‍Key Texts:

Hidden Figures  & The Tempest

Class Reads:

Clockwork & The Boy and the Bear and the Boat

Written Outcomes:

Produce at least one piece of writing for each of the following purposes:

• Inform (recount, instructions, facts)

• Entertain (story, poetry, performance)

• Persuade (letters, posters)

• Discuss (newspapers, book reviews, debates)

Key Texts:

Twitch & The High Rise Mystery

Class Reads:

The Last Wild & A Boy and a Bear in a Boat

Written Outcomes:

Produce at least one piece of writing for each of the following purposes:

• Inform (recount, instructions, facts)

• Entertain (story, poetry, performance)

• Persuade (letters, posters)

• Discuss (newspapers, book reviews, debates)

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Number and place value – numbers  to 1 000 000:

•Read, represent and compare numbers  to    1 000 000; make and identify number patterns in steps of 10  000 and 100 000; round numbers to the nearest 100, 1000, 10 000 and 100 000

Calculations – addition and  subtraction:

•Add/subtract  by counting on/back; add and subtract numbers within 1 000 000 using a  range of strategies; solve addition/subtraction problems

Calculations – multiplication and  division:

•Find  multiples, factors, common multiples, prime numbers, square and cube  numbers; multiply 2, 3 and 4-digit numbers by 1 and 2-digit numbers  (where appropriate); divide 3 and 4-digit numbers by a 1-digit  number  

Calculations – word problems:

•Solve  word problems involving multiple operations, using bar models where  appropriate

Statistics - graphs:

•Read,  interpret and respond to information presented in tables and line graphs

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Geometry: 

•Describe the position and movement of shapes when reflected or translated

•Convertunits of length, mass and time; solve problems involving length, mass and time

•Find the perimeter of specific shapes; measure area by counting squares; calculate area in square metres 

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Measurement:

•Find the volume of 3D shapes and solids; find the capacity of cuboids and boxes; convert units of volume; solve word problems involving capacity

•Read and write Roman numerals to 1000

• Walk the pulse at different speeds

• Follow teacher's hand signs to sing drmsl (doh, ray,me, soh, lah) phrases

• Learn 3 new songs - some in two parts

•  Improvise vocally using drmsl phrases

• Sing 4 beat rhythm phrases with drmsl pitches to solfa notation

•  Read 4 beat rhythms using quavers (1/2 beat),crotchets (1 beat), semi-quavers (1/4 beat), crotchet rest and dotted quaver and semi quaver. Say to words tea, coffee, cappuccino, shhh and latte and then tap together as a class.

•  Follow 8 beat rhythms from notation - play in parts;1. Clapping, 2. Body percussion, 3. Sticks, 4. different instruments. Experiment with volume and speed.

• Play cyclical music from around the world.

• Listen to cyclic music from around the world eg. gamalan music, Indian tala music, jazz music, Japanese music

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• Walk the pulse at different speeds

• Follow teacher's hand signs to sing drmsl (doh, ray,me, soh, lah) phrases

• Learn 3 new songs

•  Improvise vocally using drmsl phrases

•  Sing 4 beat rhythm phrases with drmsl pitches to solfa notation

•  Read 4 beat rhythms using quavers (1/2 beat),crotchets (1 beat), semi-quavers (1/4 beat), crotchet rest and dotted quaver and semi quaver. Say to words tea, coffee, cappuccino, shhh and latte and then tap together as a class.

•  Listen to a piece played by teacher or visiting musician using the keyboard in different ways to set up the atmosphere ofs pace. Discuss result - what emotional impact did it make?

•  Talk about space and things to consider in making up music about it

•  Look at chords - normal and discordant. Learn to play on keyboard

•  Explore keyboards, different voices, features, sound effects, recording facilities etc.

•  In pairs children make up a soundscape about space, including some chords, on keyboard - write down in some way

•  Listen to music about space eg. Planet suite - Holst, Under Stars - Brian Eno

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Pattern and Print:

In this unit children develop the following Artistic technique:

• Analyse and replicate pattern and use of colour

• Apply different types of symmetry that could be applied to textile design.

• Design own pattern

·• Apply block printing technique

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Textiles:

• Designing a stuffed toy, considering the main component shapes required and creating an appropriate template.

• Considering the proportions of individual components.

• Creating a 3D stuffed toy from a 2D design.• Measuring, marking and cutting fabric accurately and independently .

• Creating strong and secure blanket stitches when joining fabric.

• Threading needles independently.

• Using appliqué to attach pieces of fabric decoration.

• Sewing blanket stitch to join fabric.

• Applying blanket stitch so the spaces between the stitches are even and regular.

• Testing and evaluating an end product and giving point for further improvements.

Contemporary Landscapes:

• Appreciation of contemporary art and its significance in the modern world.

• Artistic expression: pupils will explore their creativity through landscape art with a focus on the intersection of art and nature.

• Perspective drawing

• Enhanced observational skills

•  Critical thinking and analysis

•  Colour theory: pupils will learn about several principles of colour including hue, shade, saturation, and colour harmonies.

