FOUNDATION
THEME
LITERACY
Autumn 1
7 weeks
Autumn 2
7 weeks 2 days
RAILWAY
REVOLUTION
Britain
Winter Wonderland
War Horse –
narrative ( 4 weeks)
Diary entry, letter,
setting description
and poetry e.t.c
The Lion, Witch and
the Wardrobe –
narrative. (3 weeks)
Spring 1
5 weeks 3 days
Natural Disasters
Spring 2
7 weeks
Summer 1
5 weeks
World War two
Technology Today
SATS
Non- fiction text – (2
weeks)
http://www.planbee
.com/history/443/
Telegram, news
article, explanation/
instruction.
Week 7
Assessment
Shackleton (2
weeks) Power of
Reading
Poetry: Hyenas (1 week)
Journalistic writing
–linked to current
affairs. ( 1 week)
Link to
Creative writing
Explanation of an
Antarctic climate.
Week 7
Assessment
RR – Poetry theme
to be included.
Short Stories The Oxford
Book of Short Stories The
banana tree. Narrative.
(Monologue, retelling,
weather report script)
(2 weeks)
Literacy shed– The
windmill farmer.
http://www.literacyshed.c
om/the-inspirationshed.html
L&L Unit 6:
Authors and Texts,
I believe in unicorns (2
weeks)
L &L Unit:
Michael Morpurgo
Biography.
Revision – Rising Stars.
( 4 weeks) Power of
Reading Text – A boy
and the bear in a boat.
SATs week
Summer 2
6 weeks 4 days
Ancient and
Modern
China
Week 5 and 6
Oxford tales from China –
short stories.
Themed project work.
Writing own Chinese tales.
Calligraphy
Tourist leaflets
Revision – Ros Wilson
The HOWL
agony aunt , poetry
personification
,discussion text.
( 2 weeks)
VCOP
Week 6
Assessment (3 days)
P4C: Beliefs and Big
questions.
P4C: Beliefs and Big
questions.
Use of semi-colon, colon and dash to mark boundaries between independent clauses (e.g. It’s raining; I’m fed up)
Use of the colon to introduce a list and the use of semi-colon within lists
How hyphens can be used to avoid ambiguity (man-eating shark, man eating shark)
New Punctuation
7 houses (possibly with extensions) - Noun (inc pronouns), verb, adjective, adverb, conjunctions, prepositions, determiners
Grammar Street
Grammar
+ punctuation
including constant
recapping and
embedding of
previous years
Linking ideas across
paragraphs using a
wide range of
cohesive devices.
Punctuation of
bullet points, layout
devices to structure
text.
Ellipsis
Formal and informal
vocabulary.
Passive/active voice,
synonyms/antonyms
Semi-colons, colons,
dashes
Informal/formal speech
and writing
Hyphens to avoid
ambiguity
learning
Grammar revision
Word Classes,
Clauses &
Phrases/use of
commas, brackets,
Sentences types
(simple, compound,
complex,
commands,
statements,
questions,
exclamations)
Conjunctions,
Adverbials
Direct and indirect
speech, inverted
commas
Standard English
(I/Me)
Tenses, plurals
Prepositions, articles,
apostrophe for omission
and possession
Expanded noun
phrases,
Grammar revision
Subjunctive passive
voice
Grammar revision
Revise grammar
conventions taught
At all stages reinforce correct posture, sitting position and grip of writing tool to be modelled and reinforced.
Consider the needs of LEFT handed children – position of paper e.tc and also grip.
Recap all the letter
families in the
cursive style.
Relative size and
position.
Capital letter
formation – correct
orientation, size and
not mixed within
words.
Numbers formation
Handwriting
Diagonal joins to
letters with
ascenders (bl, cl, th,
li, it, il,)
Horizontal joins to
letters without
ascenders (ow, oa,
oo, wi, vi, ou)
Reinforce through
spellings.
Cursive handwriting
for all writing tasks.
Horizontal joins to
letters with
ascenders (ol, wh,
ot)
Diagonal joins to
letters without
ascenders. (dr, tr,
nd, mp, lp, sp, sm,
sc…)
Reinforce cursive
style of handwriting
and develop fluency
through letter string
patterns and
dictation.
Reinforce through
spellings.
Cursive handwriting
for all writing tasks.
Downward strokes of
letters to be parallel and
of equal size. Improve the
legibility, consistency and
