oSpring 1Topic focus geography - Should we go on holiday to France?

Science - How does light benefit us?

Spring 2Topic focus geography - Where in the world are we?

Science - How does your Garden grow?

Sprin

g

7/1 14/1 21/1 28/1 4/2 11/2 25/2 4/3 11/3 18/3 25/3 1 /4 8/4Children’s Health and

Wellbeing

5/2 Global Internet Safety Day

(Link together)PSHEE obj ??

RE Week 7/3 World Book Day

British Science Week

Online Safety

Possible Sport Relief

RE Week Transition Book Week

Qua

lity

text

s

A tale of Two CitiesJack Stelwart

The Footpath Flower / Flower A tale of Two Cities

Top

ic Taught – Biography of a French Artist

Applied – recount for science investigationsTaught – Persuasion poster

Applied – Information text about France

Writi

ng

Biography Diary entry Diary entry Information text on Paris landmarks

Information text on Paris landmarks

Possible Children’s Health and Wellbeing

Week5/2 Global Internet

Safety Day

RE Week Explaining different books

7/3 World Book Day

Write the story Write the story Write the story RE Week Transition book

writing

Spag

AdjectivesPrepositional phrasesSentences

Understanding the purposeUse of conjunctions and the range(when, while, because, before, after)Clauses

PrepositionsAdverbial phrases

Cohesion of sentences

Flow between paragraphs

Poetry – Link to health and wellbeing

RE theme writing

Causal conjunctions World book writing VocabularySentence building

Dialogue Present perfect included

within dialogue.Punctuation of speech

Organisation of paragraphs Adverbials

RE Week Transition book

writing

Read

ing

Prediction Identify what has

happened so far in a story and make predictions about what might happen next explaining your answers

Clarifying Find given words

in a dictionary and identify the different meanings

Select the correct meaning of a word from a dictionary linking to the context

Organisation choice Begin to

understand that narrative books are structured in different ways, for example, quest stories and stories with dilemmas

Language choice Identify key words

and phrases and explain why they have been chosen in both fiction and non fiction

Inference Draw inferences

such as inferring characters' feelings, thoughts

Ask questions to improve understanding of a text

Retrieval Complete

sentences with words from a text

Summarise To be able to read

a short amount of text and be able to say what it was about.

Compare Link

context with own

experiences and

explain

Prediction Identify what has

happened so far in a story and make predictions about what might happen next explaining your answers

Clarifying Find given words in a

dictionary and identify the different meanings

Select the correct meaning of a word from a dictionary linking to the context

Organisation choice Begin to

understand that narrative books are structured in different ways, for example, quest stories and stories with dilemmas

Language choice Identify key

words and phrases and explain why they have been chosen in both fiction and non fiction

Inference Draw

inferences such as inferring characters' feelings, thoughts

Ask questions to improve understanding of a text

Retrieval Complete sentences

with words from a text

Summarise To be able to

read a short amount of text and be able to say what it was about.

Compare Link

context with own experiences and explain

Mat

hs

Addition and subtraction -Add and subtract numbers , up to three digits, using formal written methods of columnar addition and subtraction – Abstract written methods

Multiplication and division -Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, 2x1 digit , using mental and progressing to formal written methods - –Abstract written methods

Fractions -Count up and down in tenths; recognise that tenths arise fromdividing an object into ten equal parts and in dividing numbers or quantities by 10

- Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators

-Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators

Statistics - consolidate Interpret and present data using bar charts, pictograms and tables

Solve one-step and two-step questions (‘How many more?’ ‘How many fewer?’] using info presented in scaled bar charts and pictograms and tables.

Measure – Link to world book week -Measure and compare (m/cm/mm), mass (kg/g),

Measure--Use vocabulary such as o clock, am/pm, morning, afternoon, noon and midnight.

-Know the numbers of seconds in a minute and the number of days in each month, year and leap year.

-Estimate and read time with increasing accuracy to the nearest minute.

- Record and compare time in terms of seconds, minutes, hours.

- Compare durations of events, for example to calculate time taken by particular events or tasks.

Fractions -add and subtract fractions with the same denominator within one whole [for example, five sevenths + one seventh = six sevenths]

- compare and order unit fractions, and fractions with the same denominators

-recognise and show, using diagrams, equivalent fractions with small denominators

-solve problems that involve all of the above

Scie

nce

Light Recognise that they need light in order to see things and that dark is the absence of light

Notice that light is reflected from surfaces Recognise that light from the sun can be dangerous and that there are ways to protect their eyes Recognise that shadows are formed when the light from a light source is blocked by a solid object

Find patterns in the way that the size of shadows change. Investigation - How does the distance from the light source affect the size of the shadow?

Plants Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

Investigate the way in which water is transported within plants Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

Investigation – How does the amount of soil , water , light affect the height , growth of a plant?

