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 Myths and Legends The Adventures of Odysseus | Entertain: Narrative Poetry The Highwayman Socialise: Letter writing The Highwayman Published informal and formal letter examples | Entertain: Narrative Historical Novel Study Children of the Benin Kingdom | Explain: Historical argument How did Baghdad and London compare in 900 C.E? | Entertain Narrative: Classic Literature (Shakespeare)
Hamlet | Entertain Narrative: Fairy Tales
Historic, alternative and cross cultural Versions -Cinderella -Tatterhood |
Persuade: Job Application | ||||||
English 2 | Explain: Complaint | Recount: Journalistic Writing High Flying Giraffes (Visual Literacy) Sports Commentary | Entertain: Narrative Myths and Legends Beowulf | Persuade Speech Writing
| Entertain: Narrative Novel Study The Blue Planet | Entertain Narrative: Playscript |
Maths | Number: place value Number: addition and subtraction Number: multiplication and division | Number: multiplication and division Number: fractions | Number: multiplication and division Number: fractions Number: decimals and percentages | Number: decimals and percentages Measurement: perimeter and area Statistics | Geometry: shape Geometry: position and direction Number: decimals | Number: decimals Number: negative numbers Measurement: converting units Measurement: volume |
Science | Materials: properties and changes of materials | Materials: properties and changes of materials | Earth and Space | Forces | Living Things and their Habitats: Life Cycles of plants and non human animals
| Living Things and their Habitats: Life Cycle of Animals, including Humans: changes as humans grow (RHE link) |
History | How did early Islamic scholarship affect the wider world?
Consequence enquiry |
| How do we know about the Anglo -Saxons in Britain?
Evidential Thinking enquiry Causation enquiry |
| What happened as a result of the Viking invasion? Consequence enquiry |
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Geography |
| Our Living Planet (Biomes) Positional concepts (tropics, latitude, longitude, hemisphere); physical geography-climate zones, biomes |
| Field Work London focus |
| Scandinavia Mapping, key environmental regions, physical and human characteristics; compare UK with another region |
Computing | Computing and Networks Sharing Information | Creating Media Video Production | Programming A Selection in physical computing | Data and Information Flat-file databases | Creating Media Vector drawing | Programming B Selection in quizzes |
Design and Technology | Structures Frame structures Project: Bird box | Mechanical Systems Cams Project: Moving Toy | Food Celebrating culture and seasonality Project: soup
| Food Celebrating culture and seasonality Project: biscuit
| Electrical Systems Complex switches and circuits (monitoring and control) Project: Alarm | Electrical Systems Complex switches and circuits (monitoring and control) Project: Electrical board game |
Music | Melody and Harmony in Music How does music bring us together | Sing and Play in Different Styles How does music connect us with our past? | Composing and Chords How Does Music Make the World a Better Place? | Enjoying Musical Styles How Does Music Teach Us About our Community? | Freedom to Improvise How Does Music Shape our Way of Life? | Battle of the Bands How Does Music connect us with the Environment? |
Art | Drawing Investigate and collect visual information Enlarge and layer Use natural form Use variety of mark makers Working in the negative Hundertwasser Frank Auerbach Vincent Van Gogh | Painting Multi surface images Develop control of tools and techniques Use artists work as a starting point Chris Ofili André Derain Henri Matisse (Fauvist painters) | Printmaking Reduction block press print Combining printmaking processes Responding to the work of printmakers Michael Rothenstein Dale Devereux-Barker Albert Geere
| Collage Combine visual and tactile materials Develop control of tools and techniques Respond to artist’s work Dale Devereux-Barker Patrick Caulfield | Textiles Construction and destruction processes Constructed hangings Fabric relief panels Batik Jean Davy Winter | Artist in Residence Photography Project Andy Rumball
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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 (RHE day) |
RE | Why do some people think God exists? | What does it mean to be a Muslim in Britain today? (part 1) | What matters most to Christians and Humanists? | What would Jesus do? (Can we live by the values of Jesus in the twenty-first century?) | If God is everywhere, why go to a place of worship? Possible RE week or fortnight with a focus on a visit to the church and the mandir | |
PE | Invasion Games Basketball | Invasion Games Hockey | Gymnastics
| Dance Swimming | Strike and Field Games Rounders swimming | 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) revisited and/or introduced this term are:
Silent Final Consonant [SFC] |Silent Final E SFe] [a ] [an/am/en/em] [i] [in/im] [qu] [u] [ou] [on] [au/eau/o/ô] open and closed [eu] We also revisit liaison.
Vocabulary: greetings, adjectives to describe mood and character, months, numbers 13-31, dates, nouns and adjectives for places, festivals, physical description, interrogatives qui ? quell ? quelle ?
Grammar: être (plural) regular plural adjective agreement (-s) avoir (plural), singular and plural indefinite articles (un, une, des), intonation questions (including with quoi, où, qui, quand, comment) | Half-term 1: Saying what I and others do Half-term 2: Saying how many and describing things Phonics: the SSC (sound-symbol correspondences) revisited and/or taught this term are: [é/et/ez/er] [è/ê] [oi] [(a)in] [ai] We also revisit liaison.
Vocabulary: verbs and nouns to describe activities in school, at the weekend, life in the city and country, journeys
Grammar: -ER present tense (singular) and 1st person plural (we), JOUER + à + sports, ALLER (singular), definite articles (le, la, les), regular plural marking on nouns (-s), indefinite articles (un, une, des), il y a, Est-ce que questions (including with WH-words), negation (ne ... pas) | 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) revisited and/or taught this term are: [SFC] |Silent Final E [SFe] soft [c/ç] [ch] [-ien] [qu] [j/soft g] [-tion] We also revisit liaison.
Vocabulary: verbs and nouns to describe sports, playing instruments, activities in different countries, life at home, home town, requesting food and drink
Grammar: FAIRE (singular), weather expressions with faire, faire vs. jouer with sports, jouer + de + instruments, pronoun on meaning you (general) and we, 2-verb structures (aimer, detester, devoir, vouloir, pouvoir - singular) | |||