Key Texts:

The Iron Man & The Great Kapok Tree

Class Reads:

Journey to the River Sea & A Christmas Carol

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)

‍

Number and Place Value:

•To count in thousands, hundreds, twenty-fives tens and ones.

•To understand place value in a 4-digit number.

•To compare and order 4-digit numbers.

•To round numbers to the nearest 10, 100 and 1000.

•To make number patterns (4-digit numbers and 100, 10, 1 more and less).

Addition and Subtraction:

•To add and subtract (in hundreds, tens and ones).

•To add and subtract using mental strategies (making tens, hundreds and thousands).

•To solve addition and subtraction word problems, including multi-step word problems.

Multiplication and Division:

•To multiply by 6, 7, 9, 11 and12. 

•To divide by 6, 7, 9,11 and 12.

•To divide with remainders.

•To solve word problems involving multiplication and division, including multi-step problems (in the context of measures and scaling/comparison).

•To multiply by 0 and 1.

•To divide by 1.

•To understand commutativity.

•To multiply three numbers.

•To multiply with multiples of 10.

‍

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)

• Learn 3 new pentatonic songs - some in two parts,

• Follow teacher's hand signs to sing doh,ray,me phrases

• Improvise vocally using doh,ray,me phrases

• Sing 4 beat phrases using doh/ray/me to solfa notation(mainly crotchets, occasional 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.

• Read 4 X 4 beat phrases, understand its necessary structure, (Repeat at least one phrase and don’t finish on ac offee beat) improvise 4 phrase rhythms with 3 other children

• Choose 4 given rhythms to put together into a 4 X 4beat phrase with a correct structure (Repeat at least one phrase and don’t finish on a coffee beat – AABA, ABAB, ABCA, AABC all fine ABCD not)

• Practice playing the above rhythm on tuned pentatonic metalophones and xylophones in pairs (Take off Fs and Bs). Experiment playing one note each or changing note - perform to class.

•  Listen to different styles of pentatonic music

‍

•  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

‍

Sculpture and Printing:

In this unit children develop the following artistic techniques:

• Sketch forms and develop an original design, informed by a range of images and inspiration from local area (Southwark Cathedral gargoyles).

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

• Experiment with clay to emphasise aspects of the design and produce a stylised representation.

• Refine the features of the sculpture using improved mastery of modelling with clay and techniques to create form.

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

• Develop and show understanding of representing symmetry in a 3D form considering the purpose and style of design.

• Create a range of decorative finishes.

• Review own and others designs in the context of a prototype considering the purpose and desired effect.

• Apply transfer monoprinting technique to create and evaluate a print.

‍

Cooking & Nutrition:

• Designing a biscuit within a given budget, drawing upon previous taste testing judgements

• Following a baking recipe, from start to finish, including the preparation of ingredients.

• Cooking safely, following basic hygiene rules.

• Adapting a recipe to improve it or change it to meet new criteria (e.g. from savoury to sweet).

• Evaluating a recipe, considering: taste, smell, texture and appearance.

• Describing the impact of the budget on the selection of ingredients.

• Evaluating and comparing a range of food products.

• Suggesting modifications to a recipe (e.g. This biscuit has too many raisins, and it is falling apart, so next time I will use less raisins).

‍

Mechanical Systems: 

• Designing a shape that reduces air resistance.

• Drawing a net to create a structure from.

• Choosing shapes that increase or decrease speed as a result of air resistance.

• Personalising a design.

• Measuring, marking, cutting and assembling with increasing accuracy.

• Making a model based on a chosen design.

• Evaluating the speed of a final product based on: the effect of shape on speed and the accuracy of workmanship on performance.

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.