quality of handwriting.
Reinforce cursive style of
handwriting and develop
fluency through letter
string patterns and
dictation.
Reinforce cursive style
of handwriting and
develop fluency
through letter string
patterns and
dictation.
Downward strokes of
letters to be parallel and
of equal size. Improve
the legibility,
consistency and quality
of handwriting.
Reinforce through
spellings.
Capital letter formation
– correct orientation,
size and not mixed
within words.
Reinforce through
spellings.
Develop different font
styles – printing,
bubble writing,
onomatopoeia BANG!
Capital letter formation –
correct orientation, size
and not mixed within
words.
Write legibly, fluently
and with increasing
speed.
Cursive handwriting for all
writing tasks.
Cursive handwriting
for all writing tasks.
Reinforce cursive style
of handwriting and
develop fluency through
letter string patterns
and dictation.
Reinforce through
spellings.
Write legibly, fluently
and with increasing
speed.
Choosing which shape
letter to use and
deciding whether to join
specific letters.
Reinforce cursive style of
handwriting and develop
fluency through letter
string patterns and
dictation.
Reinforce through
spellings.
Write legibly, fluently and
with increasing speed.
Choosing which shape
letter to use and deciding
whether to join specific
letters. Choosing a writing
implement best suited for
the task.
Cursive handwriting for all
writing tasks.
Choosing a writing
implement best suited
for the task.
Cursive handwriting for
all writing tasks.
Use of HF/ sight
recognition words
gap analysis from
previous year to
inform planning.
Week 1: split
digraphs ( i-e, o-e, ae, u-e)
Week 2: Word
ending ‘cious’ –
conscious, gracious,
precious…
Week 3: Word
ending ‘tious’ –
ambitious, cautious,
nutritious…
Spelling
Week 4: Word
ending ‘cial’
common after a
vowel plus
vocabulary for
degrees of
possibility -–
special, official,
especial…
Surely, generally,
perhaps… (link to
grammar)
Week 1: Word ending ‘tial’ common
after a consonant – potential, essential
…
Week 2: Words ending in ‘ant’ –
important, brilliant, ignorant…
Week 3: Words ending in ‘ance’ plus
revision of connecting conjunctions –
performance, distance, entrance…
lastly, Initially, after …
Week 4: Words ending in ‘ancy’ –
pregnancy, infancy, vacancy…
Week 5: Words ending in ‘ent’ –
government, parliament, segment…
Week 6: Revision
Week 7: Assessment of HF/ sight
recognition words and mixture of autumn
1& 2 spellings
.
Week 5: Suffix ‘ture’
– adventure, picture,
temperature…
Week 6:Revision
Week 7: Assessment
of HF/ sight
recognition words
and autumn 1
spellings.
Week 1: wortds
ending in ‘ence’ –
experience,
violence,
sequence…
Week 2: Words
ending in ‘ency’ –
emergency,
inconsistency,
clemency…
Week 3: Silent
letters (revision
and extension) –
‘g’ sign,
campaign,
foreign…
‘k’ – knowledge,
knead, knack…
Week 4: Silent
letters (revision
and extension) –
‘h’ – honest,
ghost, rhyme…
‘t’ – fasten,
glisten, rustle…
‘c’ – disciple,
scene, scent…
Week 5: Silent
letters (revision
and extension) ‘u’ – guillotine,
guest, rogue,
guide…
Week 6: Use of a
hyphen – coordination, cooperate, reenter…
Week 1: Words ending
in ‘able’ and ‘ible’ –
adorable, accessible,
edible, miserable…
Week 2: Words ending
in ‘ably’ –remarkable,
arguably, regrettably…
Week 3: Words ending
in ‘ibly’ – possibly,
sensibly, incredibly…
Week 4: Revision.
Week 5:Assessment of
HF/ sight recognition
words and mixture of
spring 1& 2 spellings
Week 1: Suffix ‘fer’
stressed - referring,
preferred, deferral…
Week 1: Prefix ‘ir’ (before root word
with ‘r’) – irremovable, irregular,
irreversible…
Week 2: Suffix ‘fer’
unstressed - ( the ‘r’
is not doubled if the –
fer is no longer
stressed)
circumference,
reference,
difference…
Week 2: Suffix ‘cian’ (root word ends
in c or cs) – optician, musician,
mathematician…
