Writing:
WALT - Use features of a play script
(Historical plays)
WALT - Use historical vocabulary (write Roman myth)
WALT - Use paragraphs
WALT - Use level 3 punctuation
WALT - Use persuasive words (persuasive
posters)
WALT - Argue a viewpoint
WALT - Use a thesaurus to extend vocabulary
WALT - Use similes
WALT - Write a simple shape poem
Science: Forces
WALT - When objects are pushed or pulled an
opposing push or pull can be felt
WALT - Measure forces and identify the direction they act
WALT - Read a force meter
Art / Design and Technology:
WALT - Develop ideas and explain
WALT - Select appropriate tools
WALT - Suggest alternative ways for making the
product
WALT - Measure, mark out, cut, shape a range of
materials
WALT - quality of product depends on how well it
suits purpose
WALT—Adapt our work and describe how to develop it further
(Roman catapults)
Maths:
WALT - Use Roman numerals
WALT - Solve 2 step word problems
(Roman roads)
WALT - Use written methods to solve
problems
Geography:
WALT - Use atlases and maps
WALT - Ask geographical questions
WALT - Recognise how people can improve
and change the environment
PE
Hockey
Role Play:
See maths WALT’s
WALT - Use features of a play script
WALT - Write a letter in role using historical vocabulary, paragraphs, level 3
punctuation
Outdoor learning - design an amphitheatre
Spanish:
Vivan los deportes (sports)
History:
WALT - Place events, people and changes into correct periods of time
WALT - Use dates & vocabulary relating to time,
BCE, CE
WALT - The past is represented in different ways
WALT - Place people into correct periods of time
WALT - Find differences and similarities (Roman
soldier and soldier today)
WALT - Find out why things happened
WALT - Find out about the past using a range of
sources
WALT - Ask and answer questions about the past
ICT: Edit and publish
WALT - Insert page numbers
WALT - Use tab to indent paragraphs
WALT - Amend text using find and replace
WALT - Draft and re-draft by inserting, deleting, inserting and replacing text
Music:
WALT WALT WALT WALT mances
Follow rhythms
Compose rhythms (Bou-di-ca)
Improve rhythms
Practise, rehearse and present perfor-
SMSC:
WALT— describe some religious beliefs and teachings
WALT know how beliefs and practices are used in festivals and practices.
WALT make links between religious beliefs
WALT look after our money and realise that future wants
and needs may be met through saving
NATIONAL CURRICULUM LINKS
History
Romans, Anglo-Saxons and Vikings in Britain
9. An overview study of how British society was shaped by the movement and settlement of different peoples in the period before the Norman Conquest and an in-depth study of how British society was affected by Roman or Anglo-Saxon or Viking settlement.
Knowledge, skills and understanding
Chronological understanding
1a. place events, people and changes into correct periods of time, 1b. use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade.
Knowledge and understanding of events, people and changes in the past
2a. about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of
men, women and children in the past, 2b. about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world, 2c. to identify and describe reasons for, and results of, historical events, situations, and changes in the
periods studied, 2d. to describe and make links between the main events, situations and changes within and across the different
periods and societies studied.
Historical interpretation
3. Pupils should be taught to recognise that the past is represented and interpreted in different ways, and to give reasons for
this.
Historical enquiry
4a. how to find out about the events, people and changes studied from an appropriate range of sources of information, including
ICT-based sources [for example, documents, printed sources, CD-ROMS, databases, pictures and photographs, music, artefacts,
historic buildings and visits to museums, galleries and sites], 4b. to ask and answer questions, and to select and record information relevant to the focus of the enquiry.
Science
Knowledge, skills and understanding
Life processes
1a. that the life processes common to humans and other animals include nutrition, movement, growth and reproduction, 1b. that
the life processes common to plants include growth, nutrition and reproduction, 1c. to make links between life processes in familiar animals and plants and the environments in which they are found.