Being  Me In My World:

•Being part of a class team

•Being a school citizen

•Rights, responsibilities and democracy (school council)

•Rewards and consequences Group decision-making

•Having a voice

•What motivates behaviour

‍Celebrating Difference:

•Challenging assumptions

•Judging by appearance Accepting self and others

•Understanding influences Understanding bullying

•Problem-solving Identifying how special and unique everyone is

•First impressions

‍

‍

Relationships:

•Jealousy  

•Love and loss  

•Memories of loved ones

•Getting on  and Falling Out  

•Girlfriends and boyfriends  

•Showing appreciation to people and animals

‍

Changing Me:

•Being unique

•Having a baby

•Girls  and puberty

•Confidence in change    

•Accepting change

•Preparing for transition

•Environmental change

Introduction to Sikhism:

Sikhism: Beliefs

• Looking at the demographics of Sikhism in London and globally

• Learning about the life of Guru Nanak, the Five Ks and Sikh beliefs about God and the afterlife

Sikhism: Practices

•  Looking at the gurdwara, Sikh weddings, langar and the festival of Vaisakhi

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

Sound:

•To identify how sounds are made, associating some of them with  something vibrating

•To recognise that vibrations from sounds travel through a medium to  the ear

•To find patterns between the pitch of a sound and features of the  object that produced it

•To find patterns between the volume of a sound and  the strength of the vibrations that produced it

•To recognise that sounds get fainter as the distance from the sound  source increases.

Living things and  their habitats:

•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.

The Amazon Rainforest and Brazil:

Locational knowledge

• Children will  use maps, atlases and Google Earth to locate rainforests across the world and  the countries of South America

• 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 Rio de Janeiro.

Human and Physical geography

• Children will  describe and understand aspects of physical geography, including the  rainforest climate and biome

• Children will  learn about the impact of human activity on the rainforest biome through  learning about deforestation

Geographical skills

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

‍

Mountains & volcanoes:

TBC

‍

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

‍

The  Internet:

•Describe  how networks physically connect to other networks.

•Outline  how websites can be shared via the World Wide Web (WWW).

•Describe  how content can be added and accessed on the World Wide Web.

•Recognise  how the content of the WWW is created by people.

•Evaluate  the consequences of unreliable content.

Audio  Editing:

•Identify  the input devices used to record sound and output devices needed to listen to  it,

•Explain  that audio recordings can be edited.

•Recognise  the different parts of creating a podcast project.

•Apply  audio editing skills independently.

•Combine  audio to enhance my podcast project.

•Evaluate  the effective use of audio.

Online Safety:

•Analyse information to make a judgement about probable accuracy of content.

•Explain what is meant by fake news and its affect.

•Describe ways of identifying commercially sponsored or boosted content.

•Recognise when someone is upset, hurt or angry online and describe ways people can be bullied through a range of media  

•Explain why people need to think carefully about how content they post might affect others.

•Consider ownership and the right to reuse it.  

•Give some simple   examples of content that I must not use without permission from the owner,

•Describe how to search for information within a wide group of technologies and make judgments about the probable accuracy sites, video sites).

•Describe some of the methods used to encourage people to buy things online)  

•Explain why lots of people sharing the same opinions or beliefs online do not make those opinions or beliefs true.

‍

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

‍

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.

‍

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.

‍

Tag Rugby:

•Basic passing skills

•Pick up and run with the ball

•Keep possession of the ball

•Run with the ball and evade defenders 

•Running into a space 

•Develop attacking tactics and pace runs throughout a game

Netball:

•Protecting the ball

•Basic shooting technique

•Play within correct areas and positions 

•Marking players to defend 

•Play with the correct foot work rules 

•Gameplay 

Dance:

•Create freeze frame positions. 

• To perform a slide and roll.

• Explore a variety of formations. 

• Perform as part of a cannon line. 

• Sequence movements in a logical order. 

• Explore start positions in routines. 

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

‍

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)

Portraits:

• Understand that adjectives change depending on whether they are describing a boy or girl, for example: sérieux and sérieuse.
• Correctly identify a person from a description of their hair and eye colour.
• Place word cards in the correct order, with the adjectives following the noun.
• Give a spoken sentence to describe a friend.
• Write four sentences accurately with the correct adjectival agreement, helped by a support sheet.

Clothing: getting dressed:

• Remember and pronounce some of the new words, recognising that some are masculine and take un, some feminine and take une and some plural and take des.
• Understand how to convert the indefinite article to a possessive adjective.
• Correctly identify items of clothing based on the written word.
• Say the words for items of clothing with accurate pronunciation.
• Make an intelligible attempt to spell new words.
• Write accurately using a support and the correct form of the adjective in the correct position.
• Say a sentence using J’aime or Je n’aime pas.
• Use il/elle correctly and put the adjective in the correct position in relation to the noun.

‍

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.

‍

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.

‍