Curriculum Overview SPRING - All Saints CE Primary School

Communication and language
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Responds to instructions involving a twopart sequence.
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Uses intonation, rhythm and phrasing to
make the meaning clear to others.
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Uses a variety of questions (e.g. what,
where, who).
Questions why things happen and gives
explanations. Asks e.g. who, what, when,
how.
Personal, social and emotional development
Physical development
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Seeks out others to share experiences.
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Observes the effects of activity on their bodies.
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Shows affection and concern for people who are special to them.
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Can usually adapt behaviour to different events, social situations and
changes in routine.
Shows some understanding that good practices with regard to
exercise, eating, sleeping and hygiene can contribute to good
health.
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Beginning to be able to negotiate and solve problems without aggression,
e.g. when someone has taken their toy.
Shows understanding of the need for safety when tackling new
challenges, and considers and manages some risks.
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Mounts stairs, steps or climbing equipment using alternate feet.
Can describe self in positive terms and talk about abilities.
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Travels with confidence and skill around, under, over and through
balancing and climbing equipment.
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Begins to form recognisable letters.
Able to follow a story without pictures
or props.
Listens and responds to ideas expressed
by others in conversation or discussion.
All Saints Curriculum Overview
Expressive Arts and Design
Spring Term
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Beginning to be interested in and describe the texture of things.
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Realises tools can be used for a purpose.
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Constructs with a purpose in mind, using a variety of
resources.
Understanding the World
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Selects tools and techniques needed to shape, assemble and join materials they are using.
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Seeks to acquire basic skills in
turning on and operating some
ICT equipment.
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Captures experiences and responses with a range of
media, such as music, dance and paint and other
materials or words.
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Developing an understanding of
growth, decay and changes over
time.
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Beginning to use representation to communicate,
e.g. drawing a line and saying ‘That’s me.’
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Completes a simple program on
a computer.
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Create simple representations of events, people and
objects.
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Looks closely at similarities,
differences, patterns and
change.
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Chooses particular colours to use for a purpose.
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Online safety
EYFS
Mathematics
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Shows an interest in shape and space by
playing with shapes or making arrangements
with objects.
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Beginning to use mathematical names for
‘solid’ 3D shapes and ‘flat’ 2D shapes, and
mathematical terms to describe shapes.
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Knows that a group of things changes in
quantity when something is added or taken
away.
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Compares two groups of objects, saying
when they have the same number.
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Finds the total number of items in two
groups by counting all of them.
Literacy
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Repeats words or phrases from
familiar stories.
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Listens to stories with increasing
attention and recall.
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Describes main story settings,
events and principal characters.
Uses vocabulary and forms of
speech that are increasingly influenced by their experiences of
books.
Science
Maths
Seasonal changes;
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Time (o’clock and half past)
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Seasons/weather
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Measuring the
weather
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Plants
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The Paperbag Prince
Addition/subtraction
Jack and the Beanstalk
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Multiplication/division
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Length (longer/shorter)
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Autumn Term
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Year 1
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Computing
Mood boards
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Fitness related activity
(fundamental movement skills)
Sequencing movements
Growing in a Christian
School
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Baptisms
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Weddings
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Easter
Basic skills
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RE
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Ourselves/body percussion
Animal songs and pitch and tempo
Topic-Including History and Geography
Drawing skills/mark making
Healthy Me
Role play
Music
Art and Design
PE
Performance poetry
Fractions
Research/ Create/ Evaluate
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Adjectives and exclamation marks
Money
Combining materials
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Comic strip focusing on speech
All Saints Curriculum Overview
Design and Technology
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Talk 4 Writing
Place value
Working scientifically
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English
Uses of technology beyond school
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Online safety
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Beebots
Queen Elizabeth I and Queen Victoria;
who ruled best?
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Comparison Facts & Royal Banquet
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Castles (Warwick Castle trip)
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Castles around the world
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The UK/capital cities
Science
Maths
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Staying Fit and Healthy
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Body
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Growing up
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Food groups
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Hygiene
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Exercise
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English
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Time
Fractions
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Length/ Weight/ Capacity
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Stories by the same Author—Anthony
Browne
Information texts—leaflets
Money
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Four operations + - X ÷
Diary recounts
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Shape Poetry
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Making the right food
Fantasy stories
Grammar/ Punctuation skills
Music
Design and Technology
All Saints Curriculum Overview
Playing the Ukulele
Autumn Term
Sing a repertoire of songs with increasing chord changes
Year 2
Improvise a short melody using the open strings
Combining materials
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Research/ Create/ Evaluate
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Play along with a backing track at the correct tempo
Topic
Art and Design
Including History and Geography
Sketching—self portraits
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Computing
Sketching techniques
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Photography
RE
PE
Gymnastics
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Core principles of Gym
Balancing/ Rolls/ Travelling/Jumps
People Jesus helped
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Miracles/ Parables
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Easter Story—
sequencing and discussing events
Florence Nightingale/ Mary Seacole
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Consider the technical
merits of photos
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Taking, editing and
enhancing photos
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How did they change History?
