| Term | Autumn A | Autumn B | Spring A | Spring B | Summer A | Summer B |
| Topic | The Puzzle of the Pyramid | Exploration and Adventure | Incredible India | |||
| Educational Visits and Visitor to School | Visitor – Rabbi Glickman
Visit to the Hancock Museum Visitor- Juliet Desailly author of Ma’at’s Feather (Ancient Egyptian story)
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Visitor – Chris Connaughton (Robinson Crusoe)
Visitor- Mr Lee (Joseph’s dad) Visit to the Captain Cook Museum Residential – Dukes House Wood Marcus – map work/ walk to Saltwell Park Spring Concert – Linked to Explorers topic.
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Visit to Hindu Temple
Food visit – Indian restaurant Virgin Money Project
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| Maths (curricular links) | Statistics- melting points of different materials in Science
Timelines Roman numerals – in books for dates Statistics – line graphs linked to the process of evaporation Weight- linked to evaporation investigation |
Coordinates- map work with Marcus
Orienteering at Dukeshouse Wood Roman numerals – in books for dates
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Statistics- climate change in Geography
Compare & contrast weather (rainfall) Climate maps and change Roman numerals – in books for dates
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| Science
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States of matter
Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
Sorting materials Investigating different states of matter Melting points investigation Are all liquids runny? Liquids investigation What happens to water in different conditions? Is custard a liquid?
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Living things and their habitats
Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things. Animals, including humans Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey.
To learn about what a food chain is. To create food chains of their own. To research about how environments, change and living things become endangered.
Fact file about different teeth in animals & humans Functions of different teeth in humans. To find out about the main parts of the human digestive system and what each part does. What is spit for? Digestion investigation.
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Sound
Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases.
Children investigate the parts of the ear and how humans hear. Investigate – How can a sound be changed? (Children identify which part of the object vibrates to produce the sound). Investigation – how does pitch change? Double page spread – explain how sounds works
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Electricity
Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors.
Children go on a reassure hunt and find out common appliances that run on electricity. Children compare appliances that are battery and mains powered. Children compare the importance of discoveries in electricity. (Joseph Swan) Draw an electrical circuit using symbols which would light a bulb. Investigation – what are good insulators and conductors? Link to DT– Playdough circuits
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| R.E.
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Judaism
Relationship with God Passover |
Judaism
Rights of passage and good works
Christianity What is the most significant part of the nativity? |
Christianity
Prayer and Worship Do people need to go to church to show they are a Christian? |
Christianity
Easter Is forgiveness always possible? |
Hinduism
Hindu Beliefs Pilgrimage to the River Ganges Prayer and Worship Do beliefs in Karma, Samsara and Moksha help Hindus lead good lives? |
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| History
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The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
Use a range of documents and printed sources. Distinguish between reliable and unreliable sources. Identify the most useful sources for a particular task. Use graphs and charts to confirm information from different sources. Give reasons for change through analysing evidence. Support own point of view using evidence. Understand that some evidence is limited. Understand differences in social, religious, political and cultural history. Understand links between History and Geography. Know some similarities and differences within a period of time for example the lives of rich and poor.
Map work – The Nile study Timeline of significant events (AD/BC) Structure of society – comparing the lives of the rich and poor Study of Egyptian religion—Gods and goddesses
Investigating the scientific achievement made by the Ancient Egyptians including use of medicine.
Research the process of mummification. Find out about the role of the scribe. Investigate the use of signs, symbols and hieroglyphics. |
Describe how some things from the past affect life today.
Understand the relationships between beliefs and action in historical change. Use a full range of dates and historical terms. Use a timeline to place events, periods and cultural movements. Show changes on a timeline. Describe and make links between events and changes.
Research & create fact files: Amelia Earhart Christopher Columbus Zhang He Ernest Shackleton Sylvie Earie
Life of Captain Cook and how his voyages affected how the world is looked at today. (Map work)
Reasons for exploration. Write a letter to persuade the queen to allow for a voyage of exploration.
