Sparkling Start: / Performance of Shakespeare script / Mastery
Enrichment
Questions: / What makes an excellent short story? How do you draw the reader in? Which author is famous for writing short stories? Can you write a book review for one of his books? What was good about the book? Would you change anything? If you were to write a letter to the author what would you say to him/her? / Fabulous Finish: / Leavers Performance
Genres / Fiction:
To write a story- myths and legends/Scary stories
(Apollo 13/Alt. Fairy Tales / Non-Fiction:
To write a discussion
To write a report- the pyramid’s/ mummification / Book Art: / Yes / No / Learning Journey / Yes / No
English (Inc SPAG) / Maths / Science
SPAG:
Understand and use fronted adverbials
Understand and use apostrophes to mark possession and omission (immediate engagement)
Understand and use determiners
To know the difference between pronouns and possessive pronouns.
To confidently use and pick out prefixes and suffixes
Understand and use brackets, dashes, commas to indicate parenthesis
Understand relative clauses (who, which, where, when, whose, that)
To understand and pick out modal verbs
To understand the difference between active and passive
To understand and use the subjunctive form
To understand how to use semi-colons, colon.
To understand why dashes are uses (split up clauses)
To define and use the antonyms.
National Curriculum Objectives/Expectations:
Key skills
Speaking
use a range of oral techniques to present persuasive arguments and engaging narratives
use the techniques of dialogic talk to explore ideas, topics or issues
Listening and Responding
analyse and evaluate how speakers present points effectively through use of language and gesture
Drama
improvise using a range of drama strategies and conventions to explore themes such as hopes, fears, desires
consider the overall impact of a live or recorded performance, identifying dramatic ways of conveying characters’ ideas and building tension [creative entitlement
devise a performance considering how to adapt the performance for a specific audience
To use expression whilst practising
Understanding and interpreting texts
understand underlying themes, causes and points of view
understand how writers use different structures to create coherence and impact
recognise rhetorical devices used to argue, persuade, mislead and sway the reader
Engaging with and responding to texts
sustain engagement with longer texts, using different techniques to make the text come alive
compare how writers from different times and places present experiences and use language
Creating and shaping texts
use different narrative techniques to engage and entertain the reader
in non-narrative, establish, balance and maintain viewpoints
select words and language drawing on their knowledge of literary features and formal and informal writing
Text structure and organisation
use paragraphs to achieve pace and emphasis
Sentence structure and punctuation
use punctuation to clarify meaning in complex sentences
Presentation
select from a variety of ICT programmes to present text effectively and communicate information and ideas
Learning Journey:
Research myths and legends – good and bad traits
To understand why people were mummified (5w’s) / IE
Read write and order 10,000,000
Use negative numbers in context and calculate intervals across zero
Multiplying decimals with normal numbers
Multiplying fractions
Adding fractions (different denominators)
Subtracting fractions (different denominators)
Dividing using the chunking method
Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.
Objective:
Interpret pie charts and line graphs and use these to solve problems.
Calculate and interpret the mean as an average.
Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius
Learning Journey:
Children to be able to work out the circumference, diameter and ratio by using the correct formulae
Children to work through different word problems in different contexts like ratio, fraction, proportion and the four operations
Key skills
Knowledge, skills and understandingRevision units:
To interpret and answer word problem
To interpret and use timetables
To be able to use probability
To explore explanation activities
To develop strategies for problem solving
To explore and use measurement and shape
To use a systematic approach to problem solving / Objectives:
Key skills - Investigative Skills
- ask questions that can be investigated scientifically and decide how to find answers
- think about what might happen or try things out when deciding what to do, what kind of evidence to collect, and what equipment and materials to use.
- make systematic observations and measurements, including the use of ICT for data-logging.
- use a wide range of methods, including diagrams, drawings, tables, bar charts, line graphs and ICT, to communicate data in an appropriate and systematic manner.
- make comparisons and identify simple patterns or associations in their own observations and measurements or other data.
