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BANKFOOT PRIMARY SCHOOL LONG TERM PLANNING 2019-2020 YEAR GROUP 5What did the Ancients do for us? HistoryAutumn 1 Monday 3 September to Friday 25 October 8 weeksSpecial PeopleAutumn 2Monday 29 October to Friday 20 DecemberTraining Day Monday 25 November 7 weeksCastawaySpring 1 Monday 6 January to Friday 14 February*Safer Internet day 11 February6 weeksOur Changing Planet Spring 2Monday 24 February To Friday 3 AprilWBD- 5 March 20206 weeksI am a READER!Theme termSummer 1Monday 20 April To Friday 22 May4 Bank Holiday 5 weeks Stories, Sagas and Sacred ScrollsSummer 2Monday 1 June to Wednesday 17 July3 July Training Day7 weeksEntry Point/StimulusWhat did the Greeks do for us?Story – Persephone. The life of Nelson Mandela and reading the book Journey to Jo’burg.Traditional Caribbean stories: – Anasi the SpiderEmerald BlueCaribbean party launch Class diary of the weather Freak weather from around the worldFavourite authors justification and poster invite an author to schooltrip to libraryBradford literature festivalPossible iking dayThe Saga of Bjorn – Literacy shed Exit PointFundraiserNews report on the Battle of Marathon including all aspects of Ancient Greek culture we have learned about. Film on Nelson MandelaWatch documentaries related to the Caribbean Food tasting Complete Class big book how garden changes and what animals etc.-Wild life in our local area- Fact filesAssembly in Summer 1Fundraiser: March Y5???Book weekDress up as book character-WBDRead-a-thon Create an instructional text: How to successfully integrate into a new land. Class Assembly5MK Diwali 5MK Caribbean Assembly5MK Climate ChangeVisitsSpaceport Science museum VISIT Road SafetyOnline safetyIn school Olympic dayOnline safetyHindu Temple visit Online bullyingTrip to Library - potentiallyViking Trip to JorvikParents consultation EveningsTuesday / Wednesday OctoberTuesday / Wednesday JanuaryTuesday / Wednesday Wednesday Links with World CulturesInfluence of Greece on the world – Democracy, science, art, history, sportFamous world Olympians. Muslim athletes from Rio 2016.What does Islam say about keeping your body healthy?Mohammed Ali, Amir Khan Athletes from around the world Muslim Explorers - Ibn BattutaImpact of Slavery in the Caribbean – Enslaved people. Where enslaved people originatedThe arrival of the Empire WindrushImpact of Global Warming in Pakistan. Major drought and floods Rivers in other countries - NileUse of water in different cultures World poetryJapanese HaikuHymns/Religious poemsSacred writings – The Koran.Wars in other countriesThe various reasons for movement of people – migration- worldwide. English outcomes for pupilsThroughout each year group pupils show high levels of attainment in reading, writing, speaking and listening and exhibit very positive attitudes.Pupils rapidly acquire secure knowledge of letters and sounds and make substantial and sustained progress in learning to read.Pupils acquire secure knowledge, making substantial and sustained progress in learning to write legibly and fluently.From different starting points all groups of pupils develop excellent knowledge, understanding and skills.Pupils express their ideas fluently and imaginatively in both writing and speaking using Standard English. Pupils read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age. Pupils show a mature understanding of a wide range of challenging texts, both traditional and contemporary.Pupils’ writing shows a high degree of technical accuracy. Pupils write effectively across a range of genres, frequently showing creativity in their ideas and choice of language.Pupils have a mature understanding of the differences between written and spoken language. They speak confidently and with maturity in relation to their age, using Standard English very effectively.Pupils are effective learners, able to think for themselves, providing leadership and mastery in their own learning.Spoken LanguageStandard English is consistently modelled and promoted by all adults in schoolPromoted through: Talk PartnersBig QuestionsClass AssemblyDebatesClass DiscussionResponding to questions from AdultsCreating questions for othersSpeak audibly and fluently with an increasing command of Standard English Examine the role of the narrator as the story tellerSelect and use appropriate registers for effective communicationAnalyse the importance of charactersExamining the difference between oral and written story tellingAnalyse and evaluate instructionsListen and respond appropriately to adults and their peersAsk relevant questions to extend their understanding and knowledgeUse relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinionsGive well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Participate in discussions, presentations, performances, role play, and improvisations Gain, maintain and monitor the interest of the listener(s)Speak audibly and fluently with an increasing command of Standard EnglishAsk relevant questions to extend their understanding and knowledgeArticulate and justify answers, arguments and opinionsMake comparisons, identifying themes Consider how the authors have developed characters Exploring the difference between reported and direct speechUse relevant strategies to build their vocabulary Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideasParticipate in discussions, performances, role play, and improvisations Gain, maintain and monitor the interest of the listener(s)Select and use appropriate registers for effective communicationSpeak audibly and fluently with an increasing command of Standard EnglishIdentifying and discussing themes and conventions, making comparisons within and across stories Discussing the effectiveness of others’ writing Predicting how language structure, and presentation contribute to meaning, including use of pace Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideasParticipate in discussions and presentationsGain, maintain and monitor the interest of the listener(s)Select and use appropriate registers for effective communicationSpeak audibly and fluently with an increasing command of Standard