•  Composition principles

•  Understanding of light and shadow

•  Expressive painting: pupils will experiment with different brushwork techniques to create visual effects and textures.

Structures:

• Designing a stable structure that is able to support weight.

• Creating a frame structure with a focus on triangulation.

• Making a range of different shaped beam bridges.

• Using triangles to create truss bridges that span a given distance and support a load.

• Building a wooden bridge structure.

• Independently measuring and marking wood accurately.

• Selecting appropriate tools and equipment for particular tasks.

• Using the correct techniques to saws safely.

• Identifying where a structure needs reinforcement and using card corners for support.

• Explaining why selecting appropriating materials is an important part of the design process.

• Understanding basic wood functional properties.

• Adapting and improving own bridge structure by identifying points of weakness and reinforcing them as necessary.

• Suggesting points for improvements for own bridges and those designed by others.

Being  Me In My World:

•Planning the forthcoming year Being a citizen Rights and  responsibilities Rewards and consequences

•How behaviour affects groups Democracy, having a voice, participating

Celebrating Difference:

•Cultural differences and how they can cause conflict Racism Rumours  and name-calling

•Types of bullying Material wealth and happiness

•Enjoying and respecting other cultures

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Relationships:

•Self-recognition and self-worth  

•Building self-esteem Safer online  communities

•Rights and responsibilities online

•Online  gaming and gambling

•Reducing  screen time

•Dangers  of online grooming

•SMARRT  internet safety rules

Changing Me:

•Self- and body image  

•Influence of online and media on body image

•Puberty

•Conception (including IVF)

•Growing responsibility

•Coping  with change

•Preparing for transition

Introduction to Hinduism:

Hinduism: Beliefs

•Learning about Hindu beliefs in God – polytheistic and monotheistic, looking at different images of gods and goddesses

•Learning about Hindu beliefs in life, death and rebirth

Hinduism: Practices

•Looking at Hindu temples, weddings and the festivals of Holi and Diwali

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Islam and Social Action:

How do Muslims help those in need?

•Learning about the Islamic practices of almsgiving and Zakat

•Lookingat religious and non-religious charities and how they use donations to helpothers

How do Muslims respond to climatechange?

•Learning about stewardship and the Qur’an’s approach to Creation

•Looking at the Hajj and Cambridge Central mosque and how those are responding to climate change

Properties and Changes of Materials:

•To 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

•To know that some materials will dissolve in liquid to form a  solution, and describe how to recover a substance from a solution

•To use knowledge of solids, liquids and gases to decide how mixtures  might be separated, including through filtering, sieving and evaporating

•To give reasons, based on evidence from comparative and fair tests,  for the particular uses of everyday materials, including metals, wood and  plastic

•To demonstrate that dissolving, mixing and changes of state are  reversible changes

•To explain that some changes result in the formation of new materials,  and that this kind of change is not usually reversible, including changes  associated with burning and the action of acid on bicarbonate of soda

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Earth and Space:

•To describe the movement of the Earth and other planets relative to  the sun in the solar system  

•To describe the movement of the moon relative to the Earth

•To describe the sun, Earth and moon as approximately spherical bodies

•To use the idea of the Earth’s rotation to explain day and night and  the apparent movement of the sun across the sky

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Animals Including Humans:

• Describe the changes as humans develop to old age  

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Properties and Changes of Materials:

•To 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

•To know that some materials will dissolve in liquid to form a  solution, and describe how to recover a substance from a solution

•To use knowledge of solids, liquids and gases to decide how mixtures  might be separated, including through filtering, sieving and evaporating

•To give reasons, based on evidence from comparative and fair tests,  for the particular uses of everyday materials, including metals, wood and  plastic

•To demonstrate that dissolving, mixing and changes of state are  reversible changes

•To explain that some changes result in the formation of new materials,  and that this kind of change is not usually reversible, including changes  associated with burning and the action of acid on bicarbonate of soda

Africa:

Locational knowledge

• Children will  use maps to locate Africa’s countries, concentrating on their environmental  regions, key physical and human characteristics, countries, and major cities

• Children will  identify the position and significance of latitude, longitude, Equator,  Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and  Capricorn.

Place knowledge

•  Children will  understand geographical similarities and differences through the study of  human and physical geography of the Maasai Mara and Nairobi in Kenya.

Human and Physical geography

• Children will  describe and understand aspects of physical geography, including: climate  zones and biomes, rivers and mountains

• Children will  learn about types of settlement and land use, economic activity including  trade links, and the distribution of natural resources including energy,  food, minerals and water

Geographical skills

•  Children will use maps, atlases, globes and  digital/computer mapping to locate countries and describe features studied

• Use the eight  points of a compass, symbols and keys (including the use of Ordnance Survey  maps) to build their knowledge of the wider world

• Children will  use and understand contour lines and scales on maps

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Rivers:

TBC

Significant Individuals: Nzinga Mbande & Olive Morris

• The life of Nzinga Mbande

• The legacy of Nzinga Mbande

• The life of Olive Morris

• The legacy of Olive Morris

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Sharing Information:

•Understand that components can work together to perform a task.

•See how devices and processes are connected.

•Identify how to use a search engine.

