Key Texts: Look Up & Orion and the Dark

Class Reads: Mr Penuin and the Lost Treasure & Shona, Word Detective

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: Anthony and Cleopatra & Moth

Class Reads: The Firework Maker's Daughter & The Wild Robot

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)

Statistics:

•To read and interpret a picture graph

•To read, interpret and create a picture graph where the value of the picture can represent more than 1.

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Word Problems:

•To decide when it is appropriate to add and/or subtract when solving word problems.

•To use the bar model method to solve word problems looking at the difference between two amounts.

•To solve multi-step word problems using bar modelling.

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Money:

•To identify standard UK coins and notes and write their names.

•To recognise the value of coins and notes by appearance.

•To create equal amounts of money using different coins.

•To exchange denominations of money for different coins.

•To compare different amounts of money using coins.

•To add money together to determine the total amount.

•To calculate change from £100 or less.

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2D Shapes:

•To identify the number of sides andvertices on basic 2-D shapes.

•To identify lines of symmetry inbasic 2-D shapes.

•To sort shapes based on number ofsides, vertices and other factors.

•To recognise patterns of familiarshapes and colours of up to three objects.

•To move shapes on a square gridfrom one position to another.

•To turn objects using quarter, half and three-quarter turns both clockwise and anticlockwise

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3DShapes:

•To recognise, describe and classify  3D shapes using faces, vertices, edges. 

•TO construct nets of shapes into 3D shapes. 

•TO group 3D shapes based on their properties. 

•To form 3D structures 

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Fraction:

•To show and identify halves, thirds and quarters using 'denominator' and numerator'.

•To recognise equivalent fractions in quarters, thirds and halves.

•To find a fraction of a number. 

Time:

•To tell and write time to 5-minute intervals.

•To tell time to 5-minute intervals and to the hour.

•To sequence events of the day by looking at analogue clocks and pictures.

•To draw hands on an analogue clock to show the correct time.

•To find the duration of time to 5,30, and 60 minute intervals.

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Volume:

•To compare volume indifferent-sized containers using the terms 'greater than,' 'less than, ''greatest' and 'least.'

•To compare the volume of different containers using non-standard units.

•To measure volume using litres and compare. 

•To measure volume using millilitres and litres; to determine how many ml there are in 1 l.

•Copy teacher's vocal and body sounds, faster/slower,higher/lower, louder/softer.

•Learn 5 new songs or chants

•Continue to learn about high/low, soft/loud, fast/slowby changing the way songs are performed

•Follow teacher's hand signs to sing soh and me phrasesand when ready adding lah.

•Read 4 beat rhythms using quavers (1/2 beat) andcrotchets (1 beat). Say to words tea and coffee and then tap together as aclass

•Play instruments in 4 groups, wood, metal, rattles, skinned. Play from symbols. At later sessions add loud/soft and fast/slow symbols and then half class having an action for each instrument which changes as appropriate for loud/soft and fast/slow.

•Play tuned instruments on E, G & A (me, soh and lah) - one note per child - 3 share an instrument. Follow teacher's hand signs to play me, soh, lah phrases. (Introduce lah for this activity)

•Use instruments to make up sound effects for a story about a spooky castle. Eg crash - cymbals, curtains - maracas, door banging- drums, scream - voices, spooky sounds - voices, footsteps - wood blocks, clock - chime bars.

•Listen to music with different sounding instruments -identify and mime playing the instruments as appropriate.

•Move to recorded music.

•Walk the pulse at different speeds

•Learn 5 new songs or chants

•Tap sticks to the pulse of known songs at different tempi (speeds).

•Continue to learn about high/low, soft/loud, fast/slow by changing the way songs are performed

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

•Read 4 beat rhythms using quavers (1/2 beat) andcrotchets (1 beat). Say to words tea and coffee and then tap together usinghands as a class. Add sticks to this activity.

