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KeyLinks to other subjects in blueNotes for assessment and target tracker

AUT1 8 weeks AUT2 7 weeks SPR1 6 weeks SPR2 6 weeks SUM1 5 weeks SUM2 7 weeksRE: The BibleEnglish: Electricity and Food ProjectReading: Sustainability / HarvestMaths: Number (place value, addition and subtraction)Science: ElectricityGeography: MapsArt: ColourDT: Food ProjectMusic: Composition and choral singingComputing:French: Food, drink and giving preferencesPSHE: Physical Health and Wellbeing (Food project)Mindmate: Feeling Good and Being MePE: ??

RE: Trust in GodEnglish: Local History Reading: RothwellMaths: Number (multiplication and division)Science: Animals including Humans

History: Local HistoryArt: DrawingDT: CribMusic: Composition and choral singingComputing:French: Families stories and conversationPSHE: Drug, alcohol and tobacco educationMindmate: Friends and FamilyPE: ??

RE: Celebrating the MassEnglish: Narnia and RomansReading: The Lion the Witch and the Wardrobe and RomansMaths: Number (division) and MeasurementScience: States of MatterHistory: Romans (Boudicca)Art: DrawingMusic: Composition and choral singingComputing:French: Cultural diversity and RevisionPSHE: Identity, society and equalityMindmate: Life ChangesPE: ??

RE: Jesus the SaviourEnglish: Environment and EasterReading: The Lion the Witch and the Wardrobe and EnvironmentMaths: Fractions and DecimalsScience: Living things and their HabitatsGeography: EnvironmentArt: Printing and PatternMusic: African Drumming and Choral singingComputing:PSHE: Keeping safe and managing riskMindmate: Strong EmotionsPE: ??

RE: The Early ChristiansEnglish: Gangsta Granny and SoundReading: Gangsta Granny and soundMaths: Decimals, Money and TimeScience: SoundGeography: Local GeographyArt: ColourMusic: Music Theory and Choral singingComputing:PSHE: Keeping safe and managing riskMindmate: Being the Same and Being DifferentPE: ??

RE: The ChurchEnglish: Stone Age and Performance poetryReading: Gangsta Granny and stone ageMaths: Geometry and StatisticsScience: Review and Working ScientificallyHistory: Stone AgeArt: Form and TextureDT: Stone Age costumeMusic: Singing and Choral singingComputing:PSHE: RSEMindmate: Solving ProblemsPE: ??

RE4.1The Bible

4.2Trust in God(Advent)

4.3 (3.4)Celebrating the Mass(Holy Communion links)

4.4Jesus, the Saviour(Lent & Holy Week)

4.5The Early Christians

4.6The Church

Vocabulary

WritingTheme Food Project

ElectricityLocal History Narnia

RomansEnvironmentEaster

Gangsta GrannySound

Stone AgePerformance poetry

Content FictionNarrative linking to Lost Words (focus on descriptive language)Non FictionFood project recount(DT)PoetryLost Words /nature

FictionLetter to/from future/ past residents of Rothwell(Geography/ History)Use topic box!Non FictionPersuasive writing to the council – changes to Rothwell(Geography/ History)PoetryChristmas Poems

FictionMystical creatures descriptionsChoose your own adventure storiesNon FictionChronological report – Romans(History)

FictionNarrative from the perspective of an animal impacted by environmental change(Geography)Non FictionEnvironmental impact newspaper report(Geography and Science)PoetryEaster themed in RE

FictionAdventure narrative (inspired by David Walliams)Non FictionNon chronological report on sound(Science)

FictionDiary of a stone age person(History)Non FictionAdvert for stone age tool presentations(History)PoetryPerformance poetry

Composi

tion Plan his/her writing by discussing writing similar to that which he/she is planning to write, in order to understand and learn from its structure, vocabulary and grammar.

Plan his/her writing by discussing and recording ideas.

Draft and write by composing and rehearsing sentences orally (including dialogue), building a varied and rich vocabulary and range of sentence structures with reference to English Appendix 2.

Draft and write by organising paragraphs around a theme.

Draft and write in narratives, creating settings, characters and plot with consideration for the audience and purpose.

Draft and write non-narrative material, using simple organisational devices.

