Key Text: Winter's Child & Nen and the Lonely Fisherman

Class Reads: Charlotte's Web & The Nothing to See Here Hotel

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 Text: The First Drawing & Twelfth Night

Class Reads: The Boy Who GrewDragons & Grimwood

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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Length:

•To use metres and centimetres to measure objects.

•To convert kilometres to metres.

•To convert length from metres to kilometres and metres.

•To compare two lengths.

•To solve word problems related to length.

Mass:

•To measure mass using weighing scales and compare the mass of objects using grams and kilograms.

•To read values on a scale which are1 kg or more.

•To weigh heavier items where the markers in the scales represent 200 g each.

•To solve word problems related to mass. 

Volume:

•To measure volume, and capacity in millilitres and litres in comparison to 1 L. 

•To solve word problems related to volume. 

Money:

•To name amounts of money including coins above 100p; to regroup and rename 100p as £1 

•To add money by adding together the pounds and pence separately.

•To split pounds and pence simultaneously when subtracting amounts of money.

•Calculating Change

Time:

•To use the terms 'a.m.' and 'p.m.'

•To compare analogue and digital time.

•To tell time before the hour using the hour and minute hands.

•To learn to tell time using 24-hournotation.

•To tell the time on an analogueclock using Roman numerals.

•To measure time inseconds, minutes and hours. 

•To convert minutes into seconds.

•To calculate the number of days indifferent months.

Statistics:

•To construct picture graphs from a set of data

•To read an interpret information from a bar graph with various increments

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Fractions, Decimals and Percentages:

•To recognise and count in tenths. 

•To combine fractions to make1. 

•To find equivalent fractions

•To find the simplest fraction

•To compare fractions

•To add and subtract fractions.

•To find a fraction of  a number

•To share more than 1; to recognise a whole and its parts

Angles:

•To identify angles in objects e.g. shapes, letters

•To find right angles

•To identify and compare right angles, acute angles and obtuse angles. 

•To make turns using angles vocabulary.

Lines and Shapes

•To identify, define and create perpendicular, parallel, and horizontal lines.

•To describe and draw 2D shapesusing familiar vocabulary about lines and angles.

•To create, construct anddescribe 3D shapes using familiar vocabulary and properties. 

Perimeter

•To determine and measure theperimeter of regular and irregular shapes.

•To calculate the perimeter of ashape using a ruler to measure the side lengths.

·        Copy 4 and 8 beat rhythms clapping, stamping, arm moving

·        Learn 3 new songs or chants - some in two parts

·        Follow teacher's hand signs to sing soh, me and lah phrases

·        Improvise vocally using msl phrases

·        Sing 4 beat phrases using soh,/me/lah to solf anotation (mainly crotchets, occasional quavers)

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

·        Notate in rhythm notation the rhythm of a line of a known song

·        Play forbidden rhythm game - all rhythms are copied by children except one forbidden rhythm agreed at the start.

·        Take a song such as Naka, naka - Perform in 3 parts, one stamping pulse, one clapping line 1 rhythm, one tapping line 3 rhythm. Add movement for each rhythm. Add different untuned instruments for each part, add tuned instruments for each part - one note per group.

·        Work in groups working out the rhythms of a group of things. Eg. food, clothes. Using instruments make up an ostinato piece, rehearse and perform to class

·        Listen to music with repeated rhythms eg. Unsquare dance, Alper, Bolero, Tubular bells etc.

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·        Walk the pulse at different speeds - double and half

·        Follow teacher's hand signs to sing drm phrases (doh,ray, me)

·        Improvise vocally using drm phrases (doh, ray, me)

·        Learn 3 new songs or chants - some in two parts - one or two to be worked on in detail as part of this unit

·        Sing 4 beat phrases using drm to solfa notation(mainly crotchets – tea beats occasional quavers – coffee beats)

·        Read 4 beat rhythms using 1/2 beat, 1 beat & rest. Say to words tea, coffee,  & shh, and then tap together as a class.

·        Find the melody of known songs with limited number of pitches (3-6) on xylophones or metal phones

·        Explore different phrases of known songs and try using as introduction or interludes between verses

·        Play the pulse of a song all together on claves. Try 4different instruments on different beats, try playing on the first beat of each4 and then other combinations. Work out a pattern that enhances the song.

·        Take word rhythms of the song and play on untuned instruments. Try playing several patterns at the same time. Explore different combinations of instruments.

