Key Texts:

Suffragettes & Stonewall

Class Reads:

The Boy who Made Everyone Laugh & The Unforgotten Coat

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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Measurement:

• Solve single and multi-step word problems, using bar models where appropriate

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

• Find percentages of numbers and quantities; find percentage change; compare percentages

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

Ration & Proportion: 

• Use fractions and ratios to compare quantities and numbers; solve word problems involving ratio

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

•  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

•  Be introduced to staff notation, singing notes infixed 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)

•  Learn where the notes are on a keyboard

•  Play simple songs from staff notation on keyboard using correct fingering

•  Listen to a variety of Western Classical Music from different times.

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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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Still Life:

• Identifying and selecting appropriate grade of pencil to use for line and tonal studies.

Textiles:

• Designing a waistcoat in accordance to a specification linked to set of design criteria.

• Annotating designs, to explain their decisions

• Using a template when cutting fabric to ensure they achieve the correct shape.

• Using pins effectively to secure a template to fabric without creases or bulges.

• Marking and cutting fabric accurately, in accordance with their design.

• Sewing a strong running stitch, making small, neat stitches and following the edge.

• Tying strong knots.

• Decorating a waistcoat, attaching features (such as appliqué) using thread.

• Finishing the waistcoat with a secure fastening (such as buttons).

• Learning different decorative stitches.

• Sewing accurately with evenly spaced, neat stitches.

• Reflecting on their work continually throughout the design, make and evaluate process.

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.

Dreams & Goals:

• Personal learning goals, in and out  of school    

• Success criteria

• Emotions in success

• Making a difference in the world

• Motivation

• Recognising achievements

• Compliments

Healthy Me:

• Taking personal responsibility  

• How substances affect the body  

• Exploitation, including ‘county lines’ and gang culture

• Emotional and mental health

• Managing stress

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

Introduction to Buddhism: 

Buddhism Beliefs and Practices

• Learning about the life of Buddha, the Four Noble Truths and the Eightfold Path

• Looking at Buddhist forms of meditation and Buddhist pilgrimage to different places in Buddha’s life

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

Evolution & Inheritance:

•Recognise that living things have changed over time and that fossils  provide information about living things that inhabited the Earth millions of  years ago

•Recognise that living things produce offspring of the same kind, but  normally offspring vary and are not identical to their parents

•Identify how animals and plants are adapted to suit their environment  in different ways and that adaptation may lead to evolution

Light: 

•Recognise that light appears to travel in straight lines  

•Use the idea that light travels in straight lines to explain that  objects are seen because they give out or reflect light into the eye

•Explain that we see things because light travels from light sources to  our eyes or from light sources to objects and then to our eyes

•Use the idea that light travels in straight lines to explain why  shadows have the same shape as the objects that cast them

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

Ancient Greeks: 

• The City States of Ancient Greece

• Rivalry between City States

• The Athenian Voting System

• Domestic Life in Ancient Athens and Sparta

• The Great Thinkers of Ancient Greece

Significant Individuals: Alan Turing

•Alan Turing's life

• How we know about him

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Variables in Games:

•Define a ‘variable’ as something that is changeable.

•Explain why a variable is used in a program.

•Choose how to improve a game by using variables.

•Design a project that builds on a given example.

•Use their design to create a project.

• Evaluate their project

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Spreadsheets:

•Collect and enter data into a spreadsheet.

•Build a data set in a spreadsheet.

•Explain that formulas can be used to produce calculated data.

•Apply formulas to data.

•Create a spreadsheet to plan an event.

•Choose suitable ways to present data.

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Online Safety:

•Explain how search engines work and how results are selected and ranked.

•Explain how to use search technologies effectively.

•Evaluate digital content and can explain how I make choices from search results

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

Hockey:

•Shoot for a close range

•Positioning and strategies for long corners – get the ball as near to the goal as possible

•Marking players throughout a game 

•Apply the self-pass rules and attempt to position yourself appropriately

•Work cooperatively to implement attacking and defending strategies 

Football: 

•Setting up other players to shoot

•Deny space and restricted space

•Attacking set play routine(penalties) - Apply speed and accuracy to a penalty

•Attack and shoot in pairs

•Understand the role of the coveringdefender

•Position feet to receive and sendthe ball

Swimming:

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

• learn the basics of lifesaving

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. 

In My French House: 

• Understand the French words for different types of houses and their rooms.
• Ask and answer questions using vocabulary about houses and rooms.
• Remember and understand the elements of a house and family.
• Use a writing frame to create a written description of their house.
• Label things in a bedroom and use the related vocabulary in simple sentences.
• Use prepositions accurately, both verbally and in written sentences.
• Write a letter to describe all the rooms in their house, where they live and with whom, using at least three prepositions accurately and  including questions.

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.

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.