Evaluate and edit by assessing the effectiveness of his/her own and others’ writing and suggesting improvements.

Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences, expanded noun phrases and fronted adverbials.

Proof-read for spelling and punctuation errors, including the use of the apostrophe for possession, speech punctuation and the use of the comma for fronted adverbials.

Confidently read his/her own writing aloud, to a group or the whole class, using appropriate intonation and controlling tone and volume so that the meaning is clear.

Grammar

Review and understand terminology – parts of speech; noun, verb, adjective, adverb, preposition, pronoun, adverbial, determiner

Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel e.g. a rock, an open box. (3)

Use noun phrases expanded by the

Use noun phrases expanded by the addition of modifyingadjectives, nouns and preposition phrases e.g. ‘the teacher’ expanded to: ‘the strict maths teacher with curly hair’.

Use standard English forms for verb inflections instead oflocal spoken forms e.g. we were instead of we was, or I didinstead of I done.

Use fronted

Review and understand terminology – parts of speech; noun, verb, adjective, adverb, preposition, pronoun, adverbial, determiner conjunction;word family, prefix; clause, subordinate clause; direct speech;consonant, consonant letter, vowel, vowel letter; and invertedcommas (or 'speech marks') (3)

Use fronted adverbials e.g. Later that day, I heard the bad news.

Use paragraphs to organise ideas around a theme.

Make the appropriate choice of pronoun or noun, withinand across sentences, to aid cohesion and avoid repetition

Understand how to



addition of modifyingadjectives, nouns and preposition phrases e.g. ‘the teacher’ expanded to: ‘the strict maths teacher with curly hair’.


Make the appropriate choice of pronoun or noun, withinand across sentences, to aid cohesion and avoid repetition.

adverbials e.g. Later that day, I heard the bad news.


Make the appropriate choice of pronoun or noun, withinand across sentences, to aid cohesion and avoid repetition

Express time, place and cause using co-ordinating andsubordinating conjunctions e.g. when, before, after, while,so, because, adverbs e.g. then, next, soon, therefore, orprepositions e.g. before, after, during, in, because of. (3)

Use noun phrases expanded by the addition of modifyingadjectives, nouns and preposition phrases e.g. ‘the teacher’ expanded to: ‘the strict maths teacher with curly hair’.


Use fronted adverbials e.g. Later that day, I heard the bad news.Use paragraphs to organise ideas around a theme.Use the present perfect form of verbs instead of the simplepast e.g. He has gone out to play contrasted with He wentout to play. (3)

make and use similes


Use the present perfect form of verbs instead of the simplepast e.g. He has gone out to play contrasted with He wentout to play. (3)



Understand how to make and use similes


Use the present perfect form of verbs instead of the simplepast e.g. He has gone out to play contrasted with He wentout to play. (3)



Make the appropriate choice of pronoun or noun, withinand across sentences, to aid cohesion and avoid repetition.

Understand how to make and use similesExpress time, place and cause using co-ordinating andsubordinating conjunctions e.g. when, before, after, while,so, because, adverbs e.g. then, next, soon, therefore, orprepositions e.g. before, after, during, in, because of. (3)

Use the present perfect form of verbs instead of the simplepast e.g. He has gone out to play contrasted with He went

out to play. (3)

Punctuation

Understand the grammatical difference between the plural and the possessive -s.

Use inverted commas and other punctuation to indicatedirect speech e.g. The conductor shouted, ‘Sit down!’ - acomma after the reporting clause; end punctuation withininverted commas.


(s) Place the possessive apostrophe accurately in words withregular plurals e.g. girls’, boys’ and in words with irregularplurals e.g. children’s. (add to spelling test)

Use apostrophes to mark plural possession e.g. the girl‘s name,the girls’ names.

Use commas after fronted adverbials





Place the possessive apostrophe accurately in words withregular plurals e.g. girls’, boys’ and in words with irregularplurals e.g. children’s. (add to spelling test)









Spelling 8Use the first three or four letters of a word to check its spelling in a dictionary.Write sentences from memory, dictated by the teacher, that

7Use the first three or four letters of a word to check its spelling in a dictionary.Write sentences from memory, dictated by the teacher, that





include words and punctuation taught so far.

