from the above rules. We do however ask that the packs are not made available for PUBLIC download through any means and are only shared with your immediate colleagues and the parents of the children in your school. Where possible, please continue to direct other teachers to our website to download the resources for themselves.
These amended rules will remain in place for the duration of the school closures. Thank you for your cooperation. Pupils will learn about the continents and oceans, the hot and cold areas of the world and the differences between human and physical features, locate the poles and equator and begin to understand global connections.
Barnaby Bear's UK map. Barnaby Bear's world map. In this free PowerPoint Barnaby Bear investigates a hedgerow and identifies a number of common plants that can be found in most hedgerows during the spring and summer period. His name and character may not be used without the prior permission and approval of the Geographical Association.
If you wish to use the name or character of Barnaby Bear, please contact Elaine Anderson at the Geographical Association giving full details of your proposed use. The logostyle, typefont, characterisation and photographic representation to be used are shown in the Barnaby Bear style guide. For more information on what cookies are and how you can manage and remove them click here.
Objectives: Class objective: to write a simple recount based on an area of in terest. All children to do same task. Children will do a piece of imag in ative writ in g, imag in in g that they are. How do they feel? Use of vocab discussed in word level. The children will write a description of Liverpool for a sightsee in g guide - us in g the sights discussed in. Children will all write a description of what they would take in their suitcases if they were go in g to.
Children write a postcard to their Mums and Dads, pretend in g that they have been to Dubl in. Children th in k about whether they would like to go to Dubl in for a holiday.
They will each do a piece of. Barnaby Bear Goes to Dubl in big book. All children to work in literacy groups and after discussion, compare and contrast. Dubl in with our locality. Children to address the questions:. Children to make two lists and expla in further us in g illustrations.
Us in g prepared sheet of pictures of events, all children to sequence the journey that. Barnaby under to ok to reach his dest in ation. All children to in dependently produce a piece of non-fiction text. They are to devise a. All children to imag in e they have been on holiday to Dubl in and write a postcard to. Children must recall their home address and write on an actual.
Discuss all the reasons why we fill forms in and ask the children what important. All children to make their own passport and board in g card us in g in formation about. Introduce the s to ry Barnaby Bear Goes to Dubl in and ask the children to. Discuss location in. Show the children pho to graphs and postcards from Dubl in and discuss what.
Read pp Through discussion and question in g, check understand in g of. Look carefully at aerial pho to graph taken over Dubl in.
Can the children spot any. Discuss and compare, what k in d of area do. Show the children how to f in d. Look at key on pp - check understand in g of the use of the key. Ask the children about how they travelled to their last holiday dest in ation.
Read pp and discuss what this tells us about Dubl in. Look carefully at the map on p. Def in itions of geographic terms and their mean in gs - river, key, map. If possible, take the class out to in vestigate immediate local area and ask the. Read pp and through question in g check understand in g.
Ask the children to th in k about the differences and similarities between. Where I would like to visit in Dubl in and why Before read in g the book, ask the children to look briefly at the title, blurb, illustrations etc. After read in g the book, relate back to orig in al ideas of what the book could be about — were you. List questions children would like to f in d answers to.
After read in g the book, consider if you have found all the answers. If there are any questions. As a class read the s to ry, focus in g on key words — use word bank to focus on terms or match words. Use key words to create sentences relat in g to the s to ry. Look at the contents and in dex page - what do these mean? Relate to page numbers. Locate in formation by page numbers and words by in itial letter.
Consider the questions Barnaby asks, is there anyth in g else you would want to know? Look carefully at the th in k bubbles and use for later in the book — us in g paper or acetate sheet.
Write a list for everyth in g that you need to remember if you were go in g to Dubl in. Travel agents with luggage labels, passports, postcards, different holiday brochures, particularly Irish. Look carefully at own environment, village, to wn, city and compare Children match. Older, Year 2, children can look carefully at the advertis in g leaflet, children can study a few and write.
Us in g the book as a format the children can compile their own book where Barnaby Bear visits. Consider how Barnaby felt throughout the s to ry, happy, fun, tired, crowded, hungry. Role play - the children can hot seat Barnaby Bear or act out various parts of the s to ry. Consider the mode of travel used and seen by Barnaby. Were they the best methods used? Look at aerial pictures of local area and compare with Dubl in aerial pho to graph on page Use differentiated texts to underl in e geographic terms, nouns, f in d def in itions of terms used.
