Writing – Vocabulary, Grammar and Punctuation


ENGLAND Develop their understanding of the concepts set out in Appendix 2 by using relative clauses beginning with who, which, where, when, whose, that or with an implied relative pronoun.


SCOTLAND Select ideas and relevant information, organise these in an appropriate way for their purpose and use suitable vocabulary for their audience.


WALES Choose and use appropriate vocabulary; use the standard forms of English.


NORTHERN IRELAND Develop increasing competence in the use of grammar and punctuation to create clarity of meaning; begin to formulate their own personal style.


• Make a presentation with a picture of each piece of the equipment from the recipe on it (labelled). • Ask the children to write one sentence beginning for each piece of equipment.


• Ask them to include the article and /or pronoun and to use at least one adjective to describe it – such as: ‘A set of weighing scales‘; My brand-new rolling pin’; ‘Her battered old baking tray’; ‘My grandma’s enormous sieve’.


• Ask them to write their ideas in a column on a piece of A4 paper folded vertically in half.


• In the second column on their piece of paper ask them to write the finish for each of their sentence openers, in the form of a relative clause beginning with ‘who’, ‘which’, ‘where’, ‘when’, ‘whose’ or ‘that’.


• Ask each child to cut up their beginnings and endings, turn them over and mix them up, keeping the beginnings separate from the endings.


• Choose a child to read out an opening, and another child to select and read out an ending.


• Repeat with several children to create a number of sentences that exemplify relative clauses. This should encourage the children to use relative clauses in their writing more effectively.


• If you want a quieter lesson, get the children to swap their slips of paper with a friend or to work in a group. They simply write out the full sentences in pairs.


Measurement MATHEMATICS


ENGLAND Measure and calculate the perimeter of composite rectilinear shapes in centimetres. Solve problems involving measure.


SCOTLAND Students can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object.


WALES Find perimeters of simple shapes; find areas and volumes by counting and other practical methods.


NORTHERN IRELAND Pupils should be enabled to calculate perimeter and the areas and volumes of simple shapes.


• The recipe requires the pastry to be rolled out into a rectangle, then cut into thin strips measuring 1/2cm x 7cm.


• There is no measurement given for the size of the rectangle, so initially, when the pastry is first rolled out, you could get the children to measure the perimeter of the rectangle.


• Then either set a range of problems using those specific measurements, or set some problems using your own measurements.


• These are examples of questions: • If the rectangle measures 14cm x 21cm, what is the surface area of the pastry? [294 sq cm] • If the strips are 7cm x 1/2m, how many will I get out of the pastry? [84] • If there are 21 children in my class, how many will they each get? [4] • What is the surface area of each cheese straw? [3.5 sq cm] • What is the length of the perimeter of the initial piece of pastry? [70 cm]


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