Review of year 3 spelling:Review prefixes un-, dis-, mis-, re-, pre-.

Add suffixes beginning with vowel letters to words of more than one syllable e.g. forgetting, preferred, gardening, limited.

Endings sounding like ‘zh’ and ‘ch’ e.g. treasure, measure, picture, nature.

Endings which sound like ‘zhun’ e.g. division, decision.

The ‘k’ sound spelt ‘ch’ e.g. scheme, school, echo.

The ‘sh’ sound spelt ‘ch’ e.g. chef, machine.

The ‘ay’ sound spelt ‘ei’, ‘eigh’ or ‘ey’ e.g. eight, they.

Spell homophones accept/except, affect/effect, ball/bawl,berry/bury, knot/not, medal/meddle,


Use the prefixes in-,Use the prefixes im-,Use the prefixes il- and ir-Use the prefixes sub- and super-,Use the prefixes inter-,Use the prefixes anti-,Use the prefixes auto-.

Spell homophones accept/except, affect/effect, ball/bawl,berry/bury, knot/not, medal/meddle, missed/mist, rain/rein/reign, scene/seen, weather/whether, whose/who‘s.


Understand and add the suffix–ation x2Understand and add the suffix-ous x2Spell words with the ‘s’ sound spelt ‘sc’ e.g. science, scene.




Add endings which sound like ‘shun’ spelt -tion,-sion, x2-ssion,-cian



Spell words ending with the ‘g’ sound spelt ‘gue’ and the ‘k’ sound spelt –que

Words with /aw/ spelt au and augh

Words with ough

Words with a soft c spelt ce


Spell more complex words that are often misspelt for years 3and 4 with reference to English Appendix 1.

Place the possessive apostrophe accurately in words withregular plurals e.g. girls’, boys’ and in words with irregular


Words with a soft c spelt ci

Words families and root words x2


Spell more complex words that are often misspelt for years 3and 4 with reference to English Appendix 1.


Adverbs of frequency and manner

missed/mist, rain/rein/reign, scene/seen, weather/whether, whose/who‘s.

plurals e.g. children’s. (add to spelling test)

Words ending ar/er

Review

ReadingTheme Fiction: Short

stories and Lost Words poetry (skills focus)Non Fiction: Food sustainability / Harvest

Fiction: (skills focus)Non Fiction: Rothwell/ local historyPoetry: links to other subjects

Fiction: The Lion the Witch and the WardrobeNon Fiction: Romans

Fiction: The Lion the Witch and the WardrobeNon Fiction: EnvironmentPoetry: links to other subjects

Fiction: Gangsta GrannyNon Fiction: Sound

Fiction: Gangsta GrannyNon Fiction: Stone AgePoetry: performance poetry

Skills and Knowledge

Word Reading-Apply his/her growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words he/she meets, to include re-, sub-, inter-, super-, anti-, auto-, -ation, -ous; (English Appendix 1)-Read and decode further exception words accurately, noting the unusual correspondences between spelling and sound, and where these occur in the word (linked to






spelling English Appendix 1)

ComprehensionMaintain positive attitudes to reading and understanding of what he/she reads by reading for a range of purposes.Maintain positive attitudes to reading and understandingof what he/she reads by using dictionaries to check the meaning of words that he/she has read.

Understand what he/she reads independently by checkingthat the text makes sense to him/her, discussing his/herunderstanding and explaining the meaning of words incontext.

Understand what he/she reads independently by asking questions to improve his/her understanding of texts withincreasing complexity

Understand what he/she reads independently by drawing


ComprehensionMaintain positive attitudes to reading and understanding of what he/she reads by reading for a range of purposes.Maintain positive attitudes to reading and understandingof what he/she reads by using dictionaries to check the meaning of words that he/she has read.Understand what he/she reads independently by checkingthat the text makes sense to him/her, discussing his/herunderstanding and explaining the meaning of words incontext.


Maintain positive attitudes to reading

spelling English Appendix 1)Comprehension

Maintain positive attitudes to reading and understanding of what he/she reads by reading for a range of purposes.Maintain positive attitudes to reading and understandingof what he/she reads by using dictionaries to check the meaning of words that he/she has read.Understand what he/she reads independently by checkingthat the text makes sense to him/her, discussing his/herunderstanding and explaining the meaning of words incontext.


