St Martin’s C of E Primary and
Nursery School
Learning Narrative
The Big Idea
Dreaming
‘for in dreams we enter a world entirely our own. Let
them swim in the deepest ocean or glide over the
highest cloud’ Albus Dumbledore
Key Question/Mystery
(To start with and return to)
Can dreams come true?
Hooks for Learning
(experiences which excite, motivate and hook the children into the learning to come)
establish our dream learning environment
creating periscopes/rearview mirrors in the forest
buzzers for tables/ doorbells/
Being Happy
Engagement
Being Stretched
Motivation
Being Excited
About Not
Knowing
Thinking/learnin
what would your dream • Explore the
g
classroom / school look potential for some
process
like?
continuous
My dream teacher
provision across
My dream classroom
team classes
My
dream
friend/
• Titanic – Ship of
classmate
Dreams
What is my job? Your job? • The American
Dream – pilgrim
What do you hope to learn Fathers
this year?
• ‘ten bob poms’ –
What should we be doing in people who
our class to make sure it runs emigrated to
as smoothly as possible?
Australia
•
•
•
What do we need in order to Making
be successful?
periscopes/rear view
mirrors in the forest to
What will I need to do to understand how we
help you this year?
see things because of
the light traveling to
Create
circuits
with
buzzers/lights to answer the mirror
what would your
dream classroom /
school look like?
How much of it can
we make a reality?
Are our dreams
sensible –
sometimes it might
be a nice idea but in
reality the dream is
not as good as it
seems.
Martin Luther King
I have a dream….
Consider what
motivates that
dream; Black Elk
speaks- dreams of a
rainbow tribe
quick recall questions – use
them to optimize the dream Gustav Holst Planets
The girl who
–
artistic/
poetic
classroom (?)
silenced the world
stimuli/ dance
for 5 minutes You
• SpongeBob Squarepants response – link to
Tube
science Earth and
Sleepy Time
•
Space
What can we dream
• http://youtu.be/MgvBmE
for ourselves, for
mtF-I
What inspires you?
our community, our
• How can you swallow so What was Beckham’s family our world
much sleep? Bombay dream? How could we
Bicycle Club
.
find out? – link to
youtube/bbc
interviews with
commonwealth
winners – ‘it’s a
Opportunities for Reflection
Key Skills
Reading
Writing
Number
Opportunities for Outdoor Learning
Use mirrors to see around corners and up into the tops of the trees – how do the
mirrors allow us to see things indirectly – make periscopes and use to spot where
children are hiding in the forest
Sort materials based on their properties
Bark painting – using natural materials
Reflection on Learning
Engagement
Motivation
Thinking
Cross-Curricular Links (referencing Primary
Curriculum/EYFS)
Literacy
Maths
Through the following experiences
Kensuke’s Kingdom/ Alice in Wonderland – explore the waking dreams
that we might have because of the situations we find ourselves in;
How could mirrors be used to send messages? What materials could
Kensuke find to create a shelter?
A midsummer Nights Dream – playscript
Biography – links with historical characters – guided reading to pull out
the features of a biography
Make a Wish foundation – poss link with ‘Wonder’ – children make
wishes
Science
Lightbulb moments
Pupils Y6 should be taught to:
•
recognise that light appears to travel in straight lines ; use
the idea that light travels in straight lines to explain that
objects are seen because they give out or reflect light into
the eye ; explain that we see things because light travels
from light sources to our eyes or from light sources to
objects and then to our eyes ; use the idea that light travels
in straight lines to explain why shadows have the same
shape as the objects that cast them.
• Electricity
Pupils should be taught to:
•
§ associate the brightness of a lamp or the
volume of a buzzer with the number and voltage of cells
used in the circuit compare and give reasons for variations
in how components function, including the brightness of
bulbs, the loudness of buzzers and the on/off position of
switches use recognised symbols when representing a
simple circuit in a diagram.
Earth and Space
Pupils y5 should be taught to:
•
§ describe the movement of the Earth, and other
planets, relative to the Sun in the solar system ; describe
the movement of the Moon relative to the Earth ;describe
the Sun, Earth and Moon as approximately spherical bodies
;use the idea of the Earth’s rotation to explain day and night
and the apparent movement of the sun across the sky. ; 
• Materials and their properties
• compare and group together everyday materials on the basis of
their properties, including their hardness, solubility,
transparency, conductivity (electrical and thermal), and
response to magnets ;know that some materials will
dissolve in liquid to form a solution, and describe how to
recover a substance from a solution ;use knowledge of
solids, liquids and gases to decide how mixtures might be
separated, including through filtering, sieving and
evaporating ;give reasons, based on evidence from
comparative and fair tests, for the particular uses of
everyday materials, including metals, wood and plastic
demonstrate that dissolving, mixing and changes of state
are reversible changes explain that some changes result in
RE
PE
Gym
Dance – in response to The Planets and linking
with Dream theme
The Arts
Aboriginal dreamtime art/ dreamcatchers
Humaniti
es
Aboriginal Stories – locate in world; Kensuke’s Kingdom – locate
oceans and continents – map skills; environmental change/ saving
electricity alternative energy – using dynamo
Significant people in time – Martin Luther King; Edison –
electricity;
Identify 8-10 writing outcomes for the term:• provide different elements for a story based on the Alice in
Wonderland story – all a dream
o character descriptions
o settings
• writing a dreamtime story based on aboriginal stories
which are from oral tradition
• write an I have a dream speech in the style of Martin
Luther King
• Write a biography of Michael Morpurgo
• Write an explanation of how to make the buzzer
louder/light brighter?
• Diary writing linked to Kensuke/ pilgrim fathers
• Postcards home
• Letters to Michael Morpurgo
• Posters to advertise ‘Make a Wish’
• Posters for dream classroom
Every class will use ‘Buzz Boards’ to encourage
questioning and reflection and will produce a
‘Learning Story’ for each theme. The ‘Learning Story’
will tell the story of learning, both in terms of content
and the way in which learning happened. Children
will be encouraged to engage with the learning
stories, the stories can be created in physically or
electronically.