Band A

Class 4

AUTUMN SPRING SUMMER

Science Electricity.

Earth and space.

Be able to explain the apparent movement of the sun in relation to

day and night, be able to describe the orbits of earth in relation to

the moon, other planets and the sun, gravity.

Life cycles

Be able to explain why some features are more of less helpful in

classification, explain why some animals do not fit neatly in to clas-

sification groups—e.g. duck billed platypus.

Be able to compare lifecycles beween insects, birds, amphibians

and mammals.

Be able to explain the link to evolution and fossil evidence.

Use fossil evidence to explain evoluation, inheritance and adapta-

tion.

Human Biology

Reproduction

Classification

Evaluation and

Inheritance.

SRE?

Adaptation and habitats

Be able to describe changes over a life-time, including puberty and re-

production.

History

Non-European society contrasting with British history—Mayan civ-

ilization.

Make links between events and changes; giving reasons for them

and explaining the result. Mayan

Changes in UK from the Stone Age to iron Age. Iron Age hill forts:

(Maiden Castle, Swanage).

Examine artefacts and explain what they show us about the time in

history. Iron Age Hill Forts.

Discuss the impact and causes of historical changes in Britain.

Stone Age to Iron Age (Hill Forts).

The Roman Empire and its impact on Britain.

Dorchester (Swanage).

Analyse sources of information for accuracy, usefulness and relevance

and combine them to answer questions. Romans.

Use and understands abstract terms such as empire, civilisation, par-

liament and peasantry.

Geography

Counties of N & S America.

Human Geography—Trade links

Physical Geography—Settlements, Rivers.

Deserts, Mountains

Mexico

Using maps, locate the main countries and it is in N & S America,

physical and characteristics and environmental regions.

Describe/understand key aspects of:

Human geography—types of settlement and land use, economic

activity including trade links , and the distribution of natural re-

sources including energy, food, minerals and water in Mexico.

Understand geographical similarities and differences through the

study of human and physical geography of Cambridgeshire and

Mexico.

Geographical time zones of the world.

Identify the position and significance of the Prime/Greenwich Me-

ridian and time zones. Link to science—tilt of the earth, seasons

and time zones.

Use maps atlases globes and digital/computer mapping (Google

Earth) to locate countries and describe features studied.

OS maps and keys.

Coasts

Swanage

Name and locate UK key topographical features (hills, mountains and

coats), and land-use patterns; and understand how some of the as-

pects have changed over time (Swanage trip).

Use the eight points of a compass, six-figure grid references, symbols

and key, and use OS maps when visiting. Swanage trip.

Place events, people and changes into correct periods of time and

the periods of time in chronological order.

Band A

Class 4

AUTUMN SPRING SUMMER

RE

PSHE

2b.1 God:

What does it mean if God is ho-

ly and loving?

2b.2 Creation:

Creation and science: con-

flicting or complementary?

AT1

Make links and compare beliefs

and practices from Christianity,

including differences and simi-

larities.

AT1 Make links and compare stories

and beliefs from different peo-

ple, including differences and

similarities.

AT2 Discuss and apply their own

and others’ ideas about ethical

questions and to express their

own ideas clearly in response.

AT2 Respond thoughtfully to a

range of sacred and secular

writings, & provide good reason

for differences and similarities

in different texts.

Hinduism:

What is it like being a Hindu in

Britain?

2b.8 Kingdom of God

What kind of king is Jesus?

AT1 Make connections between

different belief and practices of

all religions.

AT1 Make connections between

different belief and practices of

all religions.

AT2 To reflect and respond to the sig-

nificance of meaning behind

different beliefs and practices.

AT2 Express views creatively on the

impact of belonging to a faith

community both to different faith

members and to their own lives.

Recognise those with no faith al-

so have a belief system.

2b.3 People of God:

How can following God bring

freedom and justice?

Justice and Freedom:

What are people’s beliefs about

justice and freedom?

AT1 Articulate and apply the different

responses to ethical questions

from a range of different reli-

gions.

AT1 To understand and evaluate the

diversity of belief in different reli-

gions, nationally and globally.

AT2 Discuss and apply their own and

others’ ideas about ethical ques-

tions and to express their own

ideas clearly in response.