Maintain positive


ComprehensionMaintain positive attitudes to reading and understanding ofwhat he/she reads by listening to and discussing a widerange of fiction, poetry, plays, non-fiction and referencebooks or textbooks.

Maintain positive attitudes to reading and understandingof what he/she reads by using dictionaries to check the meaning of words that he/she has read.

Maintain positive attitudes to reading and understanding of what he/she reads by reading a wide range of books, including fairy stories, myths and legends, and retell some of these orally.

Maintain positive attitudes to reading and understanding of what he/she reads by discussing words and phrases that capture the reader’s interest and imagination.

spelling English Appendix 1)ComprehensionMaintain positive attitudes to reading and understanding ofwhat he/she reads by listening to and discussing a widerange of fiction, poetry, plays, non-fiction and referencebooks or textbooks.

Maintain positive attitudes to reading and understandingof what he/she reads by using dictionaries to check the meaning of words that he/she has read.Understand what he/she reads independently by asking questions to improve his/her understanding of texts withincreasing complexity


Maintain positive


ComprehensionMaintain positive attitudes to reading and understanding ofwhat he/she reads by listening to and discussing a widerange of fiction, poetry, plays, non-fiction and referencebooks or textbooks.

Maintain positive attitudes to reading and understandingof what he/she reads by using dictionaries to check the meaning of words that he/she has read.

Maintain positive attitudes to reading and understanding of what he/she reads by reading a wide range of books, including fairy stories, myths and legends, and retell some of these orally.


inferences, such as inferring characters’ feelings, thoughtsand motives from their actions, and justifying inferenceswith evidence clearly taken from the text.

Understand what he/she reads independently by predicting what might happen from details stated and implied.

Retrieve and record information from non-fiction over awide range of subjects.

Participate in clear reasoned discussion about books, poemsand other materials that are read to him/her and those he/she can read for himself/herself, taking turns and listening to whatothers say.

and understanding of what he/she reads by discussing words and phrases that capture the reader’s interest and imagination.

Maintain positive attitudes to reading and understanding of what he/she reads by recognising some different forms of poetry e.g. free verse, narrative poetry.Understand what he/she reads independently by drawinginferences, such as inferring characters’ feelings, thoughtsand motives from their actions, and justifying inferenceswith evidence clearly taken from the text.Understand what he/she reads independently by predicting what might happen from details stated and implied.Retrieve and record information from non-fiction over awide range of subjects.Participate in clear

attitudes to reading and understanding of what he/she reads by reading a wide range of books, including fairy stories, myths and legends, and retell some of these orally.


Understand what he/she reads independently by drawinginferences, such as inferring characters’ feelings, thoughtsand motives from their actions, and justifying inferenceswith evidence clearly taken from the text.

Understand what he/she reads independently by predicting what might happen from details stated and implied.

Retrieve and record information from non-fiction over awide range of subjects.

Maintain positive attitudes to reading and understanding of what he/she reads by recognising some different forms of poetry e.g. free verse, narrative poetry.Maintain positive attitudes to reading and understanding of what he/she reads by identifying themes and conventions in a widerange of books.Understand what he/she reads independently by identifying main ideas drawn from more than one paragraph and summarise these.Understand what he/she reads independently by identifyinghow language, structure, and presentation contribute to meaning, to include: paragraphs, use of pronouns for cohesion, inverted commas for speech, apostrophes to mark possession, fronted adverbials.

attitudes to reading and understanding of what he/she reads by identifying themes and conventions in a widerange of booksUnderstand what he/she reads independently by identifying main ideas drawn from more than one paragraph and summarise these.Understand what he/she reads independently by identifyinghow language, structure, and presentation contribute to meaning, to include: paragraphs, use of pronouns for cohesion, inverted commas for speech, apostrophes to mark possession, fronted adverbials.

Participate in clear reasoned discussion about books, poemsand other materials that are read to him/her and those he/she can read for himself/herself, taking turns and listening to what

Maintain positive attitudes to reading and understanding of what he/she reads by recognising some different forms of poetry e.g. free verse, narrative poetry.

