‍Key Texts:

Some Places More Than Others & The Last Bear

Class Reads:

Better Late Than Never, In Flanders Field & War Horse

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:

Boy in the Tower & The Taming of the Shrew

Class Reads:

Windrush Child & A Wrinkle in Time

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 10 million: 

•Identify, write, order and compare numbers to 10 million; round numbers to the nearest million, hundred thousand and ten thousand

Calculation– four operations on whole numbers:

•Correct and solve using the four operations; multiply and divide three and four-digit numbers by 2-digitnumbers; solving word problems involving multiplication and division; finding common multiples, common factors and prime numbers

•Simplifying fractions; comparing and ordering fractions; adding and subtracting fractions; multiplying fractions; dividing a fraction by a whole number

‍Fractions, Decimals, and Percentages:

•Read, write and represent decimals to thousandths; convert fractions into decimals and write fractions as decimals; multiply and divide decimals by whole numbers and decimals, using bar models or other appropriate methods

Measurement:

•Convert units of measure (kg, m, l)into larger/smaller units

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Statistics: 

•Calculate the mean of a set of values; show information on graphs; read and interpret pie charts and line graphs

•Convert km into miles and vice versa; read and interpret line graphs 

Number and Place Value- Negative Numbers:

•Add and subtract negative numbers; create number stories involving negative numbers

Geometry: 

•Find the volume of cubes and cuboids; solve word problems involving cubes or cuboids

•Name parts of a circle; calculate diameter and radius; draw quadrilaterals and triangles; draw nets of three-dimensional shapes

•Describe movements of shapes as reflection and translation; use algebra to describe position and movement

• Walk the pulse in compound time at different speeds

•  Introduce far and te and follow hand signs to sing msl, drm, drmsl & drmfsltd phrases

•  Learn 3 new songs - some in 2 parts

•  Improvise vocally using drmfslt phrases

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

•  Read compound time (6/8) rhythm phrases (Rhythm words for compound time mineral, still, fizzy, water)

•   Make up 2^nd verse of known simple songs including actions if appropriate

•  Use song words of unknown simple songs - work out and write down rhythm in notation. Add melody using msl, drm, drmsl, - do this vocally. Make up words and actions for 2^nd verse.

•   Listen to each others songs and suggest improvements

•  Listen to a variety of music and identify musical elements and their function within the piece

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• Walk the pulse in compound time at different speeds

• Follow hand signs to sing msl, drm, drmsl, &drmfs ltd phrases

•  Learn 3 new songs - some from staff notation

•  Improvise vocally using drmfslt phrases in compound time

•  Continue to learn about staff notation, singing notes in fixed pitch in C major. Sing simple and compound time phrases to staff notation  

•  Read compound time (6/8) rhythm phrases including rests (Rhythm words for compound time mineral, still, fizzy, water)

•  In small groups make up a 8 beat simple time rhythmic pattern and write it down in rhythm notation.

•  Play above rhythm in a group with rest of class playing their patterns ie. Building up rhythms to make a class rhythm piece.

•   Play in a class piece consisting of the above and solo improvised sections on tuned or untuned instruments lasting 16 beats each.

•  Extension activity - add vocal section using drmsl.

•  Listen to music from different traditions with riffs(ostinatos).

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Portrait:

• 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 and oil pastels.

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Cooking & Nutrition: 

• Writing a recipe, explaining the key steps, method and ingredients.

• Including facts and drawings from research undertaken.

• Following a recipe, including using the correct quantities of each ingredient.

• Adapting a recipe based on research.

• Working to a given timescale.

• Working safely and hygienically with independence.

• Evaluating a recipe, considering: taste, smell, texture and origin of the food group.

• Taste testing and scoring final products.

• Suggesting and writing up points of improvements when scoring others’ dishes, and when evaluating their own throughout the planning, preparation and cooking process.

• Evaluating health and safety in production to minimise cross contamination.

Portraiture:

•  Drawing: develop the ability to closely observe facial features and body language in portraits from direct observation.

• Mix and match paint colours for the purpose of achieving realistic skin tone colours.

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

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

• Practice different techniques such as stippling, hatching, or using found objects to create background textures.

Mechanical Systems:

•Experimenting with a range of cams, creating a design for an automata toy based on a choice of cam to create a desired movement.

• Understanding how linkages change the direction of a force.