AT2 Discuss and apply their own and

others’ ideas about ethical ques-

tions and to express their own

ideas clearly in response.

Families and friendships

Attraction to others; romantic relationships; civil partnership and

marriage

Safe relationships

Recognising and managing pressure; consent in different situa-

tions

Belonging to a community

Valuing diversity; challenging discrimination and stereotypes

Media literacy and Digital resilience Evaluating media sources; sharing things online Money and Work

Influences and attitudes to money; money and financial risks

Physical health and Mental wellbeing

What affects mental health and ways to take care of it; managing change, loss and bereavement; managing time online

Growing and changing Human reproduction and birth; increas-

ing independence; managing

Transitions

Keeping safe

Keeping personal information safe; regulations and choices; drug use

and the law; drug use and the media

Band A

Class 4

AUTUMN SPRING SUMMER

Science

Skills

Planning and Communication record observations systematically use appropriate scientific language and conventions to communicate quantitative

and qualitative data select a range of appropriate sources of information

choose scales for graphs which show data and features effectively identify measurements and observations which do not fit into the main pattern begin to explain anomalous data use appropriate ways to communicate quantitative data using scientific language Enquiring and Testing use previous knowledge and experience combined with experimental evidence to

provide scientific explanations Observing and Recording make a series of observations, comparisons and measurements with increasing pre-

cision select apparatus for a range of tasks plan to use apparatus effectively begin to make repeat observations and measurements Considering Evidence and Evaluating make predictions based on their scientific knowledge and understanding draw conclusions that are consistent with the evidence relate evidence to scientific knowledge and understanding offer simple explanations for any differences in their results make practical suggestions about how their working methods could be improved

Planning and Communication select a range of appropriate sources of information

identify measurements and observations which do not fit into the main pattern begin to explain anomalous data Enquiring and Testing describe evidence for a scientific idea Observing and Recording

Considering Evidence and Evaluating

Planning and Communication

Enquiring and Testing

Observing and Recording

Considering Evidence and Evaluating

Band A

Class 4

AUTUMN SPRING SUMMER

Music

History of Music Part 1. Prehistoric Classical/Romantic

To explain how music has changed over time.

To explain how the music of the past reflected the society of the

time.

To take part in rounds.

To learn about the life and appreciate the music of a famous com-

poser. Johann Sebastian Bach.

To find similarities and differences between different historical

composers and musicians.

History of Music Part 2. 1920’s to present day.

To explain how the music of the past reflected the society of the

time.

To sing expressively combining dynamics, tempo and pitch.

To learn about the life and appreciate the music of a famous com-

poser. Scott Joplin.

To find similarities and differences between different historical

composers and musicians.

Exploring Performance

To compare pieces thinking about texture, structure, timbre and dy-

namics.

To reflect on his/her compositions dynamics, tempo and timbre.

To sing expressively combining dynamics, tempo and pitch. KS2 play.

To perform his/her own rhythmic and melodic patterns on an instru-

ment. Recorders.

Begin to interpret musical notation. E.g. Crochet = 1 beat, minimum =

2 beats.

Art

ART

Painting

To use observational skills to replicate images of well-known artists

and explain how their work is similar/different

To take responsibility for preparing, organising and clearing away

his/her painting area

Caulfield/Seurat

Colour mixing using primary and secondary colours. Pointillism –

brush techniques

Drawing

To use blending and overlaying colours to create soft backgrounds

using fingers to smudge

Use of pastels to experiment with colour blending for Flower

Painting

English - Macbeth

To make a 3D sculpture using a range of joining methods eg gluing,

stitching, weaving,

tying

Produce a Scarecrow of a character from Macbeth (Group activity)

using recyclable materials.

ART

History – Stone Age to Iron Age

Sculpture

To add detail to a clay sculpture using clay tools or to a 3D sculp-

ture using different materials

Grooved Ware pots based on artefacts found at Skara Brae. De-

signs should be based on the natural environment and applied us-

ing bones/shells/stones.

