Science
Design and Technology
RE
We will be looking at the classification of living
things, including micro-organisms. This topic
builds on previous work in lower Key Stage Two
(sorting animals into groups based on their
similarities and differences). They will extend their
learning to find out about the standard system of
classification first developed by Carl Linnaeus,
learn about micro-organisms, and conduct an
investigation into the growth of mould.
Computing
Looking at computer networks
(including the internet) an how
they work. finding out about
some key figures in the
computing world (English link)
What do different
people believe God
is like? Looking at
Hinduism and
Christianity.
Harvest
Designing spy gadgets! Linked
to the Strormbreaker novel.
English
Work will focus on Narrative using
the book Stormbreaker. as ever,
writing sessions will be crosscurricular when possible. Grammar
and spelling sessions will run separately during the school day.
Hawks Term One
Place Value, written addition, decimals, written
subtraction, fraction, written (and mental)
multiplication and division. Mrs chambers will
be teaching the area of shape this term.
Whole School Theme: All Around Us
Main areas of learning this term.
Music
Looking at the history of music
(timeline) and listening to
different styles of music from
this.
Areas of Mathematics
PSHE
Our Happy School
PE
PE sessions will take place twice a
week. Outdoor games with Mr
Smith and Gymnastics. Pupils are
required indoor and outdoor PE kit.
French
Lets visit a French town!
Pupils will apply previous skills
and knowledge of topic areas
such as places in a town,
directions, homes and numbers
to develop their speaking and
listening abilities. They will
increase their understanding of
word classes and other
grammatical features of the
language.
History
In this topic we will look at the invasions of the Scots and AngloSaxons in the 5th century. We will find out where the invading troops
came from and where in Britain they managed to settle and then they
will go on to investigate how life in Britain changed as a result. The
pupils will have the opportunity to learn how the Anglo-Saxons
influenced the English language, with an emphasis on the origins of
some English place names. In addition to this they will also learn what
life was like in a typical Anglo-Saxon village, what jobs people did and
what the houses were like. They will also explore the Pagan beliefs of
the early Anglo-Saxons and learn about the many gods they
worshipped. Finally they will investigate how and why the AngloSaxons were largely converted to Christianity by the early 7th century.
French
Mathematics
make simple sentences with habiter (to
live); listen to and join in a song;
recognise key words and phrases and
respond; use gestures to support what
they are saying; use a bilingual
dictionary with support; identify places
in a French town or city; listen for
familiar vocabulary; recognise ordinal
numbers; recognise a spelling pattern.
For Key objectives covered please refer to the National Curriculum website and
the Year group of your choosing.
History
Say who the Anglo-Saxons and Scots were and when and why they
invaded Britain; be able to explain some key features of life in Anglo-Saxon
Britain; describe some artefacts that have been discovered; explain how life
in Britain changed as a result of the Anglo-Saxon and Scots invasions,
recognising similarities and differences; be able to analyse historical
evidence to make claims about Anglo-Saxon life and culture.
What are we hoping to
achieve
(learning objectives)
RE
Art
Improve their
mastery of art and
design techniques,
including drawing,
painting and
sculpture with a
range of materials.
Geography
Understand
geographical
similarities and
differences
through the
study of
human and
physical
geography of a
region of the
United
Kingdom.
explain what faith means and give
examples of what they put their faith in;
use religious vocabulary to explain some
of the ways in which Christians and
followers of other religions describe God,
identifying beliefs that are similar in
different religions; suggest the meanings
of stories from sacred texts about people
who encountered God; reflect on why
there are many ideas about God and
express their own understanding of God
through words, symbols and the arts; ask
questions and suggest some responses
about what others believe, showing
awareness that not all questions can be
answered.
Science
Sort and group animals based on their
features, using examples as a guide; describe
Carl Linnaeus and his development of his
classification system; place animals into given
groups based on certain characteristics;
design a creature with a specific set of
characteristics, using prompts and a word
grid; name types of microorganism; set up an
investigation into harmful microorganisms;
design a microorganism using given
characteristics; complete descriptions on the
characteristics of groups of organisms, using
Music
Develop an understanding of the
history of music; appreciate and
understand a wide range of highquality live and recorded music
drawn from different traditions
and from great composers and
musicians.
English
For spelling and grammar objectives covered please refer to the Nation
Curriculum website.
Writing
Secure development of characterisation.
Secure independent use of boxing up for planning non-fiction.
Consolidate generalisers e.g. the vast majority, occasionally.
Vary sentence openers to engage the reader e.g. intriguingly, interestingly.
Use the language of comparison e.g. in the same way, unlike, related to.
Teach ‘Everybody has heard of…’ as an introduction.
Teach the opening phrase “Just as, (linked to a subordinate clauses).
Composition To consider how authors have created characters and settings.
To select appropriate grammar and vocabulary understanding how such
choices can change and enhance meaning (writing with the reader in mind).
To note and develop initial ideas drawing on reading and research.
To identify the audience and purpose of writing.
To précise a longer passage.
Reading To read aloud and identify the meaning of new words through use of
knowledge of root words, prefixes and suffixes.
To continue to read and discuss fiction.
To identify and discuss themes.
To check the book makes sense, discussing their understanding and
exploring the meaning of words in context.
To ask questions to improve their understanding.
Draw inferences such as inferring characters’ feelings, thoughts and motives
from their actions, justifying inference with evidence.
Presentation To write legibly, fluently and with increasing speed.
To choose which shape of letter when given choices.
To decide whether or not to join specific letters.
To choose the writing implement that is best suited for a task.
Evaluate and Edit
Ensure the consistent and correct use of tense across a piece of writing.
Ensure correct subject and verb agreement when using singular and plural.
PSHE
Pupils will create
ground rules to
establish a
constructive
learning
environment based
on principles from
previous years.
DT
Food: I can measure accurately and calculate ratios of ingredients to
scale up or down from recipe; I can create and refine recipes,
including ingredients, methods, cooking times and temperatures.
Electrical's and electronics:I can create circuits using electronics kits
that employ a number of components with increasing confidence.
PE
Develop flexibility, strength, technique, control and balance; compare
their performances with previous ones and demonstrate improvement
to achieve their personal best; play competitive games, modified where
appropriate, and apply basic principles suitable for attacking and
defending.