• Making things move at the same time.

• Understanding and drawing cross-sectional diagrams to show the inner-workings of my design.

• Measuring, marking and checking the accuracy of the jelutong and dowel pieces required.

• Measuring, marking and cutting components accurately using a ruler and scissors.

• Assembling components accurately to make a stable frame.

• Understanding that for the frame to function effectively the components must be cut accurately and the joints of the frame secured at right angles.

• Selecting appropriate materials based on the materials being joined and the speed at which the glue needs to dry/set.

• Evaluating the work of others and receiving feedback on own work.

• Applying points of improvement to their toys.

• Describing changes they would make/do if they were to do the project again.

Being  Me In My World:

• Identifying goals for the year

• Global citizenship Children’s universal rights

• Feeling welcome and valued

• Choices, consequences and rewards

• Group dynamics Democracy, having a voice

• Anti-social behaviour

• Role-modelling

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Celebrating Difference:

• Perceptions of normality Understanding disability

• Power struggles Understanding bullying Inclusion/exclusion  Differences as conflict, difference as celebration Empathy

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Relationships:

• Mental health

• Identifying mental  health worries and sources of support

• Love and loss  

• Managing feelings

• Power and control  

• Assertiveness Technology  safety    

• Take responsibility with technology use

Changing Me:

• Self-image  

• Body image  

• Puberty and feelings

• Conception to birth

• Reflections about change

• Physical attraction

• Respect and consent

• Boyfriends/girlfriends

• Sexting

• Transition

Religion around the World:

How is Christianity different around the world?

• Looking at different Christian denominations including Catholicism, Protestantism, Pentecostalism and Liberation Theology

What can we learn from historic faith leaders?

• Looking at different problems facing the world today and how people of faith aim to solve those problems

• Learning about the lives of Malala Yousafzai and St Oscar Romero and how they tackled the problems they found in their communities

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Place Study:

Jerusalem: Place Study

• Going on a virtual trip to Jerusalem and learning about the city’s Jewish, Christian and Islamic history and present

• Learning about the Crusades and why Jerusalem has been fought over across the centuries

• Creating a sketchbook which focuses on different religious and cultural details in the city

Classifying Living Things:‍

•Describe  how living things are classified.  

•Give  reasons for classifying plants and animals.

•Work  scientifically using classification systems.

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Healthy Bodies:

•Identify and name the main parts of the human circulatory system, and  describe the functions of the heart, blood vessels and blood

•Recognise the impact of diet, exercise, drugs and lifestyle on the way  their bodies function

•Describe the ways in which nutrients and water are transported within animals, including humans

Electricity:

•Associate the brightness of a lamp or the volume of a buzzer with  the number and voltage of cells used in the circuit  

•Compare and give reasons for variations in how components function,  including the brightness of bulbs, the loudness of buzzers and the on/off  position of switches

•Use recognised symbols when representing a simple circuit in a diagram

Britain at War and Empire:

This unit examines how London changed in the period of the two world wars, in four key areas:

• A more equal city: the role of women in WW1 and the granting of limited female suffrage in 1918 and full suffrage in 1928

• A city needing to be rebuilt: the impact of Blitz 1940-41

• A more diverse city: the wartime contribution of the countries of the British Empire and the Windrush generation

•A city without children: evacuation

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Significant Individuals: Alan Turing

•Alan Turing's life

• How we know about him

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Computing Systems:

•Explain the importance of internet addresses i.e. IP addresses, DNS – Domain Name Server. 

•Recognise how data is transferred across the internet.

•Explain how sharing information online can help people to work together.

•Evaluate different ways of working together and communication online. Recognise how we communicate using technology.

Creating Media:

•Recognise the concept 3D modeling.

•Identify that digital 3D objects can be modified.

•Recognise that objects can be combined in a 3D model.

•Create a 3D model for a given purpose.

•Plan a 3D model.

•Create a digital 3D model.

Online safety:

•Describe and assess the benefits and the potential risks of sharing information online.

•Assess and justify when it is acceptable to use the work of others

•Give examples of content that is permitted to be reused

•Describe how to capture bullying content as evidence (e.g screen-grab,URL, profile) to share with others who can help me.

•Explain how someone would report online bullying in different contexts.

•Demonstrate the use of search tools to find and access online content which can be reused by others.