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What impact did they have on our
lives?
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Create a portfolio
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Online safety
Key life events
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Comparisons
Countries they impacted.
Science- Forces
Maths
English
-comparing how things move
on different surfaces
-Place value
Stories by Roald Dahl– Fantastic Mr Fox
-four operations including worded problems
-Information texts
-length/weight/capacity
-Recounts and letters
-time
-Adventure stories
-fractions
-Traditional poems
-observing how magnets attract
of repel
-compare and group together
materials on the basis of
whether they attract or repel
magnets.
Spanish
-Greetings
Design and Technology
All Saints Curriculum Overview
Designing a warm coat
Spring Term
Year 3
-investigating thermal materials
-Numbers
Music
Listen to and respond to a range of music
-join different fabrics
Art and Design
Work with pointillism
Computing
Develop painting skills and styles..
Make comments and observations to base our work
PE -balances
RE– Judasism
-Holy day Shabbat
understand computer networks
including the internet;
Topic- Ernest Shackleton
-where is Antarctica and what does it look like?
-Who is Ernest Shackleton?
-Holy book– Torah
how to stay safe using the internet.
-What was his mission and why did he want to
do it? What was the impact of his expedition?
-performing a sequence of moves
-Symbols– Mezuzah prayer
shawl
Collecting, analysing and questioning data.
What kind of leader was Ernest Shackleton?
-linking moves and ideas in a timed sequence
-festivals
-body shapes
-Synagogue
-Moses
What was life like on the expeditions?
Maths
Science
Animals including humans
 Describe the simple functions of the digestive system
 Identify the different types of teeth in humans and
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Recognising 2D Shape properties
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Recount—Newspaper
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Identifying lines of symmetry
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Poetry
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Fractions—Equivalence, Simplifying, Find 1/2,1/4, 3/4, Problem solving involving fractions, Compare and order fractions, Mixed numbers,
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Story Writing
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Decimals—place value in relation to fractions, Dividing by 10,100,1000
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Converting between fractions and decimals
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Recognise equivalence in fractions and decimals.
their functions
 Construct and interpret a variety of food chains m
identifying producers , predators and prey.
Living things and their habitats
 Recognise living things can be grouped in habitats
English
Spanish
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Cuando es tu cumpleanos? (months, special
events, numbers)
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Los meses del ano
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Cuando es tu cumpleanos
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Las fiestas, los meses, los dias y las estaciones
 Explore and use classification keys
 Recognise environment changes
Design and Technology
All Saints Curriculum Overview
Spring Term
Design and make an Anglo Saxon model village based on research into materials and
techniques used.
Music
Year 4
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Play and perform in solo and ensemble contexts, using their
voices and playing musical instruments with increasing accuracy ,
fluency, control and expression
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Art and Design
Explore Anglo Saxon patterns through exploration of lines.
RE
Diocesan Scheme of Work
Spring 1—Life of Jesus
PE
Dance (Anglo Saxon Theme)
-Explore the theme of ancient Greeks through improvisation
-Practice and develop different ways of moving and using actions and
dynamics
-Work in pairs and small groups using different formations and relationships
-Create material, rehearse and improve on feedback
—Improve on performance skills
Swimming (Separate planning from centre)
Use and understand staff and other musical notations
Computing
Topic—
(Switched on )
Including History and Geography
To give pupils knowledge of life growing up as a Jew
in Palestine at the time of Christ.
We are musicians
2. To identify everyday objects and experiences Jesus
used in his teaching.
Online safety
Diocesan Scheme of Work ‘Easter traditions Spring
2
1. Pupils know key events of Holy Week and Easter
2. Pupils know some Easter customs from around the
world
3. Understand how Easter is celebrated in parish church
4. Can express personal feelings about Easter
Develop an understanding of the history of music
The effects of Anglo Saxons settlements in Britain
 What happened to Britain when the Romans left?
 How well did the Saxons and Vikings get on with
each other?
 Was life better in Anglo Saxon or Roman Britain?
 What did the Anglo Saxons and Vikings leave behind?