•Play instruments in 4 groups, wood, metal, rattles, skinned. Each group has a rhythm to play that they read from notation. Parts play in turn and then if sucessful some together. Build into a class piece.  At later sessions vary tempo, add loud/soft and different rhythms and instruments.

•Listen to music with strong repeated rhythms(ostinati) - identify and mime playing the instruments as appropriate. Discuss its mood.

•Listen and move to recorded music. Discuss its mood.

Cooking and Nutrition:

• Designing a healthy wrap based on a food combination which work well together.

• Slicing food safely using the bridge or claw grip.

• Constructing a wrap that meets a design brief.

• Describing the taste, texture and smell of fruit and vegetables.

• Taste testing food combinations and final products.

• Describing the information that should be included on a label.

• Evaluating which grip was most effective.

TBC:

Bird Sculptures:

•I can make and label a detailed close-up drawing of a bird.

•I can draw a red cardinal inspired y Charley Harper's bird artwork.

•I can make a pen and wash artwork of a bird in flight.

•I can experiment with coloured card to create a collage of a bird in flight.

•I can experiment with coloured card to create a whole class 'Migrants' artwork.

Textiles:

• Designing a pouch.

• Selecting and cutting fabrics for sewing.

• Decorating a pouch using fabric glue or running stitch.

• Threading a needle.

• Sewing running stitch, with evenly spaced, neat, even stitches to join fabric.

• Neatly pinning and cutting fabric using a template.

• Troubleshooting scenarios posed by teacher.

• Evaluating the quality of the stitching on others’ work.

• Discussing as a class, the success of their stitching against the success criteria.

• Identifying aspects of their peers’ work that they particularly like and why.

Dreams and Goals:

•Achieving realistic goals  

•Perseverance  

•Learning strengths Learning with others

•Group co-operation Contributing to and  sharing success

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Healthy Me:

•Motivation

•Healthier choices

• Relaxation

•Healthy eating and nutrition

•Healthier snacks and sharing food  

Relationships:

•Different types of family

•Physical  contact boundaries  

•Friendship and conflict Secrets  

•Trust and appreciation

•Expressing appreciation for special relationships

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Changing Me:

•Life cycles in nature

•Growing from young to old Increasing independence

•Differences in female and male bodies (correct terminology)

•Assertiveness Preparing for transition

Christianity: Practices

What is the meaning of Christmas?

-Learning the story of Christmas in detail through storytelling, drama and discussion

-Looking at religious art based on the Nativity

What is the meaning of Easter?

-Learning the story of Easter in detail through storytelling, drama and discussion

-Looking at religious art based on Easter

Sacred Texts: Christianity and Festivals

Who were the people of the Old Testament?

-Looking at characters in the Old Testament through storytelling.

-Stories include: Adam and Eve, Abraham and Moses

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What religious festivals take place in our community?

-Learning the basic information about Hinduism, Sikhism, Judaism and Buddhism

-Looking at religious festivals taking place in London and why they are important to people

Animals Including  Humans:

To explore and  compare differences between things that are living, dead, and things that  have never been alive

To know that most  living things live in habitats to which they are suited

To describe how  different habitats provide for the basic needs of different kinds of animals  and plants, and how they depend on each other.

To name a variety of  plants and animals in their habitats, including micro-habitats

To describe how  animals obtain their food from plants and other animals, using the idea of a  simple food chain, and identify and make the different sources of food.

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 Materials:

•To explain why some materials,  including wood, metal, plastic, glass, brick, rock, paper and cardboard are  particularly suited to specific purpose.

•To identify the shapes of solid  objects made from some materials can be changed by squashing, bending,  twisting and stretching

•To identify the difference between  materials that are transparent, translucent and opaque.

Animals Including  Humans:

•To explore and  compare differences between things that are living, dead, and things that  have never been alive

•To know that most  living things live in habitats to which they are suited

•To describe how  different habitats provide for the basic needs of different kinds of animals  and plants, and how they depend on each other.