See below. Refer to famous people in National Curriculum, research Doc to r Barnardo and his work, pages 16 and. Research the pota to fam in e in Ireland. Read page 19 and consider how to cross a road properly. Use hall to practice. Dubl in is a.
Barnaby Bear at Cooper Perry. Cut out the pictures on the follow in g page and put them in the right order. Cut out and put the pictures in the right order in the frames on the previous. K in gdom or abroad, f in d in g out about the environment in both areas and the people who live. They carry out geographical enquiry in side and outside the classroom.
In do in g this. Geography 27 B. He had an excited, nervous feel in g deep in his tummy, as if butterflies were flutter in g around He wondered where all of his friends and the children from school had been for their holidays. It is especially recommended to Key Stage 1 teachers. The book conta in s an excellent array of pho to graphs, draw in gs, maps and music Molly Malone around which creative activities can be based.
There are pho to copy masters for both teacher's and children's use, plus background in formation to help answer children's questions on Dubl in , its geography and his to ry. The Irish pathway is cont in ued in Literacy and His to ry at Key Stage 2 and further re- in forced by l in ks with schools in both parts of Ireland.
The text was so enjoyed by Years 1 and 2 that examples of their work are in cluded in this booklet, along with the relevant weekly literacy plann in g sheets for those two year groups. Guthrie, Barnaby Dubl in , 1 Weekly literacy plann in g sheets Guthrie, Barnaby Before beg in n in g to read the book, look carefully at the front and back covers and discuss what the children th in k the s to ry could be about.
Read pp to the children and ask the children to th in k how they feel when they are go in g away on holiday. Write words on the board that describe how they feel. Group 1: Help children to write how they feel when they go on holiday.
Group 2: Children cut and stick pictures from holiday brochures of Ireland and write words under to describe the pictures. Group 3: Free play in travel agents corner. Read pp to the children and consider if the children were correct in their prediction of what the book was about. Read pp to the children.
With flashcards ask the children to f in d and match the follow in g key words: the, to , in , his, he, go, on, looked, was, gave. Discuss with the children the board in g card and the different currency shown. Group 1: Guided read in g. Group 2: Write a list of everyth in g you would take on holiday to Dubl in. Group 3: Children cut and stick pictures from holiday brochures of Ireland and write words under to describe the pictures.
Group 4: Free play in travel agents corner. Read pp and discuss the aerial pho to graph. After read in g the guide to Dubl in ask the children where they would like to visit and why. Consider how Barnaby is go in g to get around Dubl in. Look carefully at the postcard and discuss the layout. Show the children a variety of postcards and look that the layout and messages. Draw a picture of part of Dubl in on the front. Group 2: Free play in the travel agents corner.
Group 3: Guided read in g. Group 4: Children cut and stick pictures from holiday brochures of Ireland and write words under to describe the pictures. Ask the children to help you list all the th in gs Barnaby has done on his visit to Dubl in. The child has to answer questions for Barnaby. The children may ask the follow in g questions : What was your favourite part of Dubl in?
How did you feel when you were fly in g? What would you like to do next? Group 1: Free play in the travel agents corner. Group 2: Guided read in g. Group 3: The children write a sentence about their favourite part of the book. Group 4: Children write in speech bubbles what Barnaby is th in k in g in Dubl in. Read pp 24 — 25 and reflect on what Barnaby must th in k of his trip to Dubl in. Take children on a visit in the locality.
Put the book to gether and after read in g leave in book corner to be enjoyed along with Barnaby Bear Goes to Dubl in Guthrie, Barnaby As a class read the s to ry, focus in g on the flow of the s to ry. Group B: Write a list for everyth in g that you need to remember if you were go in g to Dubl in. Group D: Guided read in g. After read in g the book, relate back to orig in al ideas of what the book could be about. Were you correct? If there are any questions unanswered, ask the children how they can go about f in d in g these answers i.
Group A: Write a list for everyth in g that you need to remember if you were go in g to Dubl in. Group C: Guided read in g.
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