Timeline of events for famous explorers, Cook, Magellan, Shackleton, Amelia Earhart etc.
Place the age of exploration onto a bigger timeline.
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Significant people
Ghandi- daughter Buddha Explore how India has influenced our world including trade/Mathematicians and artists of the past.
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| Geography
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Geographical skills and fieldwork
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Work out a location using a range of information -understand the different uses of different places -understand that different places may have a similar/different characteristics and give reasons for these -understand and use the concept of links between physical and human features -describe and identify how a place has changed -understand how economic development can change a place Identify the parts of a river, and land use around and how these can change peoples’ lives -express views and recognise how people affect the environment, summarising the issues -suggest ways of improving local environment -understand how weather changes an environment -know the differences between weather and climate change.
Research the geography of Egypt using HOTCLUB (hemisphere, other countries,time zone, climate, longitude & latitude, bodies of water)
Tracking the River Nile and investigating the red and the black lands- links to trade & economic prosperity.
Using maps/Google Earth to label and annotate a map of the River Nile.
Studying the river Nile for farming and irrigation
Identifying the Egyptian seasons and making comparisons with our locality.
Flooding of the Nile and how it links to the farming season.
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Locational knowledge
identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Human and physical geography human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Use prediction and prior knowledge to find out about unknown places, and combine this with observation -use a range of primary and secondary resources, including the internet, Google Earth and questionnaires -suggest ways of presenting information, including graphically and in writing -make detailed and labelled field sketches -make field measurement over time -collect statistics and present them appropriately -record information on charts and graphs and tables – collect temperature and rainfall using a range of instruments and compare these with information from the internet to discuss weather and climate -begin to use the computer to draw graphs. Draw maps of local places, including sketches from field work -Use maps to draw a simple key -use maps with simple grid references -work out routes on maps and plans -find longest and shortest routes using maps -plan routes using four points of the compass -compare information from atlases with that from a globe -use atlases which show physical and human features -use contents and index pages of an atlas.
Map reading and grid reference work Explorer route and voyages Weather comparisons through explorer regions Planning routes & designing maps Human & physical features labelled on maps linked to an explorer Explore reasons why routes were chosen: types of settlement and land use, economic activity including trade links, religion, fame & fortune Survival kit & guide suitable for the region (links with Mr Lee) Issues surrounding climate change.
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Geographical skills and fieldwork
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Research the geography of India using HOTCLUB (hemisphere, other countries,time zone, climate, longitude & latitude, bodies of water) Digital/computer mapping to locate countries and describe features studied Physical and political maps Climate map Climate change- global warming link Mountain ranges/ species (links with Mr Lee) |
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| Art and Design
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To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
To create sketch books to record their observations and use them to review and revisit ideas Continue to use sketch books to record observations. Review and evaluate your work Continue to develop a range of art and design techniques using a range of materials
Sketchpads Design Egyptian Death Masks (watercolour/ charcoal/ pencil) Semi-abstract artwork (mixed media using symbols inc artist study Kandinsky) Tomb Paintings (wax resist) Clay shabtis/ cartouche
Wall artwork Chalk pastel silhouettes – pyramids Side portraits – mixed media Frida Kahlo – transition artwork (portraits)
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To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
To create sketch books to record their observations and use them to review and revisit ideas Continue to use sketch books to record observations. Review and evaluate your work Continue to develop a range of art and design techniques using a range of materials
Sketchpads Portraits of famous explorers John Webber RA – Captain Cook’s artist on board Observational drawings of shells/ seaweed
Wall artwork Gaugin study
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To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
To create sketch books to record their observations and use them to review and revisit ideas Continue to use sketch books to record observations. Review and evaluate your work Continue to develop a range of art and design techniques using a range of materials
Sketchpads Peacock handprints/ feathers Elephants & tiger (wildlife of India) Mehndi designs Mandala designs Famous architecture
Wall artwork Batik
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| Design Technology
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Design