Maintain positive attitudes to reading and understanding of what he/she reads by identifying themes and conventions in a widerange of books.

Understand what he/she reads independently by identifying main ideas drawn from more than one paragraph and summarise these.

Understand what he/she reads independently by identifyinghow language, structure, and presentation contribute to meaning, to include: paragraphs, use of pronouns for cohesion, inverted commas for speech, apostrophes to mark possession, fronted

reasoned discussion about books, poemsand other materials that are read to him/her and those he/she can read for himself/herself, taking turns and listening to whatothers say

Participate in clear reasoned discussion about books, poemsand other materials that are read to him/her and those he/she can read for himself/herself, taking turns and listening to whatothers say


others say adverbials.


MathsAUT SPR SUM

Based on maths hubs pacing but move at the pace children need

1 Number – Place ValueRound to the nearest 10Round to the nearest 100Count in 1,000s1,000s, 100s, 10s and 1sPartitioningNumber line to 10,0001,000 more or lessCompare numbersOrder numbersRound to the nearest 1,000Count in 25sNegative numbers

2 Number – Addition and SubtractionAdd and subtract 1s, 10s, 100s and 1000sAdd two 4-digit numbers – no exchangeAdd two 4-digit numbers – one exchangeAdd two 4-digit numbers – more than one exchangeSubtract two 4-digit numbers – no exchangeSubtract two 4-digit numbers – one exchangeSubtract two 4-digit numbers –

1 Number – multiplication and division (might have been covered AUT2)

11 and 12 times-tableMultiply 3 numbersFactor pairsEfficient multiplicationWritten methodsMultiply 2-digits by 1-digitMultiply 3-digits by 1-digitDivide 2-digits by 1-digit (1)Divide 2-digits by 1-digit (2)Correspondence

2 Measurement – AreaWhat is area?Counting squaresMaking shapesComparing area

1 DecimalsMake a wholeWrite decimalsCompare decimalsOrder decimalsRound decimalsHalves and quarters

2 Geometry – properties of shapeIdentify anglesCompare and order anglesTrianglesQuadrilateralsLines of symmetryComplete a symmetric figure

3 Geometry – position and directionDescribe positionDraw on a gridMove on a gridDescribe a movement on a grid

more than one exchangeEfficient subtractionEstimate answersChecking strategies

problems

3 Measurement – length and perimeterKilometresPerimeter on a gridPerimeter of a rectanglePerimeter of rectilinear shapes

4 Number – Multiplication and DivisionMultiply by 10Multiply by 100Divide by 10Divide by 100Multiply by 1 and 0Divide by 1Multiply and divide by 66 times-table and division factsMultiply and divide by 99 times-table and division factsMultiply and divide by 77 times-table and division facts

3 FractionsWhat is a fraction?Equivalent fractions (1)Equivalent fractions (2)Fractions greater than 1Count in fractionsAdd 2 or more fractionsSubtract 2 fractionsSubtract from whole amountsCalculate fractions of a quantityProblem solving – calculate quantities

4 DecimalsRecognise tenths and hundredthsTenths as decimalsTenths on a place value gridTenths on a number lineDivide 1 digit by 10Divide 2 digits by 10HundredthsHundredths as decimalsHundredths on a place value gridDivide 1 or 2 digits by 100

4 Measure – moneyPounds and penceOrdering amounts of moneyUsing rounding to estimate moneyFour operations

5 Measure – timeHours, minutes and secondsYears, months, weeks and daysAnalogue to digital – 12 hourAnalogue to digital – 24 hour

6 StatisticsInterpret chartsComparison, sum and differenceIntroducing line graphsLine graphs

Vocabulary

ScienceElectricity Animals

including Humans

States of Matter

Living things and their Habitats

Sound Review and more evidence of working scientifically/

enquiriesKnowledge

Identify common appliances that run on electricityConstruct a simple series circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzersIdentify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a batteryRecognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a series circuitRecognise some common

Describe the simple functions of the basic parts of the digestive system in humans.Identify the different types of teeth in humans and their simple functions.Construct and interpret a variety of food chains, identifying producers, predators and prey

Compare and group materials together, according to whether they are solids, liquids or gasesObserve that some materials change state then they are heated or cooled, and measure or research the temperature at which this happens in degrees CelsiusIdentify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