•Describe how search engines select results.

•Explain how search results are ranked

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Video Editing:

•Explain what makes a video effective.

•Experiment with different camera angles and their purposes.

•Capture video using a range of techniques.

•Storyboard scenes, scripts, angles and filming techniques.

•Identify that video can be improved through reshooting and editing

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Online safety:

•Understand that a person’s online activity, history or profile will affect the type of information returned to them in a search and how this may be intended to influence their beliefs, actions and

•Search for information about an individual online and summarise the information found.

• Describe ways that information about anyone online can be used by others to make judgments about an individual  a why these may be incorrect.

•Describe ways of identifying when online content has been commercially sponsored or boosted

•Recognise examples of online  bullying

•Describe how what one person perceives as playful joking and teasing (including ‘banter’)might be experienced by others as bullying.

•Explain how anyone can get help if they are being bullied and Identify a range of ways to report concerns and access support both in school and at home about online bullying, including helpline services

•Explain how to block abusive users.

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‍Vector Drawing:

•Identify that Vector Drawings are made up of simple shapes and lines.

•Create a vector drawing by combining shapes.

•Use tools to achieve a desired effect.

•Recognise that vector drawings consist of layers.

•Select and duplicate multiple objects at a single time.

Quizes:

•Modify the conditions in an existing program and identify the impact.

•Identify the condition and outcomes in an ‘if… then… else…’ statement.

•Explain how selection directs the flow of a program.

•Design and create a program that uses selection.

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Online Safety: 

•Describe ways technology can affect health and well-being both positively and describe some strategies, tips or advice to promote health and well-being with regards to technology.

•Understand the need to seek permission from an adult before purchasing online

•Describe some of the ways people may be involved in online communities and describe how they might collaborate constructively with others and make positive contributions. (e.g. gaming communities or social media groups).

•Explain how someone can get help if they are having problems and identify when to tell a trusted adult.

Tag Rugby:

•Tag the opposition

•Run and pass accurately

•Identify the basic principles of defence 

•Moving the ball over short distances

•Keep possession as a team with pressure from defenders

•To work collaboratively as a team to defend and attack

Netball:

•Bounce pass in a gamesituation 

•Finding space in play

•Dodging 

•Pivoting 

•Two-handed shooting 

•Implementing learnt skills into agame 

Swimming:

TBC

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Tennis:

•Approach – approach ball before 2nd bounce

•Volley shot – attempt a volley shot (forehand and backhand)

•Overhead shot – perform over head hit to targets

•Doubles – play with others to score and defend points (using doubles rules)

•Approach – approach ball + prevent 2nd bounce 

•Reflection – evaluate practice (shots, score)

Athletics: 

•Run individual leg – run for speed and distance/ as part of a team

•Pace – measure distance & work to improve distance in a set time

•Jumping – jumping for distance from standing & with run-up 

•Push-Throw – develop & use push-throw accurately and aim for targets

•Baton exchange – baton change within restricted area (part of relay team)

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Dance:

•Step-touch and Bangra shoulders. 

•Basic hip movement. 

•Use a range of group movement patterns. 

•1, 2 and 4 wall patterns. 

•Combine 3 steps to complete a short movement phrase. 

•Slide, knee-bends and pivot steps. 

Monster Pets:

• Notice cognates and near cognates in the text.
• Recognise some previously known words.
• Use a dictionary to research the meaning of relevant vocabulary.
• Recognise and sort nouns by gender and number, and to explain the effect this may have on an adjective.
• Modify sentences to use the correct articles/pronouns (un/une and il/elle) according to gender.
• Unscramble jumbled sentences without any errors in word order.
• Recognise rules of agreement in longer phrases.
• Produce a short, structured paragraph using a range of familiar structures, with some manipulation of language and use of a word bank for support.

Space Exploration:

• Listen and identify cognates in French, noticing differences with spelling and pronunciation, e.g. for planet names.
• Write their own metaphors using a writing model, replacing nouns with original vocabulary.
• Make the correct choice of un/une for gender and add colour adjectives when writing.
• Form a factually and grammatically accurate phrase to compare two planets in terms of their size or temperature.
• Adapt a model text to create an original sentence of their own, including descriptive phrases.

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Verbs in a French Week: 

• Attempt to read new verbs aloud with confidence and mostly accurate pronunciation.
• Create an opinion phrase using one of the new verbs.
• Work together to visually and orally present a verb in at least three different forms, with the appropriate pronoun.
• Work together to build a verb spinner and use it to generate appropriate phrases.
• Recognise and recall different parts of verbs avoir and être.
• Create an original short text, correctly adapting a range of verbs to their appropriate form.

Meet my French Family: 

• Complete correctly a gap-fill activity to match French vocabulary with pictures.
• Recognise words that are similar to English.
• Adapt a sentence to change its meaning.
• Apply some understanding of French pronunciation.
• Recognise key information within a longer text.
• Build sentences confidently using word cards.
• Respond to spoken opinions with the correct gesture.
• Use different opinions in sentences.
• Change elements of a sentence whilst retaining the meaning.
• Organise a text, making simple adaptations that do not affect its overall sense.