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Order the main stages of making (e.g. cooking) Generate realistic ideas, focusing on the needs of the user Make design decisions, taking account of constraints such as time, resources and cost. Develop their own design criteria and use these to inform ideas Use annotated sketches, cross-sectional drawings and diagrams Produce detailed lists of tools, equipment and materials that they need Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Measure, mark out, cut and shape materials and components with accuracy (e.g. using cm) Follow procedures for safety including protective clothing Select tools, equipment, materials and components suitable for the task Evaluate Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Investigate and analyse a range of existing products Gather information about the needs and wants of particular individuals and groups (polls, surveys) Evaluate (Verbal, Drawing and Written) their completed products against the design criteria (measurements) Investigate how sustainable materials in products are (e.g. environmental, safe, recyclable) Consider the views of others, including intended users, to improve their work Design and Make Egyptian Death Masks Design and Make Egyptian collars, bracelets and headbands
Evaluate Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Understand how key events and individuals in design and technology have helped shape the world. Investigate how sustainable materials in products are (e.g. environmental, safe, recyclable) What happens to our recycling? Class debate – products which can/ cannot be recycled. Children to pitch an argument as to whether we should recycle certain materials. Worldwide plastic epidemic
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Design
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Technical knowledge Apply their understanding of computing to program, monitor and control their products. Use computer-aided design Doodle3D, TinkerCAD, Sketchup
Design Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Order the main stages of making (e.g. cooking) Generate realistic ideas, focusing on the needs of the user Make design decisions, taking account of constraints such as time, resources and cost. Develop their own design criteria and use these to inform ideas Use annotated sketches, cross-sectional drawings and diagrams Produce detailed lists of tools, equipment and materials that they need Make Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Measure, mark out, cut and shape materials and components with accuracy (e.g. using cm) Follow procedures for safety including protective clothing Select tools, equipment, materials and components suitable for the task Evaluate Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Investigate and analyse a range of existing products Gather information about the needs and wants of particular individuals and groups (polls, surveys) Evaluate (Verbal, Drawing and Written) their completed products against the design criteria (measurements) Investigate how sustainable materials in products are (e.g. environmental, safe, recyclable) Consider the views of others, including intended users, to improve their work Design, make and evaluate shelters Design and make Galleons Design a tool/gadget to support survival on an island. |
Cooking and Nutrition
Understand and apply the principles of a healthy and varied diet Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques Prepare and cook a variety dishes safely and hygienically, including, where appropriate, the use of a heat source (microwave, oven – (baking) Follow a recipe Measure using grams To use a range of techniques such as mixing, kneading, spreading and baking. Know that a healthy diet is made up from a variety and balance of different food and drink (The Eatwell guide, Change for Life) Design Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Order the main stages of making (e.g. cooking) Generate realistic ideas, focusing on the needs of the user Make design decisions, taking account of constraints such as time, resources and cost. Develop their own design criteria and use these to inform ideas Make Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. Measure, mark out, cut and shape materials and components with accuracy (e.g. using cm) Follow procedures for safety including protective clothing Select tools, equipment, materials and components suitable for the task Understand how materials can be combined or mixed
Evaluate Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Gather information about the needs and wants of particular individuals and groups (polls, surveys) Evaluate (Verbal, Drawing and Written) their completed products against the design criteria (measurements) Consider the views of others, including intended users, to improve their work
Indian cooking – Naan Bread (various flavours), chickpea/chicken curry Evaluate Understand how key events and individuals in design and technology have helped shape the world Identify great chefs and their work and use research of chefs to influence work Famous Chefs – Heston Blumenthal, Delia Smith, Jamie Oliver
Technical knowledge Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] Research, Design, Make and Evaluate (Verbal, Drawing and Written) how simple electrical circuits and components can be used to create functional products (bulb or remote control) Link to Science – Playdough circuits
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| Music
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Play and perform in solo and ensemble contexts, using their voices and play musical instruments with increasing accuracy, fluency, control and expression
-Lead a group when performing. -Show increasing control with instruments. -Play tuned instruments with limited range of notes. -Sing in tune and with expression. -Hold their own part when performing by ear or by notation. -Begin to sing in two part harmony. -Show control through breathing, articulation and dynamic. Learning how to play the Ukulele- RW
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Improvise and compose music for a range of purposes using the interrelated dimensions of music
-Use a range of dynamics, timbre and pitch in composition. -Create rhythmic patterns with an awareness of timbre and duration. -Use emphasis and accent to create effects. -Use change in pitch to express ideas. Learning how to play the Ukulele- RW |
Listen with attention to detail and recall sounds with increasing aural memory
-Describe what they hear using a wider range of musical vocabulary. -Appreciate harmonies, drones and ostinato. -Explore the way in which sounds are combined towards certain effects. -Understand the relationship between lyrics and melody.
