Key Texts:

Grimm Tales  & Romeo and Juliet

Class Reads:

Emil and the Detectives & TBC

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:

‍Jabberwocky & Moon Juice

Class Reads:

The Boy at the Back of the Class

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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Multiplication and Division:

•To multiply 2-digit and 3-digit numbers

•To multiply multiples of 100.

•To divide 2-digit and 3-digit numbers, with and without remainders.

•To solve multiplication and division word problems, including multi-step. 

Graphs:

•To draw and read picture, bar and line graphs.

Fractions, Decimals and Percentages:

•To count in hundredths.

•To write mixed number fractions and show these fractions on a number line. 

•To find equivalent fractions.

•To simplify improper and mixed number fractions.

•To add and subtract fractions.

Time:

•To tell the time on a 24-hour clock.

•To convert between minutes and seconds/ hours and minutes.

•To solve time problems.

•To convert between units of time.

Fractions, Decimals and Percentages:

•To record and write in tenths and hundredths.

•To write decimal numbers.

•To compare and order decimal numbers. 

•To round decimals.

•To write fractions as decimals.

•To divide whole numbers by 10 and 100. 

Money:

•To record amounts of money.

•To compare total amounts of money.

•To round to the nearest pound.

•To solve money word problems, including addition, subtraction, multiplication and comparison. 

•To estimate amounts of money.

Mass, Volume and Length:

•To measure mass and volume.

•To convert units of mass, volume and length.

•To measure length and height.

•To measure perimeter in centimetres and millimetres.

•To solve problems in measurement, including reading scales.

Area of Figures:

•To measure area, including counting squares and half squares and multiplication.

Properties of Shape:

•To identify and compare types of angles.

•To classify triangles and quadrilaterals.

•To identify and draw symmetrical figures.

•To draw lines of symmetry. 

•To sort shapes. 

Position and Movement:

•To describe position.

•To plot coordinates.

•To describe movements, including coordinates.

Roman Numerals:

•To write Roman Numerals to 100.

• Walk the pulse at different speeds adding the skipping step for dotted quaver and semi quaver (latte)

• Follow teacher's hand signs to sing drm phrases

• Learn 3 new songs - some in two parts

• Improvise vocally using drm phrases

• Sing 4 beat rhythm phrases with drm pitches to solfa notation (crotchets, quavers and rests)

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

• Sing and play as part of a class piece based on a picture led by the teacher or visiting musician.

• Working alone chose a picture and illustrate a part of it musically using one untuned instrument and the voice. Explain and perform work to class.

•Working in pairs chose a picture and illustrate two parts of it musically using one untuned instrument each and voices. Explain and perform work to class.

•Working in a small group chose a picture and illustrate it musically using tuned instruments and the voice. Choose a pentatonic scale that is appropriate to the picture.

• Improve above work by adding further sections, carefully planned beginnings and ends and some non-tuned instruments as appropriate. Perform work to class.

• Listen to music that describes a picture e.g. Morning fromPeer Gynt

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•  Walk the pulse at different speeds adding the skipping step for dotted rhythms

•   Follow teacher's hand signs to sing doh, ray, me phrases– if this is secure revise me, soh, lah phrases

•  Improvise vocally using msl & drm phrases

•  Learn 3 new songs - some in two parts and a variety of playground songs

•  Sing 4 beat rhythm phrases with msl & drm pitches to simple solfa notation

•   Read 4 beat rhythms using 1/2 beat, 1 beat, rest and dotted notes. Say to words tea, coffee, shhh, latte and then tap together as a class.

•  Share playground games - groups of children perform playground games and sometimes teach the rest of the class. Divide into skipping, clapping, dancing, ball, counting, categories.

• Think about playground songs - background, how they are learnt, number of pitches, rhythms Ask parents and grandparents about their playground songs

•   In groups make up 2^nd verses to some playground or known songs eg. Touch your shoulders, Ring a ring a roses -perform to class

•  Add actions on the pulse to known songs eg. Obwesana,Funge

•  In groups add clapping or skipping sections to own choice songs and make it into a performance - perform to class

•  Listen to playground songs from around the world

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Electrical Systems: 

• Designing a torch, giving consideration to the target audience and creating both design and success criteria focusing on features of individual design ideas.

• Making a torch with a working electrical circuit and switch.

• Using appropriate equipment to cut and attach materials.

• Assembling a torch according to the design and success criteria.

• Evaluating electrical products.

• Testing and evaluating the success of a final product

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Painting and Printing:

• Mix and match colours in paint for a purpose, e.g. conveying reflections and other urban textures.

• Work with different consistencies of paint to produce a range of effects such as:

1.     Make a colour wash for a background

2.     Work with thickened acrylic paint or textured paint for scumbling and surface relief textures, by adding PVA or sawdust for example.

3.     Use brushes in different ways to create textures in thickened paint.

• Work one colour on top of another, waiting for ‘layers’ of paint to dry in order to add detail on top of background colours.