Recognise that living things can be grouped in a variety of ways.Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.Recognise that environments can change and that this can something pose dangers to living things(Geography)

Identify how sounds are made, associating some of them with something vibratingRecognise that vibrations from sounds travel through a medium to the earFind patterns between the pitch of a sound and features of the object that produced itFind patterns between the volume of a sound and the strength of the vibrations that produced itRecognise that sounds get fainter as the distance from the sound source increases

conductors and insulators, and associate metals with being good conductors

Skills

(Working Scientifically)

Asking Questions-Asking relevant questions and using different types of scientific enquiries to answer them.-Setting up simple practical enquiries, comparative and fair testsMeasuring and Recording-Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.-Gathering, recording,

Asking Questions-Asking relevant questions and using different types of scientific enquiries to answer them.Measuring and Recording-Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.-Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.Concluding-Identifying differences, similarities or changes related to


Asking Questions-Asking relevant questions and using different types of scientific enquiries to answer them.-Setting up simple practical enquiries, comparative and fair testsMeasuring and Recording-Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.-Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.Concluding


classifying and presenting data in a variety of ways to help in answering questionsRecording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.Concluding-Identifying differences, similarities or changes related to simple scientific ideas and processes-Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions-Using straightforward scientific evidence to answer questions or to support their findings.Evaluating-Using results to

simple scientific ideas and processes-Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions-Using straightforward scientific evidence to answer questions or to support their findings.Evaluating-Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

classifying and presenting data in a variety of ways to help in answering questions.Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.Concluding-Identifying differences, similarities or changes related to simple scientific ideas and processes-Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions-Using straightforward scientific evidence to answer questions or to support their findings.Evaluating-Using results to

-Identifying differences, similarities or changes related to simple scientific ideas and processes-Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions-Using straightforward scientific evidence to answer questions or to support their findings.Evaluating-Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

classifying and presenting data in a variety of ways to help in answering questions.-Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.Concluding-Identifying differences, similarities or changes related to simple scientific ideas and processes-Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions-Using straightforward scientific evidence to answer questions or to support their findings.Evaluating-Using results to

draw simple conclusions, make predictions for new values, suggest improvements and raise further questions



Vocabulary

Conductor, Insulatorcircuit, wires, blub, motor, battery, cell, switch, plug, mains, appliance, crocodile clip,flow, current, energy

transmit, medium, air, water, solid, vibrations, source, sound waves, particles, travel

Properties, states, particles,solids, liquids and gases.Melting point, freezing point, Condensation, evaporation, precipitation, melting, freezingPrediction, Experiment, conclusion, variablesMeasure

Organism, sort, group, criteria, Venn diagram, Carroll diagram.Characteristic, classification, key, Endangered, extinct, conservation.

question, prediction, outcome, changes, variables, fair test, investigation, method, safety, results, accurately, record, graph, table, drawing, analyse, evaluation, outcome, pattern, conclusion, review.

History and GeographyTheme Maps Local History

NC objective-a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)-changes in an aspect of social history – leisure and

Boudicca’s RebellionRomansNC Objective-successful invasion by Claudius and conquest, including Hadrian’s Wall-British resistance, for example, Boudicca

EnvironmentHuman impact on the environment(Science)

Local Geography

Stone AgeNC Objective-late Neolithic hunter-gatherers and early farmers, for example, Skara Brae

entertainmentKnowledge

o UK and its place in the world

o Atlas readingo Map

interpretations and drawing

o Changing local high-street

o Leisure in Rothwell – changes over time

(local geography and maps)

o -Understanding times lines (looking at the whole of roman rule)

o Invasion on maps(geography)

o Who the Celts were Boudicca (contrasting sources)(Reading)

o Hadrian’s wall

o Exploring the impact and power of weather and water

o Impact of environmental change on living things and where/how people live

o Understand Rothwell and its place in the context of the UK and Europe

o Understanding key natural and man-made features

o Comparing Rothwell to other places

o Understanding times lines

o What was life like? looking at time lines) (English)

o Food (animals, hunting and gathering)

o Clothing (DT)o Study of an

archaeological site (sources interpreting information) (Reading)

Skills Measure straight line distances using the appropriate scale. (Geographical skills and fieldwork)

Explore features on OS maps using 6 figure grid references. (Geographical skills and fieldwork)

Draw accurate maps with more complex keys. (Geographical skills and fieldwork)

Recognise the different shapes of continents.