Science
Maths
Properties of material
 Compare and group every day materials according to properties
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Shape– Distinguish between regular and irregular, Sort Polygons into carrol and venn, Identify and apply parallel and diagonal lines
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Recount—Newspaper
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Poetry
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Fractions– Equivalence, Order, Convert improper to mixed numbers, Solve problems involving a range of fractions
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Story Writing
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Decimals– Dividing by 10,100,100, Convert decimals to fractions, Order decimals and fractions,
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Percentage– Recognise per cent as parts out of 100, relate hundredths to percentage, Recognise FDP equivalence, Convert
FDP and order
 Know that some materials will dissolve in liquid to form a solution
 Use knowledge of solids, liquids and gas to decide how materials can
be separated through filtering, sieving and evaporation.
 Demonstrate that mixing,, dissolving and changes of state of matter
are reversible changes
Forces
 Explain that unsupported objects fall towards Earth because of gravity.
 Identify the effects of air resistance, water resistance and friction.
 Recognise that some mechanisms including pulleys, levers and gears
English
Spanish
De vacaciones (on holiday)
allow a smaller force to have a greater effect.
De vacaciones
Donde vas de vacaciones?
Design and Technology
Medios de transporte
All Saints Curriculum Overview
Spring Term
Design and make an Anglo Saxon model village
based on research into materials and techniques
used.
Music
Year 5
Art and Design
Explore Anglo Saxon patterns through exploration of lines.
RE
Diocesan Scheme of Work
PE
Dance (Anglo Saxon Theme)
-Explore the theme of ancient Greeks through improvisation
Spring 1—Life of Jesus
To give pupils knowledge of life growing up as a Jew in
Palestine at the time of Christ.
2. To identify everyday objects and experiences Jesus used
in his teaching.
-Practice and develop different ways of moving and using
actions and dynamics
Diocesan Scheme of Work ‘Easter traditions Spring 2
-Work in pairs and small groups using different formations and
relationships
2. Pupils know some Easter customs from around the
world
-Create material, rehearse and improve on feedback
—Improve on performance skills
Swimming (Separate planning from centre)
1. Pupils know key events of Holy Week and Easter
3. Understand how Easter is celebrated in parish church
4. Can express personal feelings about Easter
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Play and perform in solo and ensemble contexts, using their voices
and playing musical instruments with increasing accuracy, fluency,
control and expression

.
Use and understand staff and other musical notations
Computing
Topic—
(Switched on )
Including History and Geography
We are cryptographers
Online safety
The effects of Anglo Saxons settlements in Britain
 What happened to Britain when the Romans left?
 How well did the Saxons and Vikings get on with
each other?
 Was life better in Anglo Saxon or Roman Britain?
 What did the Anglo Saxons and Vikings leave behind?
Science
Electricity and Light
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Recognise that light travels in straight lines
and use this to explain reflection of light in
the eye
Explain that we see because light travels
from a light source to our eyes
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Use the idea of light travelling in straight
lines to explain shadows
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Associate the brightness of a bulb, buzzer to
the voltage in a circuit
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Compare and give reasons for variations in
components
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Use recognised symbols to represent circuits
in a diagram
English
Maths
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Fractions, decimals and percentages
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Short story—dilemma
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Ratio & Proportion
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Voice over narrative –with flashbacks
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Geometry – measure (converting between measures)
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Informal letter
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Geometry—measure (volume)
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Letter of complaint
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Number—algebra
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Newspaper
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Geometry - positon and direction
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Geometry—statistics. Pie charts and data
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Geometry—time
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Spanish
All Saints Curriculum Overview

De vacaciones (on holiday)
Autumn Term
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De vacaciones
Year 6
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Donde vas de vacaciones?
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Medios de transporte
Design and Technology
Design and make an Anglo Saxon model village
based on research into materials and techniques
used.
Art and Design
Batik—Exploring the intricate designs and
patterns of Anglo Saxon period used on clothing and armour.
PE
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Control a ball whilst travelling
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Pass right and left whilst travelling
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Use tackling to take possession of a ball
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Refine passing and shooting skills
Eucharist
1. to give pupils
RE Easter
knowledge of the
1.Pupils to know
the main events of
Eucharist and its meaning Easter from Palm
& symbolism for ChrisSunday to Easter
tians.
Day
2. to convey the central
beliefs of the Eucharist
3. to allow for personal
response to the service
4. to raise awareness of
how Christian life is
affected by Eucharist.
2.Pupils to be able
to respond to some
of the emotions
connected with
Easter events
Topic—
Computing
Including History and Geography
(Switched on)
The effects of Anglo Saxons settlements in Britain
We are digital artists
We are app designers
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How well did the Saxons and Vikings get on with each
other?
Online safety
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What happened to Britain when the Romans left?
Was life better in Anglo Saxon or Roman Britain?
What did the Anglo Saxons and Vikings leave behind?