EnglishPerforming their own compositions Discuss and evaluate how authors use languageDiscussing the effectiveness of their own and others’ writing. Use relevant strategies to build their vocabulary Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideasParticipate in discussions, presentations, performances, role play, improvisations and debatesGain, maintain and monitor the interest of the listener(s)Consider and evaluate different viewpoints, attending to and building on the contributions of othersSelect and use appropriate registers for effective communicationSpeak audibly and fluently with an increasing command of Standard EnglishExperiencing stories from another cultureUse relevant strategies to build their vocabulary Give well-structured descriptions, explanations and narratives for different purposesMaintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Participate in discussions, presentations, performances, role playGain, maintain and monitor the interest of the listener(s)Select and use appropriate registers for effective communicationSpeak audibly and fluently with an increasing command of Standard EnglishExplore a range of dramatic conventionsGive well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Use relevant strategies to build their vocabulary Investigate oral debateMaintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Use spoken language to develop understanding through speculating and hypothesising Participate in discussions, presentations, performances, role play and debatesGain, maintain and monitor the interest of the listener(s)EnglishLiteracy and LanguageNationalCurriculumFocusLiteracy links from other topicsWriting across the curriculumRead Write Inc SpellingsNelson HandwritingL&L Unit 0ne - Prometheus & Pandora Themed week:Week 1 – Key SkillsFiction: week 2-3 An ancient Greek mythNon-Fiction: Week 4 - InstructionsPunctuation and GrammarFirst person, past tenseConjunctionsAdverbsAdverbs of cause Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion within and across paragraphs -using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct use of tense throughout a piece of writing - ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register Proof-read for spelling and punctuation errors -Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.(f) Science - Leon and the place betweenNarrative from when Leon enters the portal (a)(f) Magic BoxPoemHistory - Ancient Greek leaflet (A) Narrative (L&L), Instructions(L&), Poem (F), Letter (Hist/Geo) Non-Chron (F) NC- know and spell words with silent lettersNC- use further suffixes and understand how to add themNC- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionaryUnit 1: silent bUnit 2: -ibleUnit 3: -ablePurple developing skills Book 1Unit 1- 6Year 5 Write legibly, fluently and with increasing speed by:Choosing which shape of a letter to use when given choices and deciding whether or not to join specific lettersChoosing the writing implement that is best suited for a task.Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].Use of commas to clarify meaning or avoid ambiguityCGPSection 1 – word typesSection 2 - clauses and phrases L&L Unit Two - Bling! Themed week:Week 1 – Reading skillsFiction: week 2-3 A modern myth - diaryNon-Fiction:Week 4 - recounts/newspaper Punctuation and GrammarRelative clausesInverted commas Ellipses Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion within and across paragraphs -using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct use of tense throughout a piece of writing - ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register Proof-read for spelling and punctuation errors -Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.Nelson Mandela Biography (a)Letter from N to G(f) Journey to Jo’burg Playcript (a)Science - The man who walked between the towersInstructional text on how to make a pullieSPAG WEEK (final) NC- know and spell words with silent lettersNC- use further suffixes and understand how to add themNC- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionaryUnit 4: silent tUnit 5: -ibly and -ablyUnit 6: -entPurple developing skills Book 1Unit 7- 13Year 5 Write legibly, fluently and with increasing speed by:Choosing which shape of a letter to use when given choices and deciding whether or not to join specific lettersChoosing the writing implement that is best suited for a task.Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]. Section 3 - conjunctions and prepositionsSection 4 – linking ideas Section 5 – verb tenses L&L Unit Three - Last Night I Saw the City Breathing Themed week:Week 1 – SPaG skillsFiction: week 2-3 Free verse Poems Non-Fiction:Week 4 - Persuasive writingPunctuation and GrammarParenthesis Inverted commasActive and passive voice Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion within and across paragraphs -using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct use of tense throughout a piece of writing - ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register Proof-read for spelling and punctuation errors -Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.(f) Lady Shallot- Writing in role of L.S (a)- Flashback History- Carribbean- Setting description (a)NC- Spell further homophonesNC- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionaryNC- use a thesaurus.Y5/6 Common exception words - Homophones Purple developing skills Book 1Unit 14- 20Year 5 Write legibly, fluently and with increasing speed by:Choosing which shape of a letter to use when given choices and deciding whether or not to join specific lettersChoosing the writing implement that is best suited for a task.Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].Brackets, dashes or commas to indicate parenthesisSection 6 - standard and non-standard English Section 7 – sentence punctuation Section 8 - commas Thursday March World Book DayL&L Unit Four - Stories by Jeremy Strong. Themed week:Week 1 – Reading SkillsFiction: week 2-3 Writing an episode in the style of Jeremy StrongNon-Fiction:Week 4 - Biographies Punctuation and GrammarLine breaks in free verseAdverbials of time Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion within and across paragraphs -using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct use of tense throughout a piece of writing - ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register Proof-read for spelling and punctuation errors -Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.