Half Term Curriculum Overview
English | Computing | RE |
Information Text/Wishing Tale Using generalisers and connectives Using provisional statements - usually, seem to be, tend to be Include technical vocabulary to increase specificity Make references to sources of evidence - Most people know that, some people believe… Use a range of sentence length, structure and type Write for different purposes and audiences Planning and drafting writing Summarising longer passages Prepare and present information orally Participate in discussions by listening to others and building on from what has been said | Online Safety Use technology safely, respectfully and responsibly; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concern about content and contact. | Creation & Science: Conflicting or complementary? Outline the importance of Creation on the timeline of the ‘big story’ of the Bible. Identify what type of text some Christians say Genesis 1 is, and its purpose. Weigh up how far the Genesis 1 creation narrative is in conflict, or is complementary, |
Maths | History/Geography | Music |
Place Value within 100,000 Place Value 1,000,000 Addition and Subtraction Graphs and Tables/Multiplication and Division
| Ancient Rome Locate Rome on a world map Locate and name counties and cities of the UK Understand the significance of roads and rivers for trade Develop increasingly secure chronological knowledge and understanding of history, local, British and world Put events, people, places and artefacts on a time- line Use correct terminology to describe events in The Roman Empire Understand why The Romans are significant in British History | Composition Notation (Ancient Egypt) Identifying how the key features of music are written down, by following a score whilst listening Creating a sound story using voices and instruments, and notating it using hieroglyphs. Performing accurately from graphic notation using voices and instruments
|
Science | Art | PE |
Earth and Space Describe movement of Earth and planets relative to the Sun Movement of moon relative to Earth Describe Sun, Earth and Moon Explain day and night Use scientific language Make predictions | Introduction to Sketch Books Further develop drawing from observation. Draw using perspective, mathematical processes, design, detail and line. Control brush strokes and apply tints and shades when painting. Paint with greater skill and expression. Develop ideas through sketches, enhance knowledge, skill and technique using experimental media in sketchbooks. Express thoughts and feelings about familiar products. Design new architectural forms, design and invent new products, link artwork to literary sources. Create and invent for purposes. Regularly analysing and reflecting on their intentions and choices. | Dance |
PSHE | DT | MFL |
Drug Education Knowing how to make informed choices. Identifying a range of drugs/substances and assessing some of the risks/effects. Identifying influences and when an influence becomes a pressure. Developing skills of how to ask for help. Identify basic emergency procedures. Understanding the term 'habit' and why habits can be hard to change. | Bridges Exploring how to create a strong beam • Identifying arch and beam bridges and understanding the terms:compression and tension • Identifying stronger and weaker structures • Finding different ways to reinforce structures • Understanding how triangles can be used to reinforce bridges • Articulating the difference between beam, arch, truss and suspension bridges | Space Exploration in French Completing a gapped text with key words/ phrases, e.g. planets Writing explanations Gisting information from an extended text e.g. solar system Reading carefully and showing understanding of simple writing Describing things in writing Exploring patterns and sounds of language |
Things to look for and do at home | Other Information | |
Make a mosaic using card, paper or smashed ceramics (with permission and help!) Make a model of the solar system (if it had a moving element that would be really cool!) Practise spelling and times tables every week Read at least 3 times a week | ||