Drawing

To use blending and overlaying colours using fingers to smudge

Pencil Sketches of flowers using magnifying glasses to look at mi-

nute detail leading to use of pastels to experiment with colour mix-

ing before final project – enlarged flower painting

Developing /applying

The use a sketchbook to show how ideas have been improved

Portraits – to understand how to draw a face proportionately using

pencils before final project - painted portrait

ART

Drawing

To use hard and soft lines to record detail in the distance, foreground

and create shadow and avoid using an eraser

Sketch items indoors then taken outside to observe and record differ-

ences paying particular attention to light cast upon surfaces and shad-

ows

MONDRIAN PROJECT

Band A

Class 4

AUTUMN SPRING SUMMER

DT

DT

History – Maya Civilization

Design

To generate and develop his/her ideas through discussion

Create an Event Mask for Maya Festival – sketches should reflect

information discovered during research leading to clear links with

finished mask – tissue paper collage of prepared mask.

Geography-Countries of N&S America – Mexico

Make

To create his/her own simple sewing pattern

Sugar Skulls for Day of the Dead Festival – design should be sym-

metrical. Appliqued felt skulls with use of decorative stitching and

sequins.

English - Macbeth

To make a 3D sculpture using a range of joining methods eg gluing,

stitching, weaving, tying

Produce a Scarecrow of a character from Macbeth (Group activity)

using recyclable materials.

Science – Electricity

Make/Design

To build frameworks using a range of materials: wood, card, corru-

gated plastic

To create an exploded diagram of his/her design

To design and build an item that includes a lightbulb. Eg: QUIZ

BOARD THAT LIGHTS UP. COULD THE DT ELEMENT BE IN THE

CHOICE OF MATERIALS (INCLUDING FOR CONDUCTORS), SIZE,

SHAPE AND ARRANGEMENT OF BUTTONS, DECORATION

DT

RE – Hinduism – Hindu symbols

Make

To use applique to decorate by gluing and stitching

Recreate a Hindu symbol using a range of materials

Food

To understand how different foods are produced in different areas

of the world

Produce food linked to Hindu diet

DT

Summer Production

Design

To generate and develop his/her ideas through discussion

To produce props and scenery as needed for the Summer Production

Food

To understand how different foods are produced in different areas of

the world

Research biscuits and select some appropriate recipes to produce bis-

cuits for Celebration Evening

Band A

Class 4

AUTUMN SPRING SUMMER

Computing

Y5: Learn how computers use numbers to represent things such as

how fast things are moving, and where they are. (Espresso Coding)

Y6: Learn to use variables in more complex ways, and to manipu-

late inputs to create useful outputs. (Espresso Coding)

Y5: Acting responsibly when using devices and the internet.

(Digital literacy & IT)

Y6: Knowing the consequences of their actions when using digital

technology. (Digital literacy & IT)

Cross-curricular links to the IT strand, using a range of devices and

services to source, create, present, analyse and evaluate infor-

mation in response to a given goal.

Y5: Learn how computers can generate random numbers and how

these can be used in simulations. (Espresso Coding)

Y6: Learn more about how computers use property values and pa-

rameters to store information about objects. (Espresso Coding)

Y5: Discussing the consequences of particular behaviours when

using digital technology. (Digital literacy & IT)

Y6: Identifying the principles underpinning acceptable use of digi-

tal technologies. (Digital literacy & IT)

Cross-curricular links to the IT strand, using a range of devices and

services to source, create, present, analyse and evaluate infor-

mation in response to a given goal.

Revision of Autumn and Spring coding, 'unplugged' coding and cross-

curricular links

Y5: Deciding whether digital content is reliable and unbiased/biased.

(Espresso Coding & Digital literacy)

Y6: Developing an informed opinion about the effectiveness of digital

content. (Espresso Coding & Digital literacy)

Y5: Knowing how to report concerns and inappropriate behaviour in a

range of contexts. (Digital literacy & IT)

Y6: Knowing a range of ways to report concerns and inappropriate be-

haviour in a variety of contexts. (Digital literacy & IT)

Cross-curricular links to the IT strand, using a range of devices and ser-

vices to source, create, present, analyse and evaluate information in

response to a given goal.

Band B

Class 4

AUTUMN SPRING SUMMER

Science Forces—gravity

Friction

Gears levers and pulleys

Light

Show that light travels, reflection alters route, light to the eye,

compare shape of the shadow to the shape of the object.