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Use and understand staff and other musical notations.
-Use own signs and symbols to record composition. -Follow instructions from symbols when singing or playing. -Know and use simple standard notation of pitch and beat. -Understand the concept of bass and treble clef.
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Appreciate and understand a wide range of high quality live and recorded music, drawn from different traditions and great composers and musicians-Understand the cultural and social meaning of lyrics.
-Recognize how musical elements are used by composers to create different moods and effects. -Understand culture in composition.
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Develop an understanding of the history of music
-Recognise differences in music naming a least one famous composer. |
| Computing
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Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Digital Literacy – Understand how to keep themselves safe online when gaming and how to report concerns Cyber bullying Digital Citizens Plagiarism Google Interland – Share with Care/ How we know what we think we know (SHARP & ALERT) Investigate perspective online & fake news Understand fraud and what to do Explore password phishing Explore harvesting & farming online- links to personal data and how to keep it safe
Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Information Technology – plan, design and create a multimedia presentation
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Computer Science Theory – Describe the use of technology and its impact
Understand how simulations and robots are used History of computing
Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Information Technology – plan, design and create a multimedia presentation AR Makr- create a scene using Keynote app |
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output Computer Science Programming – Write instructions for a sprite to follow in scratch Use conditional statements (if . . . . then) within an animation Use repeat events in programs Make improvements to make animations more exciting
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Information Technology – Spread sheets
Virgin Money project
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| P.E.
Ongoing Modify and refine skills and techniques to improve any performance. -Show a willingness to practice to develop and improve. -Conserve energy over longer distances. -Independently prepare for exercise and use cooling down techniques. |
.Perform dances using a range of movement patterns
Show control, coordination in travel and balance. -Perform a range of jumps showing control. -Show increasing clarity and fluency in movement. -Make good use of creativity and imagination when creating sequences in dance or gymnastics. -Use movement expressively to convey an idea, mood or feeling. -Combine changes of shape, speed and level in sequence. – Apply skills actions and ideas with increasing coordination and control.
Dance with Josh- Dance festival |
Perform dances using a range of movement patterns
Show control, coordination in travel and balance. -Perform a range of jumps showing control. -Show increasing clarity and fluency in movement. -Make good use of creativity and imagination when creating sequences in dance or gymnastics. -Use movement expressively to convey an idea, mood or feeling. -Combine changes of shape, speed and level in sequence. – Apply skills actions and ideas with increasing coordination and control.
Dance with Josh- Dance festival
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Play competitive games, modified where appropriate –Badminton
-Apply a broad range of skills to different situations -Show growing awareness of space in team games.