- decide whether these conclusions agree with any prediction made and/or whether they enable further predictions to be made
- use their scientific knowledge and understanding to explain observations, measurements or other data or conclusions
- That the life processes common to humans and other animals include nutrition, movement, growth and reproduction
- To make links between life processes in familiar animals and plants and the environments in which they are found.
- About the need for food for activity and growth, and about the importance of an adequate and varied diet for health
- That the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs
- About the effect of exercise and rest on pulse rate
- That humans and some other animals have skeletons and muscles to support and protect their bodies and to help them to move
- About the main stages of the human life cycle
- About the effects on the human body of tobacco, alcohol and other drugs, and how these relate to their personal health
Activities:
Explanations for how different body systems work.
Research and produce information leaflets –
Different food groups, body organs
Making model lungs, digestive system
Grossology - blisters, snot – how are these formed? Why are they important?
Locate inner and out body parts
Food investigations
Health and Fitness
Human life cycle – explanation
Assessment:
Weekly:writing x3
Quiz: RSW
Termly: SAts / Review:
Teaching assistants to help with interventions.
The teacher pulling children for group study.
Specific homework. / Follow-up Assessment:
Next steps from focus marking and similar questions in a different concept / Assessment:
Weekly Quiz:Baseline
Termly:
Practice SATS / Review:
Teaching assistants to help with interventions.
The teacher pulling children for group study.
Specific homework / Follow-up Assessment:
Baseline with test B paper / Assessment:
Weekly assertive mentoring
Quiz:Termly:
SAts / Review:
Teaching assistants to help with interventions.
The teacher pulling children for group study.
Specific homework. / Follow-up Assessment:
Assertive mentoring, however this will be a parallel test.
Guided Reading Focus / Computing: / P.E:
All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. Reading books that are structured in different ways and reading for a range of purposes. Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
Fiction:
Recipe for disaster
Horror at fang rock. / Objectives:
Key skills
• Make outputs react to conditions met by inputs e.g. if it gets dark, turn lights on
• Create a game with multiple characters with different functions including selection, repetition and variables
• To refine their program based on end user feedback
• To explain their decision making choices with regard to their program
• To talk about how changes to code will affect the game
• To explain a procedure and its purpose that has been added to a game to a peer or adult
• To transfer a procedure learnt in one game to another e.g. crashing in a driving game to colliding with numbers that are not multiples of 6
• To explain the different services available through the internet e.g. world wide web, e-mail.
Activities:
Control a car park barrier to lift or fall in response to push
switches or light sensors
Control a lighthouse to operate a sequence of sounds and lights only at night
Control a car/burglar alarm to operate a sequence of sounds and lights if the door has been opened, and to stop if the key is used
Create an interactive Maths/Literacy/Science/SPAG and
foundation subjects game in Scratch e.g. Maths Function
Machine, prefix/suffix match, interactive map. / Objectives:
Key skills
Knowledge, skills and understanding
- consolidate their existing skills and gain new ones
- Perform actions and skills with more consistent control and quality.
- identify what makes a performance effective
- Suggest improvements based on this information.
- how exercise affects the body in the short term
- to warm up and prepare appropriately for different activities
- why physical activity is good for their health and well-being
- why wearing appropriate clothing and being hygienic is good for their health and safety.
Play diamond cricket
Practise catching and throwing confidently
Play rounders
Teacher v kids rounders competition
Non-Fiction
Who built the pyramids
Avoid being on Apollo 13
Geography/History: / French: / RE:
Objectives:
Ask geographical questions [for example, 'What is this landscape like?', 'What do I think about it?']
Communicate in ways appropriate to the task and audience [for example, by writing to a newspaper about a local issue,)
Analyse evidence and draw conclusions
To use appropriate geographical vocabulary
To use atlases and globes, and maps and plans at a range of scales
To use secondary sources of information, including aerial photographs [for example, stories, information texts, the internet, satellite images, photographs, videos]
decision-making skills [for example, deciding what measures are needed to improve safety in a local street].