Properties & Materials

State of Matter

Separation

Able to set up tests to investigate properties of materials—e.g.

dissolving, filtering, reversible and irreversible change; compare

choices of materials according to properties.

Human Body

Circulatory system

Digestive system.

Circulatory system—impact of drugs, diet and exercise.

Great Scientists

SRE

Micro-organisms

Include classification group for micro-organisms.

Be able to describe changes over a lifetime, including puberty and re-

production.

History

British history that extends pupils’ chronological knowledge be-

yond 166—The World Wars.

Create historically valid questions about cause and significance.

World Wars.

Suggest reasons for conflicting historical accounts. World Wars.

Discuss the impact and causes of historical changes in Britain.

World Wars.

Examine periods in world history; identifying contrasts with and

influences on British society at the time. World Wars.

Examine artefacts and explain what they show us about that time

in history. World Wars.

A local history study. Foxton. Viking and Anglo-Saxon struggle for the UK.

Identify and describe changes within and between different periods in

history. Viking and Anglo-Saxon.

Use fieldwork to observe, measure, record and present the human and

physical features in Foxton using sketch maps, plans, graphs and digital

technologies.

Discuss the impact of significant historical events, people and places in

their own locality making links with changes in national life. Foxton.

Name and locate UK key topographical features (hills, mountains and

coasts), and land-use patterns; and understand how some of these as-

pects have changed over time. Foxton.

Geography

Mountains, earthquakes, volcanoes.

Describe and understand key aspects of:

Physical geography—climate zones, biomes and vegetation belts,

mountains, volcanoes and earthquakes.

4 UK countries.

Physical geography

Settlements, Rivers,

Deserts, Mountains . Foxton

Band B

Class 4

AUTUMN SPRING SUMMER

RE

PSHE

2b.5 Gospel:

What would Jesus do?

What difference does the resur-

rection make for Christians?

AT1 Articulate and apply the

different responses to ethi-

cal questions from a range of

different religions.

AT1 Make links and compare stories

and beliefs from different people,

including differences and similari-

ties.

AT2 To reflect and respond to the

significance of meaning be-

hind different beliefs and

practices.

AT2 Respond thoughtfully to a range

of sacred and secular writings, &

provide good reason for differ-

ences and similarities in different

texts.

Humanism:

How do people live without a god?

2b.4 Incarnation:

Was Jesus the Messiah?

AT1 Make links and compare beliefs and practices from Christianity

and Humanism, including differ-ences and similarities.

AT1 Make links and compare stories

and beliefs from different peo-

ple, including differences and

similarities.

AT2 Express views creatively on the impact of belonging to a faith community both to different

faith members and to their own lives. Recognise those with no faith also have a belief system.

AT2 Respond thoughtfully to a

range of sacred and secular

writings, & provide good reason

for differences and similarities

in different texts.

Islam:

What does it mean to be part

of a Muslim community?

Eternity:

What happens to us after we

die?

AT1 To understand and evaluate the

diversity of belief in different

religions, nationally and global-

ly.

AT1 Articulate and apply the differ-ent responses to ethical ques-tions from a range of different

religions. Make connections between

different belief and practices of

all religions

AT2 To reflect and respond to the

significance of meaning behind

different beliefs and practices.

AT2 Discuss and apply their own

and others’ ideas about ethical

questions and to express their

own ideas clearly in response.

Physical health and Mental wellbeing

Healthy sleep habits; sun safety; medicines, vaccinations, immun-

isations and allergies

Families and friendships

Managing friendships and peer influence Relationships Equality and discrimination

Belonging to a community

Protecting the environment; compassion towards others

Media literacy and Digital resilience

How information online is targeted; different media

types, their role and impact

Safe relationships

Physical contact and feeling safe

Money and Work

Identifying job interests and aspirations;

what influences career choices; workplace stereo-

types

Growing and changing

Personal identity; recognising individuality and differ-

ent qualities; mental wellbeing

Growing and changing Human reproduction and birth; increasing independ-ence; managing transitions Keeping safe