Week 3:’I before e
except after c ‘ rule
and its exceptions(revision and
extension)
Relief, conceive,
disbelieve…
Week 4: ’I before e
except after c ‘ rule
and its exceptions(revision and
extension)
Ceiling, conceive,
disbelieve…
Week 5:
Homophones – verb
(ce) or noun (se)? –
practise/practice,
license/ license…
Week 6:Homophones
–altar/ alter, isle/
aisle, aloud/allowed…
Week 7: ‘ough’ –
making the sound ‘or’
–
Thought, bought,
fought…
‘ough’ making the
sound ‘u’- rough,
enough, tough…
Week 1: ‘ough’ –making the sound
‘oo’ – through…
‘ough’ –making the sound ‘o’ –
although, dough…
Week 2: Apostrophes linked to
grammar.
Week 3: Word relationships –derived
from? Greek- Latin – conscience/
conscious (science- scio – I know)
desperate (sper from latin spero- I
hope.)
Week 4: Word relationships –derived
from? Greek- Latin – conscience/
conscious (science- scio – I know)
desperate (sper from latin spero- I
hope.)
Week 5: Revision
Week 6:
Assessment of HF/ sight recognition
words and mixture of summer 1& 2
spellings.
Week 3:’ic to ‘ally’ – automatically,
magically, physically…
HUMANITIES
RAILWAY
REVOLUTION
Britain
Geography: Map
skills – UK transport
links
Co-ordinates
Tube maps
Geography: North America, Climate zones, Arctic
and Antarctic Circle; Human geography
Latitude, longitude, equator, hemispheres, polar
tropics and time zones.
Biomes
Creative Writing: An Argument
Geography:
Study of human and
physical geography of
a region of the UK, a
region in Europe and a
region within N & S
America.
History: WW2
RE: Beliefs and action in
the world
How to use technology
responsibly
A study of natural
disasters in these
localities.
Half-term project
What can you find
out about Crossrail
History:
Technology Today
For and against
Debate (P4C)
http://www.sciencekids.c
o.nz/technology.html
People – inventors of
modern technology
Flying
Cars
(Electronic cars and
electronic fuel)
Creative writing
Instructional
Persuasive writing (
mobile phones)
Explanation texts
Autumn 1
MATHS
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Ancient China and contrast between
modern China
Address Gaps from
Yr 5 tests - Summer
Unit 1
Number:
Number and Place
Value
Addition and
Subtraction
Geometry:
Properties of Shape
Unit 2:
Number:
Multiplication and
division
Fractions
Units 2 and 9
Geometry: Position
and Direction
Assessment Tests :
DfE Sample Paper
Address Gaps
Unit 3:
Number:
Addition and
Subtraction
Decimals
Measurement
(Length)
Unit 6:
Number:
Multiplication and
division
Unit 4:
Number:
Multiplication and
division
Fractions including
decimals and
percentages
Unit 5:
Number:
Algebra
Measurement
(Time)
Address Gaps
Unit 5:
Number:
Number and Place Value
Addition and Subtraction
Multiplication and Division
Algebra
Geometry: Properties of
Shape
Unit 6:
Number:
Multiplication and division
including decimals
Measurement (Mass)
Unit 12:
Number:
Multiplication and division
including decimals
Address Gaps
Unit 7:
Number:
Fractions
Ratio and Proportion
Statistics
Unit 8:
Number:
Multiplication and
division including
decimals
Address Gaps
Unit 9:
Number:
Addition and
Subtraction
Multiplication and
Division
Algebra
Geometry:
Properties of shape
Unit 9:
Number:
Order of Operations
Unit 10:
Number:
Multiplication and
division including
decimals
Fractions
Measurement(Volume
and capacity)
Assessment Tests
Collins Test Pack
SATs TESTS
Spring 2
Summer 1
Measurement
(Perimeter and Area)
Unit 11:
Number:
Addition and Subtraction
Multiplication and Division
Ratio and Proportion
Geometry : Position and
Direction
Unit 12:
Number:
Multiplication and division
including decimals
Fractions including
decimals and percentages
Statistics
Assessment Tests:
GAPPS Education
Assessment Tests
Gapps Education Paper
Test 1
Assessment Tests:
2016 SATs Paper
Autumn 1
Autumn 2
Spring 1
Summer 2
Mental Maths
Rapid Recall and Counting:

