Key Texts:

The Arrival & Curiosity: The Story of a Mars Rover

Class Reads:

The Hobbit & The Girl of Ink and Stars

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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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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Fractions, Decimals and Percentages:

•Divide whole numbers to create fractions; write improper fractions and mixed numbers; find equivalent fractions; compare and order fractions; add and subtract fractions; multiply fractions by whole numbers; multiply mixed numbers by whole numbers

•Read write, compare and order decimals to tenths and hundredths; add and subtract decimals including in monetary contexts and when calculating perimeter; round decimals to the nearest whole number/tenth

•Compare quantities; convert values of amounts into percentages

•Measure angles using a protractor (including those on a straight line); investigate angles in quadrilaterals; solve problems involving angles

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 and revisit several known ones that can be used in canon

•  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.

• Sing songs with few pitches as rounds and canons -look diagrammatically at what is happening. Add instrumental drones and ostinatos.

• Find melody of known songs on tuned instruments given starting note.

•  Transfer songs in 2 parts with drone and ostinatos to instruments. Play as a class and then in small groups.

• Listen to cannons from around the world eg. Bach,tango

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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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Post-Impressionist Landscapes:

• Extending the sketchbook, thinking creatively about how they can change the pages, giving themselves different sizes and shapes of paper to work on.

•  Increased confidence in the use of soft, exploratory lines to plan a drawing.

• Make a variety oflines which are free flowing, sweeping, broken, faint, hard etcetera on different paper surfaces.

• Block in areas of darkness by working with inky strokes all applied in the same direction.

• Ability to vary the thickness of lines, making soft lines and making strong lines by applying different pressures on the pen/ink stick.

• Use pens to record minute detail.

•  Mixing and matching colours in paint for a purpose.

•  Experimenting with different consistencies of paint, i.e., working with thickened paint using PVA, and using brushes in different ways to create textures in thickened paint.

• Working with a variety of brush sizes and types, selecting the appropriate brush for the task.

•  Awareness of composition, and be able to organise the foreground, middle ground, and background in their work.

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Cooking & Nutrition:

• Adapting a traditional recipe, understanding that the nutritional value of a recipe alters if you remove, substitute or add additional ingredients.

• Writing an amended method for a recipe to incorporate the relevant changes to ingredients.

• Designing appealing packaging to reflect a recipe.

• Cutting and preparing vegetables safely.

• Using equipment safely, including knives, hot pans and hobs.

• Knowing how to avoid cross-contamination.

• Following a step by step method carefully to make a recipe.

• Identifying the nutritional differences between different products and recipes.

• Identifying and describing healthy benefits of food groups

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.

Dreams and Goals/ Brain Buddies Standalone Unit:

•Future dreams  

•The importance of money

•Jobs and careers Dream job and how  to get there

•Goals in different cultures

•Supporting others (charity)

•Motivation

Healthy Me:

•Smoking, including vaping  

•Alcohol and anti-social behaviour  

•Emergency aid

•Body image

•Relationships with food

•Healthy choices

•Motivation and behaviour

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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

Ethics, Christianity and War:

How do people make ethical decisions?

•Looking at how religious and non-religious people make moral decisions and conscience

•Learning about the approaches to ethics of Aquinas, Augustine, hedonists and humanists

How do Christians respond to war?

•Learning about religious approaches to violence including Just War theory

•Looking at case studies of war including the Falklands and World War 2

•Learning about military chaplains, Quakers and conscientious objectors

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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

Living Things and their Habitats:

• Describe  life cycles of mammals, amphibians and insects.

• Describe  the life process of reproduction in some plants and animals.

Forces:

•To  understand and explain effects of gravity, friction, air resistance, water  resistance.  

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

The Ancient Kingdom of Benin:

• A Disappearing Civilization

• How did the Kingdom of Benin begin?

• What happened during the rule of the Obas?

• Why did the Kingdom of Benin Fall?

•  Britain return the bronzes?

Anglo-Saxons in Britain:

• Anglo Saxons and the Scots

• Anglo Saxon settlement in Britain

• The Significance of Sutton Hoo as a source

• Anglo Saxons Beliefs

• The arrival of Christianity in Britain

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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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Physical Commuting:

•Control a simple circuit connected to a computer.

•Write a program that includes count-controlled loops.

•Explain that a loop can be used to repeatedly check whether a condition has been met.

•Design a physical project that includes selection.

•Create a program that controls a physical computing project.

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Flat-File Databases:

•Compare paper and computer-based databases.

•Investigate how records can be grouped.

•Explain that tools can be used to select specific data.

•Explain that computer programs can be used to compare data visually.

•Use a real-world database to answer questions.

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*Desktop Publishing:

•Recognise how text and images convey information.

• Recognise that text and layout can be edited.

•Choose appropriate page settings.

•Add content to a desktop publishing publications e.g Word

•Consider the benefits of desktop publishing.

Online Safety: 

•Explain what a strong password is and demonstrate how to create one.

•Explain how many free apps or services may read and share private information (e.g. friends, contacts, likes, images, videos, voice, messages, geolocation) with others.

• Explain what app permissions are and can give some examples

‍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.

Hockey:

•Use the block tackle

•Pass into the D and shoot

•Mark and intercept a ball

•Pass the ball over longer distances 

•Drag the ball from right to left (tactics to trick the opponent)

•Use a one-handed dribble and work collaboratively 

Football:

•Turning with the ball

•Running with the ball – Travel quickly and effectively with the ball

•Passing on the move

•Interchange of position to maintain space

•Regaining possession – act as an individual and a team to win back possession

•Goal Side – Understand what goal side marking is

Swimming:

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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. 

Shopping in France:

• Recognise number words in written form.
• Correctly build and pronounce two-digit numbers that have been generated randomly.
• Recall vocabulary by matching the correct pictures to the appropriate words.
• Join in with a story, using gestures and key vocabulary.
• Correctly sort word-cards by gender and apply the appropriate article.
• Highlight a range of known and easily recognisable vocabulary in a text.

French Speaking World:

• Recognise and respond to directions.
• Form directional phrases of their own.
• Read and understand a range of sentences including directions.
• Form full sentences to ask and answer questions as modelled orally.
• Show some understanding of national identity and stereotypes.
• Understand a set of true/false statements and have some idea of where to locate the information about these statements in a graph/table.
• Use prompts to ask and answer questions that are necessary to complete information on a passport, seeking clarification if needed.

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.