Green plants
Growth and nutrition
1a. the effect of light, air, water and temperature on plant growth, 1b. the role of the leaf in producing new material for growth
1c. that the root anchors the plant, and that water and minerals are taken in through the root and transported through the stem
to other parts of the plant
Reproduction
3d. about the parts of the flower [for example, stigma, stamen, petal, sepal] and their role in the life cycle of flowering plants,
including pollination, seed formation, seed dispersal and germination.
ICT
Knowledge, skills and understanding
Finding things out
1a. to talk about what information they need and how they can find and use it [for example, searching the internet or a CD-ROM,
using printed material, asking people],
1b. how to prepare information for development using ICT, including selecting suitable sources, finding information, classifying it
and checking it for accuracy [for example, finding information from books or newspapers, creating a class database, classifying by characteristics and purposes, checking the spelling of names is consistent]
1c. to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors
or omissions.
Exchanging and sharing information
3a. how to share and exchange information in a variety of forms, including e-mail [for example, displays, posters, animations, musical compositions]
3b. to be sensitive to the needs of the audience and think carefully about the content and quality when communicating information [for example, work for presentation to other pupils, writing for parents, publishing on the internet].
Reviewing, modifying and evaluating work as it progresses
4a. review what they and others have done to help them develop their ideas, 4b. describe and talk about the effectiveness of
their work with ICT, comparing it with other methods and considering the effect it has on others [for example, the impact made
by a desktop-published newsletter or poster] 4c. talk about how they could improve future work.
Breadth of study
5a. working with a range of information to consider its characteristics and purposes [for example, collecting factual data from
the internet and a class survey to compare the findings], 5b. working with others to explore a variety of information sources and
ICT tools [for example, searching the internet for information about a different part of the world, designing textile patterns using graphics software, using ICT tools to capture and change sounds], 5c investigating and comparing the uses of ICT inside and
outside school.
Art
Knowledge, skills and understanding
Exploring and developing ideas
1a. record from experience and imagination, to select and record from first-hand observation and to explore ideas for different
purposes, 1b. question and make thoughtful observations about starting points and select ideas to use in their work
1c. collect visual and other information [for example, images, materials] to help them develop their ideas, including using a sketchbook.
Investigating and making art, craft and design
2a. investigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of
the work, 2b. apply their experience of materials and processes, including drawing, developing their control of tools and techniques, 2c. use a variety of methods and approaches to communicate observations, ideas and feelings, and to design and make images and artefacts.
Evaluating and developing work
3a. compare ideas, methods and approaches in their own and others' work and say what they think and feel about them
3b.adapt their work according to their views and describe how they might develop it further.
Knowledge and understanding
4a. visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and how these elements can be combined and organised for different purposes, 4b. materials and processes used in art, craft and design and how
these can be matched to ideas and intentions.
Breadth of study
5a. exploring a range of starting points for practical work [for example, themselves, their experiences, images, stories, drama,
music, natural and made objects and environments], 5b. working on their own, and collaborating with others, on projects in two
and three dimensions and on different scales, 5c. using a range of materials and processes, including ICT [for example, painting,
collage, print making, digital media, textiles, sculpture], 5d. investigating art, craft and design in the locality and in a variety of
genres, styles and traditions [for example, in original and reproduction form, during visits to museums, galleries and sites, on the
internet].
DT
Note for 2b - Cross reference to design and technology
Working with tools, equipment, materials and components to make quality products
2. Pupils should be taught to:
d. measure, mark out, cut and shape a range of materials, and assemble, join and combine components and materials accurately
Music
Knowledge, skills and understanding
Controlling sounds through singing and playing - performing skills
1. Pupils should be taught how to:
a. sing songs, in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression
b. play tuned and untuned instruments with control and rhythmic accuracy
c. practise, rehearse and present performances with an awareness of the audience.
Creating and developing musical ideas - composing skills
2. Pupils should be taught how to:
a. improvise, developing rhythmic and melodic material when performing
b. explore, choose, combine and organise musical ideas within musical structures.
Responding and reviewing - appraising skills
3. Pupils should be taught how to:
a. analyse and compare sounds
b. explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary
c. improve their own and others' work in relation to its intended effect.