Knowledge and understanding
To identify and describe what places are like (in terms of weather)
The location of places and environments they study and other significant places and environments
To explain why places are like they are (in terms of weather)
To identify how and why places change [for example, through the closure of shops or building of new houses, through conservation projects] and how they may change in the future [for example, through an increase in traffic or an influx of tourists]
To identify and describe what places are like [for example, in terms of weather, jobs]
To describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world.
History
Knowledge, skills and understanding
Place events, people and changes into correct periods of time
Use dates and vocabulary relating to the passing of time,
About characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past
About the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world
How to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources.
Activities:
To link in with Euro 2016 – children to locate countries from the tournament.
Children to name the capital cities of countries that are attending the Euros.
Children to match flags with countries.to consolidate understanding. / Objective:
To learn French vocabulary relating to weather, seasons, countries, transport and common holiday phrases.
To have conversations in French concerning the weather and holiday plans using accurate pronunciation.
To understand basic French grammar, including feminine and masculine forms, and how to apply patterns and features of the language to build sentences.
Activities:
Role-play conversations.
Interpretation activities – from English to French and French to English.
Collage making. / Objectives:
Why are certain people, places and times sacred?
Learning Journey:
What does sacred mean? What is sacred to you and why? Why might something be sacred to someone? Is it always the same for everybody?
KWL grid for Islam and Buddhism – what places, people and times are sacred in both faith?
Islam
Research special people in Islam. Why are they special? Create a time line of the Prophet Muhammed’s (PBUH) life. In-depth study (fact file) around a special person in Islam e.g Prophet Muhammed (PBUH) and Caliphs (more modern figures). Develop into a non-chronological report about the person.
Buddhism
Research special people in Buddhism. Why are they special? In-depth study (fact file) around a special person in Islam e.g Buddha – life of Buddha, enlightenment and life cycles linked to reincarnation.
Explore the concept of a pilgrimage. Why might people go? Do you know of any pilgrimages and to which faith they belong? Islamic pilgrimage of Hajj – read the story of Ismail and why Muslims celebrate Hajj. Create a brochure about what takes place there and link to Eid ul Adha (possibility of role play)
Look at pictures of the Buddhist temple (or visit) explore 5W’s. Find out the significance of special objects/items in a temple – share items with the children and discuss what each item is – Look at examples of shrines in Thailand etc.
What is a festival? Why might people of faith celebrate? Explore the festival of Eid-ul-Fitr – read the story behind the festival. Interview pupils around their experiences of Ramadan, determine why Muslims celebrate this festival?
What is Wesak? Who might celebrate it? Use picture clues to help children identify which faith this celebration is related to. Research using Jigsaw technique, pupils feedback to their home groups and create a power point presentation to feedback their findings to the class.
Complete KWL grid to show what has been learnt. Show similarities and differences between the two faiths explored.
Art/DT: / Music: / PSHCE:
Objective:
Objective:
Key skills
Develop ideas and explain them clearly, putting together a list of what they want their design to achieve
elect appropriate tools and techniques for making their product
Suggest alternative ways of making their product, if first attempts fail
Explore the sensory qualities of materials and how to use materials and processes
Measure, mark out, cut and shape a range of materials, and assemble, join and combine components and materials accurately
Use finishing techniques to strengthen and improve the appearance of their product, using a range of equipment including ICT
How the working characteristics of materials affect the ways they are used
How materials can be combined and mixed to create more useful properties [for example, using cardboard triangles on the corners of a wooden framework to strengthen it]
Activities:
Creating props for the leavers assembly. / Objective:
To learn about the history of western popular music and have the opportunity to listen to a variety of influential pop musicians.
To analyse the structure, instrumentation and harmony of pop songs.
To compose lyrics in the style of a pop song.
Activities:
- Book Art.
- Group composition and performance.
- Independent research on iPads/laptops.
Key skills
KEY SKILLS (taken from NC)
To reflect on the impact one has made
To recognise how our actions affect those around us.
To discuss impact of change
To develop skills to support with transition to secondary school
Activities:
Reflective journal about time at primary school
Transition activities – Forest schools