Curriculum Overview
| Autumn 1 (7 weeks) | Autumn 2 (7.8 weeks) | Spring 1 (5 weeks) | Spring 2 (5.8 weeks) | Summer 1 (6 weeks) | Summer 2 (7.6 weeks) |
English 1 | Entertain: Narrative Contemporary Fiction Visual Literacy Grendel | Entertain: Narrative Historical fiction Stone Age Boy
*Stone Age to Iron Age History focus | Entertain: Narrative Contemporary Fiction
Kate on the Case | Entertain: Narrative Dilemma/Social Issue Visual Literacy The Tin Forest
| Entertain: Narrative Classic Literature Romeo and Juliet (Shakespeare) | Entertain: Narrative Novel Study
Butterfly Lion –Michael Morpurgo
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English 2 | Describe Non-chronological Geographical report Geography link (Volcanoes and Earthquakes) | Entertain: Poetry Jelly Boots, Smelly Boots-Michael Rosen | Describe Journalistic Writing Newspaper
| Persuade Persuasive argument | Entertain: Narrative Novel Study Call me Lion | Socialise Letter writing
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Maths | Number: place value Number: addition and subtraction | Number: addition and subtraction Number: multiplication and division | Number: multiplication and division Measurement: length and perimeter | Number: fractions Measurement: mass and capacity | Number: fractions Measurement: money Measurement: time | Measurement: time Geometry: shape Statistics
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Science | Animals incl Humans (skeleton)
| Rocks | Forces and Magnets | STEM Project | Plants | Light and Shadows |
History |
| How much did Ancient Egypt change over time?
Continuity and change enquiry Evidential thinking enquiry
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| How similar and different were Ancient Sumer, Mesopotamia and the Indus Valley? Similarity and Difference enquiry Evidential Thinking enquiry |
| What did the Greek city states have in common?
(Persia and Greece) Similarity and Difference enquiry |
Geography | Volcanoes and Earthquakes Hemispheres, latitude, longitude, tropics, physical geography |
| Exploring our Local Environment |
| How does food get to our plate? Mapping, Europe, North/South America, environmental regions. Human geography, economics
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Computing | Computing and Networks Connecting computers | Creating Media Stop frame animation
| Programming A Sequencing Sounds
| Data and Information Branching databases | Creating Media Desktop publishing | Programming B Events and actions in programmes |
Design and Technology | Structures Shell Structures
Project: desk tidy | Structures Shell Structures using computer aided design Project: Gift box | Textiles 2D shape to £D product Project: purse | Textiles 2D shape to 3D product Project: pencil case | Food Healthy and varied diet Project: wrap/ pita pocket | Food Healthy and varied diet Project: snack bar |
Music | Writing Music Down How does music bring us closer together? | Learning to play the recorder 1. Developing fluency in reading musical notation. Translating prior knowledge to a second instrument. (Act 1&2) | Compose using your imagination How Does Music Help to Make the World a Better Place? | More Musical Styles How Does Music Help us Get to Know our Community? | Enjoying Improvisation How does Music Make a Difference to us Everyday? | Opening Night How Does Music connect us with Our Planet? |
Art | Drawing Pencils Shading Using story as a starting point Develop part of an image Pattern, line and shape Vincent Van Gogh | Painting Colour tinting Thick pain/short brush Tonking & Sgraffito Vincent Van Gogh Sean Scully | Printmaking Respond to artist’s work Explore arts and crafts movt Observe and sketch Create printing block Create repeating pattern William Morris | Textiles Artist in Residence Bow Arts Trust | Collage Responding to artist’s work Op art Paul Klee Henri Matisse Bridget Riley | 3-D/Sculpture Transfer designs to a 3D object Roll and form clay slabs 3D relief surfaces Lucie Rie Howard Hodgkin Li Hongbo |
PSHE/ safeguarding
| Physical & Mental Health | Keeping Safe | Relationships: Friends & Family | Respectful & safe Relationships | Living in the Wider World: Financial Literacy | Health & Wellbeing: Ourselves- Growing & Changing |
RE | What do different people believe about God? Christian focus and either or both Hindus and Muslims | What does it mean to be a Hindu in Britain today? (part 1) | What does it mean to be a Christian in Britain today? (part 1) | Why are festivals important to religious communities? (Part 1) | Why is the Bible so important for Christians today? | Why do people pray? |
PE | Invasion Games Football | Invasion Games Tag Rugby | Gymnastics /Dance | Athletics | Strike and Field Games Cricket | Net and Wall Games Tennis |
French | Half-term 1: Describing me and others Half-term 2: Saying what I and others have Phonics: the SSC (sound-symbol correspondences) taught this term are: [a] [o] [e] [i] [u] Silent Final Consonant [SFC] -t, -s, -d Silent Final E [SFe] [an/en] open and closed [eu] [ch] [au/eau/o/ô] [on] [ou] Vocabulary: greetings, adjectives to describe mood and character, days of the week, nouns for possessions, positional prepositions in, on, under, ‘I have a present for’ story Grammar: être (singular) regular adjective agreement (-e) with and without pronunciation change, (-eux, -euse) and adjectives already ending in -e, avoir (singular), singular indefinite articles (un, une), intonation questions (including with quoi, où) | Half-term 1: Saying what I and others do Half-term 2: Saying how many and describing things Phonics: the SSC (sound-symbol correspondences) taught this term are: [é/et/ez/er] [è/ê] [oi] [(a)in] [ai] Vocabulary: verbs and nouns to describe a range of activities, numbers 1-12, à meaning at, in, to Grammar: -ER present tense (singular), singular definite articles (le, la), regular plural marking on nouns (-s), plural indefinite article (des), il y a, intonation question (including with combien) | Half-term 1: Describing things and people Half-term 2: Expressing likes and saying what I and others do Phonics: the SSC (sound-symbol correspondences) taught this term are: [SFe] soft [c/ç] [-ien] [qu] [j/soft g] [-tion] Vocabulary: colour and other adjectives to describe animals, story creation, loves and hates, Hungry Caterpillar (rouge), revisit days, Toute une année (jaune) months Grammar: revisit definite articles & adjective agreement, subject pronouns (il/elle) with objects to mean ‘it’, plural definite article (les), using aimer | détester + definite article, revisit intonation questions (including with comment, quand) | |||