Key Text: The First Drawing & Twelfth Night

Class Reads: The Boy Who Grew Dragons & 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)

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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Number and Place Value:

•Know that 10 tens are equivalent to1 hundred, and that 100 is 10 times the size of 10; apply this to identify and work out how many 10s there are in other three-digit multiples of 10.

•Recognise the place value of each digit in three-digit numbers, and compose and decompose three-digit numbers using standard and non-standard partitioning.

•To order and compare numbers.

•To count in fifties

•To recognise, describe and continue a number pattern.

Addition and Subtraction:

•Add and subtract up to three-digit numbers using columnar methods.

•To add and subtract multiplies of100 to a 3-digit number.

•To solve addition and subtraction problems using the bar model.

Multiplication and Division:

•To multiply and divide by 3, 4, and 8'sand identify their relationship. 

•To solve word problems with multiplication and division.

•To multiply multiples of 10 by a 1-digit number. 

•To multiply any 2-digit numbers.

•To multiply with regrouping. 

•To understand simple division of a2-digit number by a 1-digit number.

•To use long division to divide

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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.

·        Walk the pulse at different speeds

·        Make descriptive body sounds changing high/low, soft/loud, fast/slow.

·        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 ms phrases

·        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.

·        Chose an animal and an untuned instrument to make its sound - compare and discuss which is most effective.

·        In pairs or as a class use tuned instruments tuned to C,D,E,G,A to go with untuned animal sound, thus turning the sound from an effect to a piece of music.

·        In threes add a narrator telling the story of the chosen animal - this can be extended to groups of 6 telling the story of 2animals.

·    Children need to arrange structure, rehearse sections, put it together and then perform it to the class.

·        Listen to music about animals.

·        Act the story of 'Peter and the Wolf'.

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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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Printing:

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Mechanical Systems:

• Designing a toy which uses a pneumatic system.

• Developing design criteria from a design brief.

• Generating ideas using thumbnail sketches and exploded diagrams.

• Learning that different types of drawings are used in design to explain ideas clearly.

• Creating a pneumatic system to create a desired motion.

• Building secure housing for a pneumatic system.

• Using syringes and balloons to create different types of pneumatic systems to make a functional and appealing pneumatic toy.

• Selecting materials due to their functional and aesthetic characteristics.

• Manipulating materials to create different effects by cutting, creasing, folding and weaving.

• Using the views of others to improve designs.

• Testing and modifying the outcome, suggesting improvements.

• Understanding the purpose of exploded-diagrams through the eyes of a designer and their client.

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.

Being  Me In My World:

•Setting personal goals Self-identity and worth Positivity in  challenges Rules, rights and responsibilities Rewards and consequences  Responsible choices Seeing things from others’ perspectives

Celebrating Difference

•Families and their differences

•Family conflict and how to manage it (child-centred)

•Witnessing bullying and how to solve it Recognising how words can be  hurtful

•Giving and receiving compliments

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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

Introduction to Judaism:

Judaism: Beliefs

-Looking at the demographics of Judaism in London and globally

-Learning the key ideas behind Judaismincluding covenant, Tanakh,mitzvoth and Shabbat

-Looking at the Temple in Jerusalem andits destruction

Judaism: Practices

-Learning about the synagogue, BahMitzvah, and the festivals of Hanukkah and Rosh Hashanah

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

Rocks and fossils:  

•Knows, in simple terms, how fossils are  formed when things that have lived are trapped within rock.

•Knows that soils are made from rocks and  organic matter.

•To compare and group together different  kinds of rocks on the basis of their appearance and simple physical  properties  

Forces and Magnets :

•To compare how things move on different surfaces

•To notice that some forces need contact  between two objects, but magnetic forces can act at a distance

•To observe how magnets attract or repel each  other and attract some materials and not others

•To compare and group together a variety of  everyday materials on the basis of whether they are attracted to a magnet,  and identify some magnetic materials

•To describe magnets as having two poles

•To predict whether two magnets will attract or repel each other,  depending on which poles are facing.

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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.

Stone Age:

• Know what prehistory means

•Know the three parts of the stone age: Paleolithic, Mesolithic & Neolithic

•Discuss what is meant by artefacts and why they are important

•learn about Skara Brae

Ancient Egyptians:

•Learn about the ancient pyramid at Giza.

•Note connections, contrasts and trends over time.

•Address and devise historically valid questions about cause.

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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Connecting Computers:

•Identify  the functions of input, process, and output devices.

•Recognise  how digital devices can help us.

•Explain  how a computer network can be used to share information.

•Explore  and recognise the physical key network components.

Stop Frame Animation:

•Explain  that animation is a sequence of drawings or photographs.

•Relate  animated movement with sequence of images.

•Review  and improve an animation

•Evaluate  the impact of adding other media to an animation.

 Online Safety:

 •Describe appropriate ways to behave towards other people online and why this is important.

Give examples of how bullying behaviour could appear online and how someone can get support

•Use key phrases in search engines.

•Explain the difference between a ‘belief’, an ‘opinion’ and a ‘fact. and can give examples of how and where they might be shared online, e.g. in videos, memes, posts, news stories etc.

•Explain that not all opinions shared may be accepted as true or fair by others (e.g. monsters under the bed).

•Explain the problems caused by copying someone else’s work from the internet.

•Consider ownership and the right to reuse it.

•Give examples of permitted content to be reused.

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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.

Tag Rugby:

•Run past defenders – move forward to score over the line 

•Handling a rugby ball – techniques for retrieving, sending and retrieving 

•Evade tags when attacking

•Tagging rules (emphasis on sportsmanship)

•Defend against an attacker

•Use what we have learnt in a game –and introduce back-passing

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Netball: 

•Pass and receive the ball in a variety of ways – chest pass

•Dodging techniques

•Moving to create a space to attack 

•Use a bounce pass to outsmart the defender

•Throwing for distance – shoulder pass

•Keep possession by working as a team 

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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

French Greetings:

• Look carefully at the speaker and respond confidently with the appropriate gesture and phrase.
• Begin to recognise how some sounds (‘on’, ‘ou’, ‘et’ and ‘oi’) are represented in written form.
• Link actions or pictures to the new language, both in spoken and written form.
• Imitate the pronunciation of sounds.
• Take turns to speak and use appropriate intonation

French Adjectives of colour, size and shape:

• Listen carefully to build correct sequences of three to four blocks.
• Show understanding by correctly identifying a described shape, drawing it in the air or pointing on the board.
• Recognise cognates.
• Use please and thank you.
• Listen carefully to instructions.
• Describe some of the shapes in their work using language of colour, size or shape.
• Listen and then select the correct decoration according to its colour.
• Use software to produce artwork in the style of Matisse.

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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.