• Use pizzas to practise sharing equal amounts. • Fold and cut pictures or circles of paper, or even use the real thing to help work this out. • Ask questions, e.g.: • How many pizzas will we need for the class to have a slice each? • How many pizzas will we need for a group to have half a pizza each? • How many slices are there in this half? • How many quarters are there in this pizza? • Encourage the children to formulate and ask questions too.


Working scientifically – identifying and classifying SCIENCE


ENGLAND Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.


SCOTLAND Learners develop their understanding of how species depend on one another and the environment for survival.


• Talk to the children about healthy eating.


• Ask them what their favourite food is and whether they would like to eat it for every meal. If they would, would this be a healthy thing to do? Continue to question them about what they like to eat and what is healthy.


• Make a large eatwell plate, using the colours on the plate to help classify the different sections. • Put one or two pictures in each of the food sections before starting the activity with children. • Label the sections / food groups on the plate together.


• Talk about Yummy Muffin Pizzas recipe. Show the children that it does not fit into any of the sections. Each ingredient needs to be considered separately.


• As a whole class or group activity, use pictures of the ingredients, name them, and get the children to stick them on the correct part of the plate.


• Other pre-prepared food pictures could be used to continue the activity, or the children could draw foods of their choice and decide where they go on the plate.


• Display the eatwell plate as a healthy eating class reminder. HISTORY


ENGLAND Children should: develop an awareness of the past; ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events, understand some of the ways we find out about the past and identify different ways in which it is represented.


WALES Children should be given experiences that help them to increase their curiosity about the world around them and help them to being to understand past events. Use a range of historical sources, including artefacts and buildings, adults recalling their own past, and visual sources. Look at different representations and interpretations of the past, e.g. different books/pictures/ICT sources about the same person or event.


SCOTLAND Broaden their understanding of the world by learning about human activities and achievements in the past and present. Demonstrate their progress through their skills in using different sources of evidence.


4


NORTHERN IRELAND Talking and finding out about past and present events in their own lives, and in those of their families and others Researching and expressing opinions and ideas about people and places in the world around us, past, present and future.


WALES Develop an understanding that exercise and hygiene and the right types of food and drink are important for healthy bodies.


NORTHERN IRELAND Recognising and valuing the options for a healthy lifestyle, including the benefits of exercise, rest, healthy eating and hygiene.


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