Use an increasing range of common words and phrases relating to the passing of time (Chronological understanding) Year 3

Describe memories of key events in his/her life using historical vocabulary (Chronological understanding) Year 3

Place some historical periods in a chronological framework. (Chronological understanding)




Plan the steps and strategies for an enquiry. (Geographical skills and fieldwork)

Recognise that people have differing quality of life living in different locations and environments. (Locational knowledge)

Describe how people have been affected by changes in the environment. (Human and physical geography)

Explain about key

Plan the steps and strategies for an enquiry. (Geographical skills and fieldwork)

Demonstrate knowledge of features about places around him/her and beyond the UK. (Locational knowledge)

Know how the locality is set within a wider geographical context. (Locational knowledge)

Describe human features of UK regions, cities and /or




(Locational knowledge)

Know about the wider context of places - region, country. (Place knowledge) local

Identify where countries are within Europe; including Russia. (Locational knowledge)

Understand why there are similarities and differences between places. (Place knowledge) environment and local

Use historic terms related to the period of study. (Chronological understanding)

Use sources of information in ways that go beyond simple observations to answer questions about the past. (Historical enquiry)

Use a variety of resources to find out about aspects of life in the past. (Historical enquiry)

Understand that sources can contradict each other. (Historical interpretations)

Communicate his/her learning in an organised and structured way, using appropriate terminology. (Organisation and communication)

Target Tracker:

Highlight gold those already covered and met (blue) in Year 3






Describe the Roman Empire and its impact on Britain (Understanding of events, people and changes) YEAR 6

Target Tracker:

natural resources e.g. water in the locality. (Human and physical geography) local

Explore weather patterns around parts of the world. (Human and physical geography)

Understand why there are similarities and differences between places. (Place knowledge) local

counties. (Human and physical geography)

Understand the effect of landscape features on the development of a locality. (Human and physical geography)

Explain about key natural resources e.g. water in the locality. (Human and physical geography) environment

Know about the wider context of places - region, country. (Place knowledge)

Understand why there are similarities and differences between places. (Place knowledge) environment






Describe changes in Britain from the Stone Age to the Iron Age (Understanding of events, people and changes) YEAR 6


Target Tracker:


Vocabulary

Understand and use a widening range of geographical terms e.g. specific topic vocabulary - contour, height, valley, erosion, deposition, transportation, headland, volcanoes, earthquakes etc. (Geographical skills and fieldwork)



ArtTheme/ Subject Links

REEnglish – poetry book

REAdvent and Christmas themed

The Lion the Witch and the Wardrobe Spirited Art

EnvironmentTextiles – artefacts

Spirited ArtTextiles – artefacts

Stone Age

Skills Colour(painting, ink, dye, textiles, pencils, crayon, pastels)

o Colour mixing

Drawing(pencil, charcoal, inks, chalk, pastels, ICT software)o Identify and

draw the

Drawing(pencil, charcoal, inks, chalk, pastels, ICT software)o Identify and

draw the

Printing(found materials, fruit/veg, wood blocks, press print, lino, string)o Use sketchbook

for recording

Colour(painting, ink, dye, textiles, pencils, crayon, pastels)

o Colour mixing

Form(3D work, clay, dough, boxes, wire, paper sculpture, mod roc )

o Plan and

and matching; tint, tone, shade

o Observe colours

o Suitable equipment for the task

o Colour to reflect mood

effect of lighto scale and

proportiono accurate

drawings of whole people including proportion and placement

o Work on a variety of scales

o computer generated drawings

effect of lighto Scale and

proportiono Accurate

drawings of whole people including proportion and placement

o Work on a variety of scales

o Computer generated drawings

textures/patterns

o Interpret environmental and manmade patterns

o Modify and adapt print

Pattern( paint, pencil, textiles, clay, printing)o Explore

environmental and manmade patterns

o Tessellation

and matching; tint, tone, shade

o Observe colours

o Suitable equipment for the task

o Colour to reflect mood

developo Experience

surface patterns / textures

o Discuss own work and work of other sculptors

o Analyse and interpret natural and manmade forms of construction

Texture(textiles, clay, sand, plaster, stone)