Keeping safe in different situations, including re-

sponding in emergencies, first aid and FGM

Band B

Class 4

AUTUMN SPRING SUMMER

Science

Skills

Planning and Communication record observations systematically use appropriate scientific language and conventions to communicate quantitative and qual-

itative data select a range of appropriate sources of information

choose scales for graphs which show data and features effectively identify measurements and observations which do not fit into the main pattern begin to explain anomalous data use appropriate ways to communicate quantitative data using scientific language Enquiring and Testing use previous knowledge and experience combined with experimental evidence to provide

scientific explanations

recognise the key factors to be considered in carrying out a fair test use scientific knowledge to identify an approach for an investigation explain how the interpretation leads to new ideas Observing and Recording make a series of observations, comparisons and measurements with increasing precision select apparatus for a range of tasks plan to use apparatus effectively begin to make repeat observations and measurements Considering Evidence and Evaluating make predictions based on their scientific knowledge and understanding draw conclusions that are consistent with the evidence relate evidence to scientific knowledge and understanding offer simple explanations for any differences in their results make practical suggestions about how their working methods could be improved

Planning and Communication record observations systematically use appropriate scientific language and conventions to communicate quantitative

and qualitative data select a range of appropriate sources of information

choose scales for graphs which show data and features effectively identify measurements and observations which do not fit into the main pattern begin to explain anomalous data use appropriate ways to communicate quantitative data using scientific language Enquiring and Testing use previous knowledge and experience combined with experimental evidence to

provide scientific explanations Observing and Recording make a series of observations, comparisons and measurements with increasing preci-

sion select apparatus for a range of tasks plan to use apparatus effectively begin to make repeat observations and measurements

measure quantities with precision using fine – scale divisions select and use information effectively make enough measurements or observations for the required task Considering Evidence and Evaluating make predictions based on their scientific knowledge and understanding draw conclusions that are consistent with the evidence relate evidence to scientific knowledge and understanding offer simple explanations for any differences in their results make reasoned suggestions on how to improve working methods show how interpretation of evidence leads to new ideas explain conclusions, showing understanding of scientific ideas

Planning and Communication

Enquiring and Testing

Observing and Recording

Considering Evidence

Band B

Class 4

AUTUMN SPRING SUMMER

Music

Exploring sound sources. ‘Journey to Space’.

To compare pieces thinking about texture, structure, timbre and dynam-

ics.

To reflect on his/her compositions dynamics, tempo and timbre.

To find similarities and differences between different historical composers

and musicians. Gustav Holst ‘The Planet Suite’.

To identify the mood of a piece of music.

Exploring Rounds.

To play and perform using voices and musical instruments with in-

creasing accuracy, control and expression.

To sing expressively combining dynamics, tempo and pitch.

To take part in rounds.

To learn about the life and appreciate the music of a famous com-

poser. Benjamin Britten and The Instruments of the Orchestra.

Exploring Rhythm and Pulse.

Begin to interpret musical notation. E.g. Crochet = 1 beat, minim

= 2 beats.

To understand when to use varying volumes, pitch and expression

in his/her voice to portray an idea or mood. KS2 play.

To compare pieces thinking about texture, structure, timbre and

dynamics.

To perform his/her own rhythmic and melodic patters on an in-

strument.

Art

ART

History – The World Wars

Drawing

To use the tip to create detail when using pastel and charcoal

To use blending and overlaying colours to create soft backgrounds using

fingers to smudge

Produce a self portrait using charcoal after learning about facial propor-

tions moving onto looking at proportions of the body. Adding a figure to

wall mural of evacuees and complete the background.

Drawing Developing/applying, Art in context/history

To layer colours to create depth of colour and tone using coloured pencils

To use a sketchbook to show how ideas have been improved

Salvador Dali – The Persistence of Memory

Look at hidden meanings in art- Surrealism.

Produce a Visual Pun using colouring pencils and paying attention to reali-

ty of drawings.

Developing/applying

To use sketchbook to produce labelled diagrams for his/her 3D work

Produce a design for a piece of bunting using only Red/White/Blue to dec-

orate the wall mural

ART

History – A local study Foxton

Sculpture

To take responsibility for preparing organising and clearing away his/

her work area

To add detail to a clay sculpture using different materials

Create a clay plaque of a property in Foxton Village – apply using

scratch and slip technique and use of tools to apply pattern and de-

tail.