understand numbers with different decimal places

Be able to order to 10 million

Continue to count regularly, whole numbers, fractions, decimals, negative numbers

Generate linear number sequences including negative and decimal numbers

Know by heart all the squares and square roots of numbers between 12 x 12

Recognise and recall factors of numbers up to 100 and corresponding multiples of 100

Use knowledge of place value and x facts to 10 x 10 to derive related x / ÷ facts e.g. (0.8 x 7 = 5.6)

Know by heart tests of divisibility for multiples of 2,3,4,5,6,8, 9, 10 and 12

Prime numbers less than 100

Equivalent fractions, decimals and percentages for hundredths e.g. 35% is equivalent to 0.35 or 35/100
Mental Strategies:

Consolidate all strategies from previous years

Use known number facts and place value to add or subtract pairs of three digit multiples of 10 and two digit numbers with two decimal places

Add or subtract the nearest multiple of 10 or 100, 1000 , 10 000, then adjust

Continue to use the relationship between addition and subtraction, multiplication and division

Use factors e.g. 35 x 18
35 x 2 x 3x3
210 3 x 3
210 x 3 = 630

Use knowledge of place value and number bonds to aide calculation

Use doubling and halving

Use closely related facts to carry out multiplication and division

Work out 17 times table by adding 7 and 10 times facts and other multiplication tables

Use the relationship between multiplication and division e.g. 0.75 x 4 = 3 buy one get one free

Calculate with unit fractions and use the knowledge of this to see inverse. ¼ of a length is 36 so the total length is 36 x 4 = 144

Use knowledge of fractions and decimals to calculate remainders

Partition: Using partitioning and the distributive law to divide tens and ones separately e.g. 94 ÷ 4 = ( 80 +12) ÷ 4 = 20 + 3 = 23

Form an equivalent calculation e.g. to divide by 25, divide by 100 then multiply by 4; to divide by 50, divide by 100 then double
Mental Calculations:

Practice mental calculations and ensure an increased speed of complex calculations

Perform mental calculations with mixed operations

Multiply/Divide and two digit number by a single digit e.g.
34 x 6; 68 ÷4

Multiply or divide any whole number by 10 or 100 giving any remainder as a decimal e.g. 47 ÷ 10 = 4.7
1763 ÷ 100 = 17.63






