Investigations ROCKS AND FOSSILISATION I can compare and group together different kinds of rocks on the basis of their appearance and simple physical properties I can describe in simple terms how fossils are formed when things that have lived are trapped within rock I can recognise that soils are made from rocks and organic matter Investigation – How do we separate rocks from soils? (trip to Maccesfield forest) LIGHT, SHADOWS AND REFLECTION •I can recognise that we they need light in order to see things and that dark is the absence of light •I notice that light is reflected from surfaces •I can recognise that light from the sun can be dangerous and that there are ways to protect my eyes •I can recognise that shadows are formed when the light from a light source is blocked by a solid object •I can find patterns in the way that the size of shadows change Investigation – Spellbound The Prisoner Princess. Measure angles, length Converting cm-m-km Time – measuring and comparing. Statistics Skeleton) ANIMALS INCLUDING HUMANS I can identify that animals including humans need the right amount and types of nutrients and that they cannot make their own food; they get nutrition from what they eat I can identify that humans and some other animals have skeletons and muscles for support, protection and movement. Investigation – Spellbound A Bony Problem – Does a rib cage protect your muscles? MAGNETS AND FORCES I can compare how things move on different surfaces I can notice that some forces need contact between two objects, but magnetic forces can act at a distance I can observe how magnets attract or repel each other and attract some materials and not others describe magnets as having two poles I can predict whether two magnets will attract or repel each other, depending on which poles are facing. I can compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials Investigation Magneti spellbound -Statistics and PLANTS I can identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers I can 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 I can investigate the way in which water is transported within plants I can explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. Investigation- Do plants need leaves to grow? Do plants need water to grow? -Statistics and measurement.
settlements. Children to explain their views about Stonehenge settlements. To record human and physical features of Stonehenge settlements using a range of methods including sketch maps, plans and digital technologies. -Coordinates. Explain own views about locations of a circus giving reasons. Use a range of resources to identify the key physical and human features of a circus. their opinions. Name and locate the countries of Europe and identify their main physical and human characteristics. Children to look at where France is in Europe and where it is in comparison to England and to look at other countries in Europe. Describe geographical similarities and differences between countries. Children to look at the similarities and differences between England and France. areas. Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies. Children to look at places in The Potteries; where pottery was made using a range of maps and plans. History The Croods The Stone Age Use evidence to ask questions and find answers to questions about the past. Understand the concept of change over time, representing this, along with evidence, on a time line. Use appropriate historical vocabulary to communicate, including: dates, time period. Give a broad overview of life in Britain from ancient until medieval times. The Potteries Understand the concept of change over time, representing this, along with evidence, on a time line. Describe changes that have happened in the locality of the school throughout history. Place events, artefacts and historical figures on a time line using dates. The Wild, Wild West Compare some of the times studied with those of other areas of interest around the world. Use appropriate historical vocabulary to communicate, including: dates, time period, era, change, chronology. Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past
spoken-children will look at which countries speak French and will learn a little more about them. They will think about similarities and differences between other countries and their own. the language is spoken. Children will identify the countries and communities where the language is spoken and then children to research more about different countries that speak French. Can they find 5 facts about that certain country etc? Children to complete a similarities and differences column between two places that speak French. To take part in discussions and tasks. Children will learn new phrases related to birthdays and food. They will discuss which foods they do like and which food they do not like. Children will discuss in partners and in groups. To write short phrases used in everyday conversations correctly- children will learn months of the year and will learn how to write their birthday in French. of just their own names. Music The Croods Stone percussion Singing – preparation for the Harvest celebration. To perform The Magical Circus Singing – Christmas performance. To perform Ratatouille Recorders Singing topical songs. (French) To perform The Potteries Recorders to play a simple sequence. To evaluate music expressing opinions (likes and dislikes) using musical vocabulary. Chose, order, combine and control sounds to create a piece of music with effect. To perform To describe music To compose The Wild West To recognise; the notes FACE and EGBDF on a musical stave, the length of and symbols for crotchet, minim and semibreve. To understand the effect tempo and timbre have on a piece of music and how this contributes to feelings and mood. To perform To compose To describe music To transcribe Physical Education The Croods GYMNASTICS:. Children to use a greater number of their own ideas for The Magical Circus DANCE: Children to improvise freely, translating ideas from a stimulus into movement. Create dance phrases that communicate ideas and The Potteries Striking and fielding cricket To use a range of skills, e.g. throwing, striking, The Wild, Wild West Athletics: Children to run at fast, medium and slow The Wild, Wild West Invasion Games – Bucket ball Children to throw
