IN THIS SECTION
| Imaginative Learning Project (ILP) | Tribal Tales | Mighty Metals (Science) | Gods & Mortals (History) | Tremors | Urban Pioneers | Predator |
| English | Information books; imaginative narratives; fact files; letters; poetry using similes & metaphors | Non-chronological reports; explanations; instructions; list poetry; recounts | Character profiles; diary writing; instructions & commands; myths & legends; character descriptions | Recounts; historical narratives; narrative using personification; newspaper reports; poetry | Leaflets; free verse poetry; autobiography; email; signs & slogans | Recounts; leaflets; poetry; dilemma stories; speeches |
Maths
Maths – Wider Curriculum Links | Number: Place Value | Number: Addition & Subtraction Number: Multiplication & Division
Measuring length
| Number: Multiplication & Division Measurement: Money Statistics Positional & directional language | Measurement: Length & Perimeter Number: Fractions | Numbers: Fractions Measurement: Time
Data handling | Geometry: Property of shapes Measurement: Mass & Capacity Data handling
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Science (all include working scientifically) | Plants; Light; | Forces & magnets; | Rocks | Light & dark; sources & reflectors; shadows; sun safety; | Food chains; fossils; plant parts & functions; water transportations in plants; skeletal systems | |
| History | Prehistoric Britain from the Stone Age to the Iron Age | Ancient Greece | Ancient Rome – Pompeii | A local history study | ||
| Geography | Fieldwork; human & physical geography; using maps & aerial images | Ancient & modern day Greece; geographical features; using maps | Volcanoes & earthquakes | Geographical skills & fieldwork | Fieldwork; using maps to locate countries & continents | |
| Art & Design | Neolithic art; clay beakers; Iron Age jewellery | Embossed patterns & pictures; making jewellery | 3-D sculpture; Greek art & design | Sculpture; photography | Photography; graffiti art; observational drawing | 3-D scale models |
| Design & Technology | Tool design & making; building structures | Product evaluation; using research to inform design; selecting materials; making vehicles; building an iron man; using electrical circuits | Moving parts; model making | Structures | Selecting & using materials (collage & textiles) | |
| Computing | Creating spreadsheets; using presentation software | Using presentation software | Presenting information | Digital maps; programming; audio recording; using search engines effectively | Algorithms; flow diagrams; online research; using logical reasoning; graphics software; digital presentations | |
| Music | Performing using metal objects for instruments | Composition | ||||
PE Discrete Lessons
PE – Wider Curriculum links
| Games Unit 1 Ball skills (Invasion focus) Dance Unit 1 1) Who Am I? 2) The language of Dance. | Games Unit 2 Creative Games making Dance Unit 2 1)The Explorers 2) The Hornpipe Using PE equipment to explore forces
| Games Unit 3 Net/court and wall games Gym Unit L Stretching, Curling and Arching Athletics; battle formation; dance
| Games Unit 4 Striking and Fielding Gym Unit M Symmetry and Asymmetry Outdoor & adventure challenges | Athletics Throwing and Jumping Dance Unit 3 The Eagle and the Fish | Athletics Sprinting and Running Dance Unit 4 5) Mechanical Progress 6) The Human Engine Comparing performances; competitive games (attack & defence tactics) |
PSHE Discrete Lessons
PSHE – Wider Curriculum links | Being Me in My World I recognise my worth and can identify positive things about myself and my achievements. I can set personal goals
| Celebrating Difference I can tell you about a time when my words affected someone’s feelings and what the consequences were. I can give and receive compliments and know how this feels | Dreams & Goals I can evaluate my own learning process and identify how it can be better next time. I am confident in sharing my success with others and know how to store my feelings of success in my internal treasure chest
| Healthy Me I can identify things, people and places that I need to keep safe from, and can tell you some strategies for keeping myself safe including who to go to for help. I can express how being anxious or scared feels
Topical issues | Relationships I can explain how some of the actions and work of people around the world help and influence my life and can show an awareness of how this could affect my choices.
Being safe; presenting own opinions | Changing Me I can identify how boys’ and girls’ bodies change on the inside during the growing up process and can tell you why these changes are necessary so that their bodies can make babies when they grow up. I recognise how I feel about these changes happening to me and know how to cope with these feelings. |
RE Discrete lessons | Does joining the Khalsa make a person a better Sikh? Do religious people lead better lives? Is religion the most important influence and inspiration in people’s life? Do all religions beliefs influence people to behave well towards others? | Has Christmas lost its true meaning? Do sacred texts have to be ‘true’ to help people understand their religion? Is religion the most important influence and inspiration in everyone’s life? | Could Jesus really heal people? Were these miracles or is there some other explanation? Do sacred texts have to be ‘true’ to help people understand their religion? Is religion the most important influence and inspiration in everyone’s life? | What is ‘good’ about Good Friday? Should religious people be sad when someone dies? Do sacred texts have to be ‘true’ to help people understand their religion? Can the arts help communicate religious beliefs? | Do Sikhs think it is important to share? Do religious people lead better lives? Is religion the most important influence and inspiration in people’s life? Do all religious beliefs influence people to behave well towards others? | What is the best way for a Sikh to show commitment to God? Do religious people lead better lives? Does participating in worship help people to feel closer to God or their faith community? |
| British Value | Rule of Law Individual Liberty | Democracy Individual Liberty | Democracy Rule of Law Individual Liberty Tolerance & respect | Democracy Rule of Law Individual Liberty | Democracy Rule of Law Individual Liberty Tolerance & respect | Rule of Law Individual Liberty |
| SMSC | Spirituality Moral Social Cultural Self-Awareness Social Skills Motivation Managing Feelings | Spirituality Moral Social Cultural Self-Awareness Social Skills Empathy Managing Feelings | Spirituality Moral Social Cultural Self-Awareness Social Skills Motivation Empathy Managing Feelings | Spirituality Moral Social Cultural Self-Awareness Motivation Managing Feelings | Spirituality Moral Social Cultural Self-Awareness Social Skills Motivation Empathy Managing Feelings | Spirituality Moral Social Cultural Self-Awareness Motivation Empathy Managing Feelings |