Find squares of multiples of 10 to 100
Find any multiple of 10 % of a whole number or quantity e.g. 70% of £20
Double decimals with units and tenths e.g. double 7.6 and find corresponding halves e.g. half of 15.2
Multiply/divide 2 digit decimals e.g. 0.8 x 7; 4.8 ÷ 6
Simplify fractions by cancelling
Scale up/down using known facts e.g. 3 oranges cost 24p; find the cost of 4 oranges.
SCIENCE LINK
Linked with Snap
Science
RE
Module 5: Danger!
Low voltage
Module 2: Body
Pump
Module 1: The Nature
Library.
Our changing world
Beliefs and
questions
Beliefs in action in
the world
Rights and responsibilities
(double unit)
What questions can
be/are answered by
religion?
Reflecting on own
responses to
questions of
meaning and
purpose
Religious and global
issue; human rights
Exploring good and bad
uses of knowledge and
power
Religions studied;
Christianity, Islam,
Hinduism
Religions studied;
Christianity,
Module 6: Light up
your world
Rights and
responsibilities
double unit)
Exploring good and
bad uses of
knowledge and power
Religions studied;
Christianity, Buddhist
Module 4: Everything
changes
Expressing faith through
arts (double unit)
How creative arts are
used to express and
communicate spiritual
ideas
Religions studied;
Christianity, Islam,
Hinduism
Module 3: Body Health
Expressing faith through
arts (double unit)
How creative arts are used
to express and
communicate spiritual
ideas
Religions studied;
Christianity, Islam,
Hinduism
Religions studied;
Christianity and
Hinduism
Computing
ART/DT
Using skills such as
drawing; collage,
printing; textiles;
3D modelling;
sketchbooks and
cooking.
Key Skills (w1-4)
We are app planners
(See computing
overview)
D&T Making moving
toys using CAM
mechanism .
We are project
managers
(see computing
overview)
Art Studying warm
and cool colours.
Experiment with
collage and
different materials
and image making
techniques to
create winter
scenery.
Design and make
clay arctic animals
using various
sculpting techniques
using clay.
Cooking
We are interface
developers
Year group project
with AD
We are app developers
We are app developers
Art / D&T Computer art
D&T Traditional Chinese
textiles
We are app
developers
Art Study of Abstract Art
Create perspective mixed
media painting
Art Observational
drawings
D&T Design and make
an Anderson Shelter
D&T Cooking: carrot
cookies
Investigating how
modern art is created
through technology
Make own tie-dyed
material and print
PSHE
Year 6
Scheme of work
on SD under PSHE
To devise a class
charter, contribute
to the class vision
for a safe and happy
environment.
To understand how
democracy works;
why we need rules
and laws
To develop
environmental
awareness
responsibility. Know
how climate change
is impacting on our
lives and relate this
to others.
To develop an
understanding of
sustainability issues.
Understand that the
environment is a
collective and
political
responsibility as well
as an individual one.
SEAL- New
Beginning
CITZ-How do rules
and laws affect me?
PHSE /Healthy livingSustainability
To appreciate a
range of risks and
how to deal with
external pressures
e.g. peers and
media.
Know how to resist
negative peer
pressure.
To know the
difference between
legal and illegal
drugs. Understand
that there are laws
around drugs,
alcohol and tobacco
Know why smoking
is bad for your
health and how to
resist pressure to
start smoking
To explore different
attitudes to drinking
alcohol
To know how to
keep safe in my
local area (knife
crime). K the danger
and consequences
of carrying knives
National Antibullying Week :
Know what bullying
is, strategies to
prevent bullying,
how someone
who’s bullied feels
and who will help.
SEAL -Say No to
Bullying
Getting on and
Falling Out PHSE
Keeping Safe
Understand how people
earn and spend money in
different ways
To appreciate what value
for money means and be
able to compare prices to
get ‘value for money
Know there are different
of paying for things, some
involving borrowing
money that has to be
repaid
Dragons Den Project: To
understand how lending
and borrowing money
works; achieve my goals
and identify successes in
the project as well as
understand how some
things could be improved.
To understand what
reductions and expenses
are and why we do not
keep all the money earned
To appreciate inequalities
around the world.
Understand that ‘poverty’
might have
different meanings to
different people in
different circumstances
SEAL- Going for Goals
PHSE Financial
Responsibilities
Be able to identify rich
and poor nations
around the world and
consider why some
countries are richer
than others
Begin to appreciate
trade links across the
world, that trade
relies on profit and
that this is not always
equally shared.
To understand the
concept of global
footprints. Look at
how the chocolate
trade affects the
environment
To understand some
of the main reasons
why food shortages
happen in some
countries
To appreciate there
are different moral
attitudes to fairness
and responsibility
Explain how the
To appreciate how the
news is reported. T ell
the difference between
fact and opinion.
To explore how the
range of identities in the
UK combine to bring a
richness to society
To understand there are
different types of
relationships. Know
what makes a positive
relationship.
Recognise and try to
challenge stereotypes.
To know how to make
people feel good about
themselves. Recognise
when a put-down is
used & causes conflict
To understand how to
deal with or end
friendships without
hurting someone
world’s resources are
divided up
CITZ-In the Media
PHSE Fair Trade
To understand the idea
of forgiveness
SEAL- Relationships
CITZ- Living in a diverse
world
Describe how and why the
body changes during
puberty in preparation for
reproduction in the
context of relationships
discuss different types of
adult relationships with
confidence
Explain how babies are
made through the process
of conception and
pregnancy
Describe the decisions
that have to be made
before having a baby
To appreciate what being
a parent involves, the skills
needed in caring for a
baby
Appreciate common
responses to change.
Know that sometimes
these are positive
although we didn’t
welcome them initially
Mark transition, moving
on and saying goodbye,
tell some of the good
things about me that my
classmates like and value
SEAL- Changes
PHSE Health and Hygiene
SRE CWP scheme of work
PE
Autumn 1
Dance The River
Units 21 and 22
Invasion Games (Tag
Rugby)
Spanish
Grammar
Autumn 1