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

• Work on a variety of surfaces to achieve different results (paper, card, fabric)

• Select a suitable format for working on, i.e., landscape or portrait

• Be aware of composition, organise the foreground, middle ground, and background in the work

• Take responsibility for preparing, organising, and clearing the painting area

Textiles: 

• Writing design criteria for a product, articulating decisions made.

• Designing a personalised book sleeve.

• Making and testing a paper template with accuracy and in keeping with the design criteria.

• Measuring, marking and cutting fabric using a paper template.

• Selecting a stitch style to join fabric.

• Working neatly by sewing small, straight stitches.

• Incorporating a fastening to a design.

• Testing and evaluating an end product against the original design criteria.

• Deciding how many of the criteria should be met for the product to be considered successful.

• Suggesting modifications for improvement.

• Articulating the advantages and disadvantages of different fastening types.

Tudor Portraiture:

• Analysing and describing the content and subject matter of a painting.

• Being able to express an opinion about an artist’s work.

• Drawing recognisable outlines of facial features with evidence of shading.

• Using shading to add interesting effects to portraits, using different grades of pencil.

• Drawing in different scales.

• Creating in colour with chalk pastels.

• Combining drawing and painting media with other processes (mixed media painting, collage and textiles).

• Create a range of decorative finishes.

• Making physical enquiries with clay, using the force of their own hands.

• Exploring and creating texture and pattern in clay by impressing and engraving.

• Moulding, manipulating and adding to clay to create relief forms.

• Applying colour to clay.

• Stamping and/or pressing a variety of natural and man-made objects dipped in paint to create a print.

• Designing and making for a particular purpose.

Dreams & Goals:

•Hopes and dreams

•Overcoming  disappointment

•Creating new, realistic dreams

•Achieving goals

•Working in a  group  

•Celebrating contributions  

•Resilience

•Positive attitudes

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Healthy Me:

•Healthier friendships  

•Group dynamics Smoking

•Alcohol Assertiveness  

•Peer pressure

•Celebrating inner strength

Relationships:

•Jealousy  

•Love and loss  

•Memories of loved ones

•Getting on  and Falling Out  

•Girlfriends and boyfriends  

•Showing appreciation to people and animals

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Changing Me:

•Being unique

•Having a baby

•Girls  and puberty

•Confidence in change    

•Accepting change

•Preparing for transition

•Environmental change

Christianity: Art and Stories:

What do stories in the Bible tell us about Christianity?

• Looking at more Bible stories through the Story Whoosh Bible

• Using art to foster discussion about the stories and their importance to Christians

• Preparing and performing a short play based on one of the stories

What does a church look like?

• Looking at different churches and the different architectural styles found in London

•Learning about the different styles of worship which take place in churches.

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Islam: Teaching and Action

What are the Five Pillars of Islam?

• Learning about the Five Pillars of Shahada, Salat, Sawm, Zakat and Hajj

• Looking at each in turn and learning how they impact the life of Muslims

What does London’s Muslim community look like?

• Learning about the demographics of Islam in London

•Looking at the festival of Eid and the Grand Iftar and how they are celebrated in the UK

Looking at States:

•To compare and group materials together, according  to whether they are solids, liquids or gases  

•To observe that some materials change state when they  are heated or cooled, and measure or research the temperature at which this  happens in degrees Celsius (°C)

•To identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

Teeth and Eating: 

•To recognise that living things can be grouped in a  variety of ways  

•To explore and use classification keys to help  group, identify and name a variety of living things in their local and wider  environment

Power it Up:

•To identify common appliances that run on  electricity

•To construct a simple series electrical circuit,  identifying and naming its basic parts, including cells, wires, bulbs,  switches and buzzers

•To identify whether or not a lamp will light in a  simple series circuit, based on whether or not the lamp is part of a complete  loop with a battery

•To recognise that a switch opens and closes a  circuit and associate this with whether or not a lamp lights in a simple  series circuit

•To recognise some common conductors and insulators, and associate  metals with being good conductors.

The Big Build: 

•To describe the simple functions of the basic parts  of the digestive system in humans  

•To identify the different types of teeth in humans  and their simple functions

•To construct and interpret a variety of food chains,  identifying producers, predators and prey.

Tudor, Stuarts & The Civil War:

• The Tudors

• Henry VIII

• The Reformation

• Henry's Wives and the succession

• Elizabeth & Explorations : The Spanish Armada

• Black Tudors

• Shakespeare

• Stuarts and The English Civil War

Mountains & volcanoes:

TBC

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Significant Individuals: De Crespigny Family and Harold Moody

• Harold Moody's Life

• Sources of information

• The De' Crespigny Family

• The De' Crispigny families impact over time

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Repetition in Shapes:

•Use basic Logo commands, and will use their knowledge of them to read and write code a basic program.

•Explain what ‘repeat’ means.

