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RE Year 3
dohertyondohertyon

RE Year 3

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Can I compare churches from different Christian denominations? IWB slides (smart) videos activity and discussion
Samba music examples and facts
dohertyondohertyon

Samba music examples and facts

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Samba music examples links to youtube videos facts about samba could be used for: music lesson or series of lessons learning about rio (olympics/carnival) assembly
Science safety contract
dohertyondohertyon

Science safety contract

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science safety contract for children to sign at the beginning of the year to be stuck into the front of their books and can then be referred to
Social Stories Bundle
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Social Stories Bundle

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13 social stories having a good day, using words, separation, hands and feet to myself, friends don't want to play, telling the truth, putting things in mouth, winning or loosing, lining up, listening to the teacher, good touching, appropriate touching
Bloom's Reading Activities
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Bloom's Reading Activities

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Presentation full of reading activities which are true to Bloom’s philosophy. Could be used as training or to aid your planning of reading activities.
Music Wider Curriculum Whole School Exposure
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Music Wider Curriculum Whole School Exposure

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An incredible collection of slides to expose children to a wider range of musical genres without taking additional time in class timetables. These can be used in classes and assemblies to compliment your music teaching. Aims: Expose children to different styles, periods and composers Help children to formulate their own taste and opinions about music Cover full breadth of Listening side of Model Music Curriculum (a particular focus) Teach active listening (a transferable skill) Support their music lesson learning Suggested Structure Day 1: Expose children to key piece of music and/or associated pieces in the same style. Have on when children are coming in in morning, from break and lunch, during handwashing etc., end of day/tidy up time and relaxation time (if appropriate). Day 2: First responses. What do you think of the music? Do you like it? How does it make you feel/what does it make you think or remind you of? It’s important to stress that it doesn’t matter if children like or don’t like a song or a piece of music, but they should think about the reasons why they do or don’t. Day 3: Listen out for elements of music (prompts on next slides) and discuss/take responses. Day 4/5: Related music - listen to other pieces of music in a similar style or from a similar period. Take responses/compare and contrast, discuss the elements of music in each. Guidance on what to do/what to listen out for for KS1 and 2 45 slides with links for every week of the school year