Spanish
Vocabulary
Autumn 2
Gymnastics Key
Steps
Invasion Games
Basketball LCP




Prepositions
‘en’ and ‘a’
with methods
of transport
1st and 2nd
person singular
forms of verb
‘ir’
preposition ‘a’
when followed
by destination
verbs ‘estar’
and ‘hacer’ are
used in the 3rd
person singular
form and the
impersonal
verb ‘haber’ to
describe
weather
difference
between
saying a day
Spring 1
Keysteps gymnastics
Tennis and Badminton
Autumn 2




Verbs ‘gustar’
and ‘encantar’
require an
indirect object
pronoun
verbs ‘odiar’
and ‘preferir’
do not require
an indirect
object
pronoun
1st person
singular of
verb ‘preferir’
the verb
‘jugar’ is a
regular ‘ar’
verb with an
irregular 1st
person
singular form
Spring 2
Handball
Netball
Spring 1






Reminder that nouns
in Spanish are either
masculine or
feminine
reminder that
adjectives in Spanish
agree with the
gender/number of
the noun
past tense forms of
verbs for recognition
only in story
pattern of numbers
in 10s
rules of usage of
verbs ‘ofrecer’ and
‘encontrar’ for
recognition only in
story
a new pronoun and
two adverbs for
recognition only in
story
Summer 1
Cricket
Athletics - Run, jump,
throw
Football
Spring 2






Use of ‘jugar’
and ‘practicar’
with sports
use of ‘gusta’ or
‘gustan’
reminder of 2nd
person
singular/plural
form of the
imperative
reminder of days
and how to say
‘on’ a particular
day
1st person
singular of verbs
‘beber’/‘comer’
question re
sport elicts both
‘juego’ and
‘practico’ replies
Summer 1








Reminder of the
gender of nouns
new descriptive
adjectives of which
3 are invariable
singular/plural of
time on the hour
further
information about
use of personal
pronouns before a
verb
rules on the
position of
adjectives after
the noun
inverted
exclamation mark
reminder of the
verb ‘tener’ being
used for age
rules about the
plural of nouns
and ‘on’ a
particular day
prepositions
‘en’ and ‘de’
with compass
points
followed by
place
Transport to
school.
Weather.
Compass
points.
Sentence
construction.


Likes/dislikes
with hobbies.
Love/hate.



Sleeping Beauty
story.
Numbers in 10s.
Grammar in story.




Playing sports.
Food and
opinions.
Diary of
activities.
Healthy lifestyle.
Summer 2
Rounders
Athletics – Run, Jump,
throw
Football
Swimming



Give simple
descriptions of
animals using a
variety of
adjectives.
Tell the time on
the hour.
Produce role-plays
Summer 2




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
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
Two other ways of
saying the weather
re snow and rain
past tense used in
song for recognition
only
versatility of the verb
‘hacer’
classroom
commands that are
nouns
verbs in the fable in
the past tense are
for recognition only
‘cuándo’(accent) as a
question word and
‘cuando’ (no accent)
as a connective
difference between
the verbs ‘to be’ –
‘estar’ and ‘ser’
verbs in the past
tense in the poem
are for recognition

only.




Transport to school.
Weather.
Compass points.
Sentence
construction.

that include
language about
animals’ habitats.
Learn how to say
the town you live
in and ask
someone else the
question.
Spanish
Culture
Pablo Neruda, Spanish speaking countries, traditional tongue twisters.
Spanish
Phonics
Sounds in the words worked as vocabulary and in grammar as specified on every unit.
Music
Living on a Prayer
Rock
Benjamin Britton –
New Year Carol
Classroom Jazz 2
Fresh Prince of Bel Air
Make you feel my love
Jazz, Latin, Blues
Hip Hop
Pop Ballads
Western Classical
Music, Gospel,
Bhangra
Trips/
Projects/
Performances/
Theme days/
Themed
Homework
Remembrance
Assembly
PROJECT BASED ON
THE BIRTH OF THE
RAILWAY TO
MODERN DAY
CROSSRAIL
Science Medics (to
come in to school)
Reflect, Rewind and
Replay
Western Classical
Theme day WW2
(Dress up)
Duxfords
Theatre – I believe in
Unicorns (only if
showing at Broadway
Theatre)
Fete
Trewern/Alternate
Residential for those not
going to Trewern
Southend - Adventure
Island
Year 6 Production