•Demonstrate how to make references to and acknowledge sources I have used from the internet

•I can use the internet with adult support to communicate with people I know

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Web Creation:

•Review an existing website and consider its structure.

•Plan the features of a web page.

•Consider the ownership and use of images (copyright).

• Recognise the need to preview pages.

•Outline the need for a navigation path.

•Recognise the implications of linking to content owned by other people

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Sensing:

•Create a program using Micro.bit.

•Explore how if, then, else statements are used to direct the flow of a program.

•Update a variable with a user input.

•Design and develop a project that uses inputs and outputs on a controllable device.

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Online Safety: 

•Explain how sharing something online may have an impact either positively or negatively.

•Describe how to be kind and show respect for others online and how things shared privately online can have intended consequences for others. e.g. screen grabs.

•Use technology positively and safely to communicate with friends and family

Tag Rugby:

•Support the player with the ball

•Develop atacking tactics

•Change speed and direction to either score tries or create opportunities

•Running into a space and increasing attacking play and tactics

•Transition from attack to defence 

•Work as a team to implement defending and attacking strategies. Observe and analyse peers. 

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Netball:

•Recap throwing and catching skills 

•Marking the pass or the shot 

•Work collaboratively in a team to score

•Compete for rebounds as an attacker and a defender 

•Play in competitive scenarios –knocking the ball out

•Play in competitive games using learnt skills

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Swimming:

•learn to swim at least 25m in a variety of strokes

• learn the basics of lifesaving

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Tennis:

•Communication – know how to communicate with partner to make decisions during game

•Backhand – know how + when to use backhand shot (and the principles)

•Lob shot – perform a lob shot at correct times in game

•Scoring – score a tennis game knowing full tennis rules

•Position – implementing basic positioning as pair to score points

•Tactics – work with my partner to decide what tactics to use in games

Athletics:

•Sprint start – use power to improve start of short sprint 

•Run-Up – different run up lengths for long-jumping

•Record data – accurately record data for different throws (push, pull and sling)

•STEP Principle - (Step, Task, Equipment & People). I can use the step principle

•Judging – participate in athletics event & work collaboratively to judge others – can run 600m

•Judging – participate in athletics event & work collaboratively to judge others – can sprint 75m

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Dance: 

•Stag leap and rebound jump. 

•Relationships – contact and lift.

•Copying movements. 

•Identify appropriate dynamics. 

•Use basic street dance positions. 

•Top rock and slide step, street dance routine. 

French Sport:

• Accurately pronounce the name of a sport.
• Construct simple sentences to say whether they like a sport or not.
• Know where some of the countries are located in the world.
• Identify some of the French country words using cognates and near cognates.
• Use the correct form of ‘aller’ and the correct preposition in most cases in written exercises.
• Understand and accurately pronounce most words and phrases about sports.
• Follow the basic rules of pétanque.
• Write an interview article in French about their Olympic sport and visit to the Olympic Games using a writing frame.

French Football Champions:

• Try two methods of memorising and learn at least four of the new words.
• Learn and pronounce most of the new words, remembering the vocabulary from the previous lesson.
• Translate some player profiles.
• Construct the sentence, I come from [a place] in French.
• Understand comprehension questions based on the topic of football and show some competence in answering them.
• Complete part of a player profile.
• Deliver an oral presentation with a reasonable standard of pronunciation.

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Planning a French Holiday:

• Remember the countries in the world in French.
• Use a writing model to create a complex sentence.
• Begin to understand the present and future tense of ‘aller’ in French.
• Identify the present and future tenses in reading and listening.
• Label images of clothing correctly.
• Speak in sentences and write a paragraph.
• Recognise familiar words and cognates.
• Begin to understand the gist of the text to be able to answer some questions.
• Find out information from a range of websites and use this information to plan a holiday.

Visiting a Town in France:

• Describe routes to school using pictures and word cards.
• Follow simple directions accurately.
• Describe the relationship between places using a preposition.
• Put modes of transport into a simple sentence.
• Role-play buying tickets in French.
• Use modes of transport to build sentences about going to places.
• Begin constructing negative sentences correctly.
• Learn to say and read places in a town.
• Use a writing frame to give a reasoned opinion for visiting a place.
• Identify the grammatical elements of a text.
• Understand the gist of a text.
• Use a text to write their own description of a place.