Art in context/history

To use observational skills to replicate images by well-known artist

and explain how their work is similar/different

Rousseau- Tiger in a Tropical Storm

Using sketch book to create a design for printing tile looking at

differences between day and night thinking about light and foliage

ART

History – Anglo Saxons – Vikings

Drawing, Art in context/history

To use pen to record minute detail

To use observational skills to replicate images by well-known

artist and explain how their work is similar/different

(Sutton Hoo artefacts) Look at Viking and Anglo Saxon jewellery

and produce sketches making comparisons.

Drawing, Painting, Developing/applying

To use hard and soft lines to record detail in the distance, fore-

ground and create shadow and avoid using an eraser

To use a sketchbook to show how ideas have been improved

To create layers of paint to add detail to background colours

Looking at perspective in art. Understanding how to show per-

spective in a drawing/painting. Produce a guided sketch of a

street scene going on to final project to produce a painting of a

bedroom scene using perspective and use felt pens to apply detail

BATIK PROJECT

Band B

Class 4

AUTUMN SPRING SUMMER

DT

DT

History – The World Wars

Make

To use applique to decorate by gluing and stitching

Make a piece of bunting using only Red/White/Blue to decorate

the wall mural

Science – Forces – Gears, levers and pulleys

Design/Make

To use more complex mechanical systems in his/her products eg

pulleys and linkages

To create an exploded diagram of his/her design

To build frameworks using a range of materials: wood, card, corru-

gated plastic.

Design and build a simple fairground ride

Fairground ride needs to include at least two of the three – gears,

levers and pulleys

DT

Make

To create his/her own simple sewing pattern or printing block to use

in his/her design

Using pressprint to create own design of an animal in a jungle at

night. Produce 3 prints using black ink and choose best print.

DT

Science – Micro-organisms

Evaluate/Food

To generate and develop his/her ideas through discussion

To collect feedback from others to find out how to improve his/her

product

To select appropriate tools to follow a given recipe to make a savoury

dish

To understand how different foods are produced in different areas of

the world

To evaluate existing products in relation to their purpose and audience

Look at the properties of yeast. Research bread making globally and

different festival breads. Make a basic bread recipe and evaluate then

create/design own recipe.

(Bake Off format)

Computing Y5: Learn how computers use numbers to represent things such

as how fast things are moving, and where they are. (Espresso Cod-

ing)

Y6: Learn to use variables in more complex ways, and to manipu-

late inputs to create useful outputs. (Espresso Coding)

Y5: Acting responsibly when using devices and the internet.

(Digital literacy & IT)

Y6: Knowing the consequences of their actions when using digital

technology. (Digital literacy & IT)

Cross-curricular links to the IT strand, using a range of devices and

services to source, create, present, analyse and evaluate infor-

mation in response to a given goal.

Y5: Learn how computers can generate random numbers and how

these can be used in simulations. (Espresso Coding)

Y6: Learn more about how computers use property values and pa-

rameters to store information about objects. (Espresso Coding)

Y5: Discussing the consequences of particular behaviours when us-

ing digital technology. (Digital literacy & IT)

Y6: Identifying the principles underpinning acceptable use of digital

technologies. (Digital literacy & IT)

Cross-curricular links to the IT strand, using a range of devices and

services to source, create, present, analyse and evaluate information

in response to a given goal.

Revision of Autumn and Spring coding, 'unplugged' coding and cross-

curricular links

Y5: Deciding whether digital content is reliable and unbiased / bi-

ased. (Espresso coding & Digital literacy)

Y6: Developing an informed opinion about the effectiveness of digital

content. (Espresso coding & Digital literacy)

Y5: Knowing how to report concerns and inappropriate behaviour in

a range of contexts. (Digital literacy & IT)

Y6: Knowing a range of ways to report concerns and inappropriate

behaviour in a variety of contexts. (Digital literacy & IT)

Cross-curricular links to the IT strand, using a range of devices and ser-

vices to source, create, present, analyse and evaluate information in

response to a given goal.