Knowledge

Generating IdeasSkills of Designing & Developing IdeasI can select and use information to develop my ideasI can use a sketchbook purposefully to help me understand things and

EvaluatingSkills of Judgement and EvaluationI regularly reflect on my own work.I can compare my work with others to identify how I can

Use a wider variety of stitches observation and design of textural art experimenting with creating mood, feeling, movement- compare different fabrics

develop ideas

MakingSkills of Making Art, Craft and DesignI can investigate the qualities of different materials and processesI can apply the technical skills I am learning to improve the quality of my work

improve.

KnowledgeKnowledge about art processes and contextI know about and can describe the key ideas and techniques used by creative people I have studied.I know about and can demonstrate how to use the tools I choose safely

Vocabulary

DTFood ProjectPSHE

- Sustainable food (locally sourced)

- Packaging- Food pyramid- Cost

Crib MakingRE

Stone Age CostumeHistory

Knowledge Skills

Understand what makes a healthy and balanced diet, and that different foods and drinks provide different substances the body needs to be healthy and active.Understand seasonality and the advantages of eating seasonal and locally produced food

Apply techniques he/she has learnt to strengthen structures and explore his/her own ideas.Understand and use electrical systems in products

Create designs usingexploded diagrams

Use knowledge of existing products to design a functional and appealing product for a particular purpose and audienceUse techniques which require more accuracy to cut, shape, join and finish his/her work e.g. Cutting internal shapes, slots in frameworks

Read and follow recipes which involve several processes, skills and techniquesProcessesUse knowledge of existing products to design a functional and appealing product for a particular purpose and audienceConsider how existing products and his/her own finished products might be improved and how well they meet the needs of the intended user

Use techniques which require more accuracy to cut, shape, join and finish his/her work e.g. Cutting internal shapes, slots in frameworksConsider how existing products and his/her own finished products might be improved and how well they meet the needs of the intended user

Use his/her knowledge of techniques and the functional and aesthetic qualities of a wide range of materials to plan how to use themConsider how existing products and his/her own finished products might be improved and how well they meet the needs of the intended user

Vocabulary

MusicAUT1Choral SingingAUT2Choral SingingSPR1Choral SingingSPR2African Drumming

SUM1

Music Theory

SUM2Singing

Computing

FrenchAUT1

AUT2

SPR1

PSHEPhysical health and wellbeing: What is important to me?Pupils learn:o why people

may eat or avoid certain foods (religious, moral, cultural or health reasons)

o about other factors that contribute to people’s food choices (such as ethical farming, fair trade and seasonality)

o about the importance of getting enough sleep

Drug, alcohol and tobacco education: Making choicesPupils learn:o that there are

drugs (other than medicines) that are common in everyday life, and why people choose to use them

o about the effects and risks of drinking alcohol

o about different patterns of behaviour that are related to drug use

Identity, society and equality: DemocracyPupils learn:o about Britain

as a democratic society

o about how laws are made

o about the local council

Keeping safe and managing risk:Playing safePupils learn:o how to be safe

in their computer gaming habits

o about keeping safe near roads, rail, water, building sites and around fireworks

o about what to do in an emergency and basic emergency first aid procedures

Keeping safe and managing risk:Playing safePupils learn:o how to be safe

in their computer gaming habits

o about keeping safe near roads, rail, water, building sites and around fireworks

o about what to do in an emergency and basic emergency first aid procedures

RSEKnow that God has made us different from one another.Know that God loves us in our differences.PhysicalWe grow and develop at different rates.We are different shapes and sizes.SocialHow do I learn to accept and celebrate who I am?Emotional and IntellectualHow do I appreciate my own gifts, talents and achievements that make me unique?How do I appreciate others and the gifts they have been given?EmotionsSpiritualLove is..

MindmateFeeling Good and Being Me

Friends and Family

Life Changes Strong Emotions Being the Same and Being Different

Solving Problems

Vocabulary

PE

· web viewseasonal and locally produced food read and follow recipes which involve several...

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