movements in response to a task. Choose and plan sequences of contrasting actions. Adapt sequences to suit different types of apparatus and their partner’s ability. Explain how strength and suppleness affect performance. Identify some muscle groups used in gymnastic activities. Suggest warm-up activities. Compare and contrast gymnastic sequences, commenting on similarities and differences. With help, recognise how performances could be improved. share and create dance phrases with a partner and in a small group. Repeat, remember and perform these phrases in a dance. Use dynamic, rhythmic and expressive qualities clearly and with control. Understand the importance of warming up and cooling down. Recognise and talk about the movements used and the expressive qualities of dance and suggest improvements to their own and other people’s dances . intercepting and stopping a ball, with some control and accuracy Choose and vary skills and tactics to suit the situation in a game. Carry out tactics successfully; set up small games. Know rules and use them fairly to keep games going and explain what they need to do to get ready to play games. Carry out warm ups with care and an awareness of what is happening to their bodies. Describe what they and others do that is successful and suggest what needs practising. speeds, changing speed and direction. Link running and jumping activities with some fluency, control and consistency. Make up and repeat a short sequence of linked jumps; take part in a relay activity, remembering when to run and what to do. Throw a variety of objects, changing their action for accuracy and distance and recognise when their heart rate, temperature and breathing rate have changed. and catch with control to keep possession and score ‘goals’. Be aware of space and use it to support and cause problems for the opposition. Know and use rules fairly to keep games going and keep possession with some success when using equipment that is not used for throwing and catching skills. Explain why it is important to warm up and cool down. Say when a player has moved to help others and apply this knowledge to their own play. SWIMMING – termly Swim between 25 and 50 metres unaided,
coordinate leg and arm movements and swim at the surface and below the water. Outdoor and adventurous activities: FOREST SCHOOL Teamwork, using initiative and aware of weather changes and conditions. RE Explore rules for living found in sacred writings and teachings. Discuss the importance of rules and why/how these are generated. Create a set of rules for the class. Look at the Ten Commandments, are they easy to follow, will following them make a difference? Choose one rules, design a poster to illustrate how this could be put into practice. Why is God mentioned in the rules we have looked at? If God was to change these rules today, Compare and contrast the practice of religion in the home in different religious communities. Discuss customs and practices which occur in households. Identify customs that happen on a weekly basis. What makes your home special to you? What makes your house a home? Research The Sabbath. Create a story board or power point to show findings. Discuss Christian traditions in the home. Through the Keyhole activity – Who lives in a house like this? Compare and contrast Christian and Jewish traditions at home. Symbols of Worship Compare and contrast the symbols, actions and gestures used in worship by different communities. Investigate Christian symbols and artefacts related to worship. Investigate Jewish symbols and artefacts related to worship. Compare and contrast Christian/ Jewish symbols and artefacts. Love, peace and justice. What do these words mean? What does Christianity teach us about these words? Design a stain glass window which symbolise love, peace and justice. Christian weddings. Explore vows and symbolism. Write a love is poem. Sharing food and Religious festivals. Investigate some features of key religious festivals and celebrations and identify similarities and differences. Introduce special occasions when foods are eaten. Investigate the festival of Passover. Explore the Sedar plates and the meaning behind the special foods. Explore the story of Easter and the symbolic foods eaten and shared. Compare and contrast Easter and Passover. Investigate Ramadan and contrast with Passover and Easter. Explore and reflect on the stories of creation in Judaism and Discuss what creation is. Look at creation stories in both religions. What are their beliefs? Compare creation stories how are they Write a creation story. Judaism and Christianity religious leaders. Talk about famous people and create a poster. Talk about the baptism of Jesus. Look at the story of temptation. Role play temptations in real life. What made Jesus a good leader? Look at leaders in the Jewish faith.
Living in the Wider World Economic wellbeing and being a responsible citizen *to think about the lives of people living in other places, and people with different values and customs. Debate – Is it right that women didn’t hunt? Activities / Resources Stone Age toilets – where do you think they went? What was wrong with it? duties at home, school and in the community. Debate – should animals be part of a circus act? Activities / Resources Pictures of different circle people – order according to how they would listen to and why. appreciate the range of national, regional, religious and ethnic identities in the UK. Debate – Should children be banned from eating chocolate? Activities / Resources Key questions – Do some people from France live in the UK? Discuss other groups who live in the UK. nationally. Debate – Should children have worked in factories? Activities / Resources * to recognise what constitutes a positive, healthy relationship and develop the skills to form positive and healthy relationship. *to recognise ways in which a relationship can be unhealthy and who to talk to if they need support. Anti-bullying strategies. What is bullying and how to overcome it? Living in the Wider World Economic wellbeing and being a responsible citizen *to being to understand why and how rules and laws protect themselves and others are made and enforced. Wider World Economic wellbeing and being a responsible citizen *to recognise the consequences of behaviour i.e. bullying. Activities / Resources Seal – bullying