·        Experiment with parts of a song being sung solo or by a small group. Hum parts of the song and speak it in rhythm, going slower/faster, softer/louder. Discuss which effects work best for the song.

·        Perform class arrangement of song

·        Listen to songs performed in different ways, with different instrumentation etc

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Portraiture and Pattern:

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Textures:

• Designing and making a template from an existing cushion and applying individual design criteria.

• Following design criteria to create a cushion or Egyptian collar.

• Selecting and cutting fabrics with ease using fabric scissors.

• Threading needles with greater independence.

• Tying knots with greater independence.

• Sewing cross stitch to join fabric.

• Decorating fabric using appliqué.

• Completing design ideas with stuffing and sewing the edges (Cushions) or embellishing the collars based on design ideas (Egyptian collars).

• Evaluating an end product and thinking of other ways in which to create similar items

Georgia O'Keefe:

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Cooking & Nutrition:

• Creating a healthy and nutritious recipe for a savoury tart using seasonal ingredients, considering the taste, texture, smell and appearance of the dish.

• Knowing how to prepare themselves and a work space to cook safely in, learning the basic rules to avoid food contamination.

• Following the instructions within a recipe.

• Establishing and using design criteria to help test and review dishes.

• Describing the benefits of seasonal fruits and vegetables and the impact on the environment.

• Suggesting points for improvement when making a seasonal tart.

Dreams & Goals:

•Difficult challenges and achieving  success Dreams and ambitions  

•New challenges Motivation and  enthusiasm

•Recognising and trying to overcome obstacles

•Evaluating learning processes Managing feelings Simple budgeting

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Healthy Me:

•Exercise  

•Fitness challenges

•Food labelling and healthy swaps

•Attitudes towards drugs

•Keeping safe and why it’s important  online and off line scenarios

•Respect for myself and others

•Healthy and safe choices

Relationships:

•Family roles and responsibilities  

•Friendship and negotiation

•Keeping  safe online and who to go to for help

•Being a global citizen Being aware  of how my choices affect others Awareness of how other children have  different lives

•Expressing appreciation for family  and friends

Changing Me:

•How babies grow

•Understanding a baby’s  needs

•Outside body changes

•Inside body changes

•Family stereotypes

•Challenging  my ideas    

•Preparing for transition

Christianity: Teachings and Action:

What evidence of Christianity isthere in London?

-Looking at the history of St Paul’s Cathedraland Catholic churches in London

-Looking at Christian art in the NationalGallery

-Learning about baptism and evangelismthrough their presence in London

Islam: Visual Art

What does Islamic art teach usabout Allah?

-Learning about Islamic ideas of Allah throughrepeating tile patterns, decorate Qur’ans and Arabic calligraphy

-Designing a repeating tile pattern usingsymmetry

What symbols are important inreligion?

-Learningabout the importance of symbols in different religions including the Star ofDavid, ICTHUS fish and Islamic star

-Thinking about the meaning of symbolsmore generally and where we see them in our day-to-day lives

Food and Our Bodies:‍

•To identify that animals, including humans,  need the right types and amount of nutrition, and that they cannot make their  own food; they get nutrition from what they eat  

•To identify that humans and some other animals have skeletons and muscles for support, protection and movement.

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Light and Shadows:

•To recognise that they need light in order to see things and that dark is the  absence of light    

•To notice that light is reflected from surfaces

•To recognise that light from the sun can be  dangerous and that there are ways to protect their eyes  

•To recognise that shadows are formed when the light from a light source is blocked by  an opaque object  

•To  find patterns in the way that the size of shadows change.

How Does Your Garden Grow:

•To identify and  describe the functions of different parts of flowering plants.

•To explore the  requirements of plants for life and growth (air, light, water, nutrients from  soil, and room to grow) and how they vary from plant to plant

•To investigate the  way in which water is transported within plants

•To explore the part that flowers play in the  life cycle of flowering plants, including pollination, seed formation and  seed dispersal.

Europe:

•England is divided into 48 counties plus Greater London

• The 8 compass points are: North, North-East, East, South-East, South,South-West, West, North-West

• Children use 8 compass points to describe the relative positions of English counties.

•Where is Europe?

• Europe is made up of 44 countries

• The European Union is a political group of countries, made up of 27 countries

• The UK is geographically part of Europe. It is separated from Europe by the English Channel.