•To name a variety of  plants and animals in their habitats, including micro-habitats

•To describe how  animals obtain their food from plants and other animals, using the idea of a  simple food chain, and identify and make the different sources of food.

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Plants:

•To observe and describe how seeds and  bulbs grow into mature plants.

•Knows that mature plants may have  flowers which then develop into seeds, berries and fruits etc.

•Knows that plants need water, light  and a suitable temperature to grow and stay healthy

History of Flight:

• Leonardo d Vinci and the Ornithopter

•The Mogolfiers Brothers and the Hot Air Balloon

•The Wright Brothers and the Aeroplane

•Pioneers of Flight: Bessie Coleman & Amelia Earhart

•Modern Air Travel & Assessment

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Local History:

TBC

Significant Individuals: Sayyida Al Hurra and Grace O'Malley

• What is a pirate?

•The main events of Grace O'Malley's life

•Grace & queen Elizabeth 1st

•The main events of Sayyida Al Hurra's life

• How do we know about Sayyida Al Hurra

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How We Change Our World: Land Use (North America)

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TBC

Robot Algorithms:

•Describe a series of instructions as a sequence.

•Explain what happens when we change the order of instructions.

•Use logical reasoning to predict the outcome of a program (series of commands).

•Design, create, and test a mat for a floor robot.

•Design algorithms to move their robot around the mats that they designed 

•Create and debug a program that I have written

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Pictograms:

•Understand what the term data means and how data can be collected in the form of a tally chart.

•Learn the term ‘attribute’ and use this to help them organise data. 

•Present data in the form of pictograms and finally block diagrams.

•Use the data presented to answer questions.

•Students will use j2epictogramtool. 

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Online Safety:

•Explain who I should ask before sharing things about myself or others online. 

•Describe different ways to ask for, give, or deny my permission online and can identify who can help me if I am not sure. 

•Explain who can help me if I feel under pressure to agree to something I am unsure about or don’t want to do and identify a trusted adult who can help me. 

•Explain how it may make others feel if I do not ask their permission or ignore their answers before sharing something about them online 

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Making Music: 

•To say how music can make us feel.

•Identify that there are patterns and rhythms in music.

•Explore how music can be used in different ways to express emotions and to trigger their imaginations.

•Show how music is made from a series of notes using IT. 

•Create, review refine their own piece of music on IT. 

Intro to Quizes:

•Explain that a sequence of commands has an outcome.

•Workout the actions of a sprite in a given algorithm.

•Look at an existing quiz design and think about how this can be realised within the Scratch Jr.

•Create their own quiz question designs including their own choices of question, artwork, and algorithms.

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Online Safety: 

•Explain how other people may look and act differently online and offline.

•Give examples of issues online that might make someone feel sad, worried, uncomfortable, or frightened, and give examples of how they might get help.

•Explain how information put online about someone can last for a long time. 

•Describe how someone's online information can be seen by others.

•To know who to talk to if something has been put online without consent or if it is incorrect. 

Gymnastics:

•To start and finish shapes. 

•Perform jumps with power and control. 

•Link movements. 

•To create various levels in gymnastics. 

•Travel at different speeds with control. 

•To develop and perform a sequence to achieve the best mark possible from a judge. 

Hit, Catch & Run:

•Hitting with bats.

•Preparing to score points by defending a target.

•Underarm bowling. 

•Hitting to targets. 

•Throwing to bases and wickets. 

•Making choices about where to hit,. 

Run, Throw, Jump:

•Move in different ways, avoiding contact with others

•Create power with legs to turn

•Perform a burpee correctly

•Choose appropriate throws for different games

•Take part in ladder activities to improve quick feet

•Recognise the difference between static and dynamic balances

One Third Stories:

A series of storybooks which introduce French words.

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One Third Stories:

A series of storybooks which introduce French words.

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