Topi

c

How to use an atlas/ index and contents to find certain places

Organisational skills – Link to reading Know that atlases

are structured in different ways and be able to use them effectively

The location of famous landmarks(Big Ben, Eiffel Tower, Sagrada Familia, Leaning Tower of Pisa, Colosseum, Brandenburg Gate)

Skill- Knowledge of place Study

photos/pictures of different parts of Europe and make reasoned judgements about where the pictures are taken

-Match key landmarks to the country and make suggestions as to how landmarks affect a country (tourism, economy)

Human and physical features of a European place + local area(KS1 + rivers, mountains, water cycle, settlements, land use, economic , trade links and natural resources (food, energy, minerals and water

Skill – Knowledge of place Identify similarities and differences between a UK region and Sicily:(compare physical and human features, draw conclusions and pose questions and use prior knowledge of map reading )

Explain why it’s a popular holiday destination

Locate the equator and the tropics – discuss how this effects the climate-

Skill – Human and physical geography Ask, research and explain (Why did people settle where they did? What were settlements like? How did they use land? Has it changed? How did they trade?)

Compare and identify similarities and difference

Skill – knowledge of place Analyse evidence, make comparisons and draw conclusions between locations

Skill -geographical study and fieldwork – Use locational language to describe points on a map the school/local area-Take photos of main features of local area/school and plot them on a map using coordinates/routes-Undertake environmental/ weather survey-Create an aerial plan/map of the school-Record information in different ways

RE Week Name a number of continents / countries in world / Southern /Northern Hemisphere

Skill – Locational knowledge Use maps to locate the equator and the tropics and discuss the relationships between the surrounding countries and climates

Word Book Week Name and locate neighbouring European countries and their capital cities( France – Paris, Spain – Madrid, Germany – Berlin, Italy – Rome,

Greece – Athens, Austria – Vienna, Poland – Warsaw, Belgium – Brussels

Skill – Place knowledge Study maps/map keys to make assumptions about areas in Europe (mountains/urban) Skiill – locational knowledge - Use maps to locate countries of Europe

Use grid references on a map(4 figure and NSEW)

Accurately plot NSEW on a map Recognise the 8 points of the compass (N,NW, W, S, SW, SE, E, NE

Skill – locational knowledge - Use the language of ‘N,S, E,W’ to relate countries to each other

Recognise Ordnance Survey map symbols(river, camp site, visitors centre, railway line, station, place of worship, hospital, hilly/mountainous/urban areas, main roads)

Skills – Locational knowledge - Identify hilliest and flattest areas on a map using symbols (contours)

RE Week Transition

Com

putin

g

Data retrieving and organisation - Edit pictures of Famous French landmarks link to topic

Can they review images on a camera and delete unwanted images?Have they experienced downloading images from a camera into files on the computer?Can they use photo editing software to crop photos and add effects?Can they manipulate sound when using simple recording story boarding?

Online safety - Digital literacyCan you use technology respectfully and responsibly?Can you get help in different way if you are concerned about something?

Being Happy Work with come from outcome of children’s questionnaires to be done in Aut 2

Algorithms and Programs- Create flower patterns using and algorithms program link to science

Can they experiment with variables to control models onscreen (Scratch)?Can they use 90 degree and 45 degree turns onscreen (Scratch)?Can they give an on-screen robot directional instructions?Can they draw a square, rectangle and other regular shapes on screen, using commands?Can you work with various forms of input/ output? (See above objective) Can they write more complex programs?Can you write a programme that accomplishes a specific goal?

Online safety - Digital literacyCan you use technology respectfully and responsibly?Can you get help in different way if you are concerned about something?Being responsible To know the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others.To know and appreciate the benefits of ICT to send messages and to communicate.

Algorithms and ProgramsContinue

Art

Use of IT- Link to Computing Can they use the printed images they take with a digital camera and combine them with other media to produce art work? Can they use IT programs to create a piece of work that includes their own work and that of others (using web)?Can they use the web to research an artists or style of art?

Knowledge- Link to geography – Compare French and British Artist (Van Gogh – L.S Lowry / Banksy Can they compare the work of different artists?Can they explore work from other cultures?Can they explore work from other periods of time ?Are they beginning to understand the viewpoints of others by looking at images of people and understand how they are feeling and what the artist is trying to express in their work?SketchbooksCan they use their sketch books to express feelings about a subject and to describe likes and dislikes?Can they make notes in their sketch books about techniques used by artists?Can they suggest improvements to their work by keeping notes in their sketch books?

DT construction and materials – France landmarks

RE

Christianity - Jesus’ miracles Could Jesus heal people?

Were these miracles or is there some other explanation? Can you retell Bible stories when miracles have happened?

Can you question whether Jesus really did perform miracles?

RE Week Christianity - Easter - Forgiveness / Salvation/Gospel What is ‘good’ about Good Friday?

Can you recall key events in the Easter story and understand why Jesus’ crucifixion symbolises hope for Christians?

RE Week

PSHE

/SM

SC/B

V

Being Happy (Lnks to mental health)Being healthy – Link where possible to science and healthy eating planting vegetables What positively and negatively affects their physical and

emotional health How to make informed choices (including recognising that

choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’

To reflect on and celebrate their achievements, identify their strengths and areas for improvement, set high aspirations and goals

The big debate

Safer internet day Strategies for

keeping safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others

Re Week Being responsible with money - Being a responsible citizen To understand that there are basic human rights shared by all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child That these universal rights are there to protect everyone and have primacy both over national law and family and community practicesThat they have different kinds of responsibilities, right and duties at home, at schoolTo consider the lives of people living in other places, and people with different values and customs That their actions affect themselves and othersAbout the role money plays in their own and others’ lives, including how to manage their money

MFL

Revise Previous topics Food

ColourEaster

NB – use of tenses and subject verb agreement need to be taught explicitly when building sentences for each type of writing.