• The Northerly, Westerly, Southernmost and Easterly points are in Norway, Ireland (or Portugal), Spain (or Greece) and Russia respectively

Mountains & Volcanoes:

Locational knowledge:

•Locate the world’s countries, using maps to focus on Europe (including the location of Russia)

•Name and locate countries of the United Kingdom and identify key topographical features (including mountains)

Place knowledge

•Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country

Human and physical geography

•Describe and understand key aspects of physical geography, including: mountains, volcanoes and earthquakes

Geographical skills and fieldwork

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

•Use the eight points of a compass

Significant Individuals:

•Who was Charle Chaplin

•Who was Josephine Baker

•What was the link between Vaudeville and film

•Compare and contrast Charlie Chaplin and Josephine Baker

•Writing a biography

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Sequencing Sounds:

•Identifyobjects, attributes and commands/outputs within Scratch e.g. sprites,backdrops.

•Create a program following a design, experimenting with new motion blocks.

•Explain how different event blocks can be used to start a project in various ways.

•Recognise that a sequence of commands have an order. Change the appearance of a project.

Branching Databases:

•To create questions with yes/no answers.

•Identify object attributes needed to collect relevant data.

•Create a branching database.

•Explain why it is helpful for a database to be well structured.

•To compare the information shown in a pictogram with a branching database.

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Online Safety:

•Explain what is meant by the term ‘identity’.

• Explain how people can represent themselves in different ways online.

• Explain ways in which someone might change their identity depending on what they are doing online(e.g. gaming; using an avatar; social media) and why.

•I can explain how to search for information about others online.

•Give examples of what anyone may or may not be willing to share about themselves online. I can explain the need to be careful before sharing anything personal.

•Explain whom someone can ask if they are unsure about putting something online.

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.

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Events and Actions:

•Explain how a sprite moves in an existing project.

•Create a program to a move a sprite in four directions.

•Adapt a program to a new context.

•Identify additional features for a project.

•Identify and fix bugs in a program.

•Design and create a maze-based challenge.

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Online Safety:

•Consider ownership and the right to reuse it.

•Access online content which can be reused by others.

•Explain the need to be careful before sharing anything personal online

•Explain the importance of giving and gaining permission before sharing things online;

•Explain why it is important to be careful about whom to trust online including what information and content they are trusted with

• Explain how someone’s feelings can be hurt by what is said or written online.

Football:

Sending the ball using inside of the foot

Trapping a ball travelling along the ground

Passing over short distances and players moving to receive the ball.

Finding space to receive the ball

Use outside of the foot to control the ball and dribble

Working as a team show communication and signalling the space to receive the ball

Swimming:

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Swimming:

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Tennis:

Position – Get into the ready position to catch and return ball before bouncing twice

Hitting – hitting for far and close targets

Serving – underarm serve with some accuracy to the target

Return – move forwards to return ball 

Send – sending balls to a partner to perform in rally 

Boundaries – play a game against different opponents

Playground Games- numbers and age:

• Recall all numbers one to six, with generally accurate pronunciation, in particular vowel and combinations sounds (‘un’, ‘eu‘, ‘oi‘ and ‘in‘).
• Join in with a song using actions.
• Respond to numbers by showing fingers or ticking on whiteboards.
• Ask and answer a question about their age.
• Change their answers and recognise number words.
• Listen carefully and relate sounds to a written phoneme.
• Recall numbers one to 12 with increasingly accurate pronunciation.

In a French Classroom:

• Show their understanding of key vocabulary with a physical response.
• Attempt to imitate the pronunciation of vocabulary accurately.
• Correctly identify masculine and feminine nouns in written form.
• Use modelled language to create questions or sentences using appropriate articles.
• Deduce the meaning of new words, matching labels to pictures using a range of language detective skills.
• Attempt to build their own sentences using labels as a model.
• Speak clearly and present simple phrases when supported visually.
• Use appropriate intonation to engage the audience.

French Transport:

• Explain strategies for working out the meaning of words.
• Recognise nouns that are cognates or near cognates.
• Recognise transport words in written form.
• Join in with a song using actions to aid recall.
• Form simple statements about a picture, using and adapting a model.
• Create a range of different phrases using a sentence builder.
• Generally, speak words with accurate pronunciation.
• Write a simple sentence, using a model for support and using two different accents.

Circle of Life:

• Source new vocabulary from the dictionary and apply the appropriate indefinite article (un/une).
• Build a range of sentences from a model, selecting appropriate vocabulary.
• Recognise key vocabulary and structure clues, and use scientific understanding to solve a puzzle.
• Attempt to decode new sentences by using their context and sentence structure.
• Apply understanding of the sentence structure to generate new phrases.