•Modify a count-controlled loop to produce a given outcome.

•Decompose a task into small steps.

•Create a program that uses count-controlled loops to produce a given outcome

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Data Logging:

•Explain that data gathered over time can be used to answer questions.

•Collect data automatically using computers such as date loggers and ‘sensors’.

•Recognise how a computer can help us analyse data.

•Identify the data needed and use data from sensors to answer questions.

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Online Safety:

Online relationships (Project Evolve)

•Describe strategies for safe and fun experiences in arange of online social environments platforms.

•Give examples of how to be respectful to others online and describe how to recognise healthy and unhealthy online behaviours.

•Describe how to find out information about others by searching online.

•Explain ways that some of the information about anyone online could have been created, copied or shared by others.

Photo Editing:

•Explain that the composition of digital images can be changed. 

•Explain that colours can be changed in digital images. 

•Explain how cloning can be used in photo editing. 

•Explain that images can be combined. 

•Combine images for a purpose. 

•Evaluate how changes can improve an image

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Repetition in Games: 

•Develop the use of count-controlled loops in Scratch.

•Explain that in programming there are infinite loops and count-controlled loops.

•Develop a design that includes two or more loops which run at the same time.

• Modify an infinite loop in a given program.

• Design and create a project that includes repetition.

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Online Safety:

Self-image and Identity( TC)

•Describe ways in which people might make themselves look different online.

( Project Evolve)

•Explain how my online identity can be different rom to my offline identity.

•Describe positive ways for someone to interact with others online and understand how it will positively impact how others perceive them.

•Explain that others online can pretend to be someone else, including my friends, and can suggest reasons why they might do this.

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Swimming:

TBC

Hockey:

• Passing and receiving the ball

• Straight dribble the ball

• Stop the ball and keep possession of the ball

• Passing – develop the 'slap pass'

• Turn with the ball unchallenged 

• Use a range of skills to move towards the ball

Gymnastics:

• Perform using a change of speed and direction. 

• Use STEP model.

• Cartwheel progressions. 

• Develop four compositional ideas. 

• Refine and develop as a group. 

• To perform and judge a group sequence. 

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Football:

• Coming towards the ball to receive

• Marking – move to stay with an attacking player

• Tackling – Practise defensive tackling

• Dribbling slalom – use dribbling to progress forward

• Passing over distance

•  can play in a game using passing, tackling, marking and dribbling skills

Swimming:

TBC

Football:

• Coming towards the ball to receive

• Marking – move to stay with an attacking player

• Tackling – Practise defensive tackling

• Dribbling slalom – use dribbling to progress forward

• Passing over distance

•  can play in a game using passing, tackling, marking and dribbling skills

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Tennis:

• Position – Move to receive/return ball

• Forehand – hit and follow through with racquet to hit target

• Backhand – begin to hit backhand shots with hand and a racquet

• Returning – move and get into position to return serve

• Collaboration – work with partner in doubles game

• Scoring – keep score during a tennis game (against opponents)

French Numbers, Calendars & Birthdays:

• Say the numbers to 31 in French.
• Read and calculate Maths sums correctly in French.
• Say all the days of the week, working out the words for the days that are yesterday and today.
• Match most of the French months to their English equivalents.
• Ask when someone’s birthday is and give the number and month of their own birthday.
• Say the seasons of the year.
• Translate the date from English to French.
• Say the similarities and differences between birthdays in the UK and France.

French Weather & The Water Cycle:

• Use a physical response to show their understanding of six to eight weather phrases.
• Repeat new phrases with accurate pronunciation.
• Say at least two sentences intelligibly to convey the weather in a given place.
• Point or move in the correct direction during a compass points game.
• Understand and say several directions and weather sentences.
• Place weather symbols in the correct locations on a map.
• Match at least three temperature numerals and words correctly.
• Say the correct number for a temperature.
• Show an understanding of the water cycle and relevant cognates in both English and French.

French Food- Miam, miam!

• Recognise and understand the meaning of new words that are cognates.
• Use a model text to support conversation.
• Complete mathematical calculations in French, writing answers in euros.
• Recognise shop names and label a triarama.
• Use a bilingual dictionary to translate given words.
• Use a range of strategies to understand a familiar text.
• Ask and respond to questions found in a café conversation.

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French and the Eurovision Song Contest:

• Answer questions based on a video of a French-speaker, getting at least half of them correct.
• Match a set of instrument words to the appropriate instrument picture, getting the majority of them correct (allowing for any that they do not know in English).
• Say which instrument they play.
• Say what kind of music they like, using a whole sentence.
• Ask a question after listening to other pupils’ attempts.
• Read and understand music genres in written form.
• Recall country names with accurate pronunciation.
• Use a full sentence to say ‘J’habite en/au/aux ...’
• Write information in French about a character from a different country.
• Use familiar language to write several phrases or short sentences.
• Perform a song from memory with accurate pronunciation.

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