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Develop flexibility, strength, technique, control and balance – Indoor Athletics
Use running, jumping, throwing and catching in isolation Compare their performances with previous ones and demonstrate improvement to achieve their personal best. -Show control, coordination in travel and balance. -Perform a range of jumps showing control. -Show increasing clarity and fluency in movement. -Make good use of creativity and imagination when creating sequences in dance or gymnastics. -Use movement expressively to convey an idea, mood or feeling. -Combine changes of shape, speed and level in sequence. – Apply skills actions and ideas with increasing coordination and control. |
Develop flexibility, strength, technique, control and balance – Indoor Athletics
Use running, jumping, throwing and catching in isolation Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Show control, coordination in travel and balance. -Perform a range of jumps showing control. -Show increasing clarity and fluency in movement. -Make good use of creativity and imagination when creating sequences in dance or gymnastics. -Use movement expressively to convey an idea, mood or feeling. -Combine changes of shape, speed and level in sequence. – Apply skills actions and ideas with increasing coordination and control. |
Develop flexibility, strength, technique, control and balance – Gymnastics
Show control, coordination in travel and balance. -Perform a range of jumps showing control. -Show increasing clarity and fluency in movement. -Make good use of creativity and imagination when creating sequences in dance or gymnastics. -Use movement expressively to convey an idea, mood or feeling. -Combine changes of shape, speed and level in sequence. – Apply skills actions and ideas with increasing coordination and control |
| Play competitive games, modified where appropriate – Football
and apply basic principles suitable for attacking and defending -Use a range of throwing techniques with increasing power and accuracy. -Apply a broad range of skills to different situations -Use a range of fielding skills and throw with accuracy to hit a target. -Plan different approaches to attacking and defending -Choose the best pace to use in athletics or games. -Show growing awareness of space in team games. -Work to keep or gain possession.
Football |
Take part in outdoor and adventurous activity challenges both individually and within a team
-Read a variety of maps and plans accurately, recognising symbols and features -Use physical and teamwork skills well in a variety of different challenges -Successfully apply their skills and understanding to new challenges and environments.
Play competitive games, modified where appropriate – Tag Rugby and apply basic principles suitable for attacking and defending Use running, jumping, throwing and catching in isolation and in combination -Use a range of throwing techniques with increasing power and accuracy. -Apply a broad range of skills to different situations -Use a range of fielding skills and throw with accuracy to hit a target. -Plan different approaches to attacking and defending -Choose the best pace to use in athletics or games. -Show growing awareness of space in team games. -Work to keep or gain possession. |
Play competitive games, modified where appropriate – basketball, and apply basic principles suitable for attacking and defending
-Use a range of throwing techniques with increasing power and accuracy. -Apply a broad range of skills to different situations -Use a range of fielding skills and throw with accuracy to hit a target. -Plan different approaches to attacking and defending -Choose the best pace to use in athletics or games. -Show growing awareness of space in team games. -Work to keep or gain possession. |
Play competitive games, modified where appropriate – Cricket
and apply basic principles suitable for attacking and defending Use running, jumping, throwing and catching in isolation and in combination -Use a range of throwing techniques with increasing power and accuracy. -Apply a broad range of skills to different situations -Use a range of fielding skills and throw with accuracy to hit a target. -Plan different approaches to attacking and defending -Choose the best pace to use in athletics or games. -Show growing awareness of space in team games. -Work to keep or gain possession. |
Swimming and water safety (x11 sessions)
Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke. -To swim at least 25m Swim on their front and back using arm and leg actions with smooth coordination. -Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke. Use personal surviving techniques including floating, sculling and surface diving.
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Swimming and water safety (x11 sessions)
Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke. -To swim at least 25m Swim on their front and back using arm and leg actions with smooth coordination. -Control, their breathing and are comfortable on the surface and under water swimming fluently and with control when using back crawl, front crawl and breast stroke. Use personal surviving techniques including floating, sculling and surface diving.
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| Project Afternoon | Devise 3 questions about Ancient Egypt that are of direct interest and research the answers.
Explore Egyptian artwork and devise questions.
Map of The River Nile
Design hieroglyphic bookmark
Build a pyramid using construction |
Use the British Museum virtual tour and the children navigate themselves around the Egyptian collection choosing their favourite artefacts. Using Notes to copy and paste the image and also annotate the artefacts.
Create an i-movie about Ancient Egypt.
Create an Egyptian spell to accompany their shabti claywork.
Collage of Egyptian Gods
Investigate Egyptian food and diet in tasting session and create an Egyptian menu for a banquet.
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Plasticine teeth | Fact file
Animated maps Rangoli Patterns
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