(f) The LoraxPersuasive argument (for/against)writing in the role of LoraxLetter of complaint from the LoraxNC- use further suffixes and understand how to add themNC- know and spell words with ei after cNC- use the first three or four letters of a word to check spelling and meaning in a dictionaryNC- use a thesaurus.Unit 7: -enceUnit 8:-eiUnit 9: -ant, -ance, - ancyPurple developing skills Book 2Unit 1- 6Year 5 Write legibly, fluently and with increasing speed by:Choosing which shape of a letter to use when given choices and deciding whether or not to join specific lettersChoosing the writing implement that is best suited for a task.Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].Section 9 – brackets and dashes Section 10 – apostrophesSection 11 – inverted commasL&L Unit Five - The Dragon Slayer Themed week:Fiction: Week 1-2 Stories from another culture Week – SPaG skillsWeek 3 – Optional SATsNon-Fiction:Week 4 - Non-chronological reports – Science weekPunctuation and GrammarAdverbs and adverbials of time place and manner Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion within and across paragraphs -using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct use of tense throughout a piece of writing - ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register Proof-read for spelling and punctuation errors -Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.(f) Nowhere EmporiumNewspaper (asEyewitness reportSir David Attinborough Script on an animal documentary (science)History - I am reader - Poem in relation to a character/author (a) NC- use further suffixes and understand how to add themNC – adding suffixes beginning with vowel letters to words ending in -ferNC- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionaryY5/6 Common exception words - oughPurple developing skills Book 2Unit 7- 13Year 5 Write legibly, fluently and with increasing speed by:Choosing which shape of a letter to use when given choices and deciding whether or not to join specific lettersChoosing the writing implement that is best suited for a task.Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].Section 12 – paragraphs and layout Section 13 - prefixesSection 14 – word endings suffixes L&L Unit Six – Father’s DayThemed week:Week 1 – Reading SkillsFiction:week 2-3 Dramatic conventions Play scripts Non-Fiction:Week 4 - Discussion texts Punctuation and GrammarContrasting adverbs bad adverbialsFormal and impersonal style Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning - in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action -précising longer passages -using a wide range of devices to build cohesion within and across paragraphs -using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: - assessing the effectiveness of their own and others’ writing - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning -ensuring the consistent and correct use of tense throughout a piece of writing - ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register Proof-read for spelling and punctuation errors -Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.(f) Beowulf Narrative (a)Information text about the vikingsHistory - Diary entry from the view of a Viking (a)NC- use further suffixes and understand how to add themNC- use the first three or four letters of a word to check spelling, meaning or both of these in a dictionaryNC- use a thesaurus.Unit 10:-ciousUnit 11: -tiousUnit 12:-cial, -tialPurple developing skills Book 2Unit 14- 20Year 5 Write legibly, fluently and with increasing speed by:Choosing which shape of a letter to use when given choices and deciding whether or not to join specific lettersChoosing the writing implement that is best suited for a task.Year 3-4 Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].Section 15 – confusing wordsSection 16 – mixed spelling practiceGrammar and punctuation NCClass ReaderLeon and the place betweenPercy Jackson and the lightning thief. BookKensuke's Kingdom. BookUnder the Weather. BookBeowulf. BookBeowulf. BookReading Development days Reading 7 Hours of Guided readingMaintain positive attitudes to reading and understanding of what they read by:-continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks -reading books that are structured in different ways and reading for a range of purposes -increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions -recommending books that they have read to their peers, giving reasons for their choices - identifying and discussing themes and conventions in and across a wide range of writing - making comparisons within and across books - learning a wider range of poetry by heart - preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audienceunderstand what they read by: - checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context - asking questions to improve their understanding - drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence - predicting what might happen from details stated and implied - summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas -identifying how language, structure and presentation contribute to meaning - discuss and evaluate how authors use language, including figurative language, considering the impact on the reader - distinguish between statements of fact and opinion - retrieve, record and present information from non-fiction - participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously - explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary -provide reasoned justifications for their views.Reading Week (5 days) +7 Hours Maintain positive attitudes to reading and understanding of what they read by:-continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks -reading books that are structured in different ways and reading for a range of purposes -increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions -recommending books that they have read to their peers, giving reasons for their choices - identifying and discussing themes and conventions in and across a wide range of writing - making comparisons within and across books - learning a wider range of poetry by heart - preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audienceunderstand what they read by: - checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context - asking questions to improve their understanding - drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence - predicting what might happen from details stated and implied - summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas -identifying how language, structure and presentation contribute to meaning - discuss and evaluate how authors use language, including figurative language, considering the impact on the reader - distinguish between statements of fact and opinion - retrieve, record and present information from non-fiction - participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously - explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary -provide reasoned justifications for their views.7 Hours of Guided readingMaintain positive attitudes to reading and understanding of what they read by:-continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks -reading books that are structured in different ways and reading for a range of purposes -increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions -recommending books that they have read to their peers, giving reasons for their choices - identifying and discussing themes and conventions in and across a wide range of writing - making comparisons within and across books - learning a wider range of poetry by heart - preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audienceunderstand what they read by: - checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context - asking questions to improve their understanding - drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence - predicting what might happen from details stated and implied - summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas -identifying how language, structure and presentation contribute to meaning - discuss and evaluate how authors use language, including figurative language, considering the impact on the reader - distinguish between statements of fact and opinion - retrieve, record and present information from non-fiction - participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously - explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary -provide reasoned justifications for their views.Reading Week (5 days) +7 Hours Maintain positive attitudes to reading and understanding of what they read by:-continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks -reading books that are structured in different ways and reading for a range of purposes -increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions -recommending books that they have read to their peers, giving reasons for their choices - identifying and discussing themes and conventions in and across a wide range of writing - making comparisons within and across books - learning a wider range of poetry by heart - preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audienceunderstand what they read by: - checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context - asking questions to improve their understanding - drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence - predicting what might happen from details stated and implied - summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas -identifying how language, structure and presentation contribute to meaning - discuss and evaluate how authors use language, including figurative language, considering the impact on the reader - distinguish between statements of fact and opinion - retrieve, record and present information from non-fiction - participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously - explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary -provide reasoned justifications for their views.5 Hours Maintain positive attitudes to reading and understanding of what they read by:-continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks -reading books that are structured in different ways and reading for a range of purposes -increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions -recommending books that they have read to their peers, giving reasons for their choices - identifying and discussing themes and conventions in and across a wide range of writing - making comparisons within and across books - learning a wider range of poetry by heart - preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audienceunderstand what they read by: - checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context - asking questions to improve their understanding - drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence - predicting what might happen from details stated and implied - summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas -identifying how language, structure and presentation contribute to meaning - discuss and evaluate how authors use language, including figurative language, considering the impact on the reader - distinguish between statements of fact and opinion - retrieve, record and present information from non-fiction - participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views - explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary -provide reasoned justifications for their views.Reading Week (5 days) +7 Hours Maintain positive attitudes to reading and understanding of what they read by:-continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks -reading books that are structured in different ways and reading for a range of purposes -increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions -recommending books that they have read to their peers, giving reasons for their choices - identifying and discussing themes and conventions in and across a wide range of writing - making comparisons within and across books - learning a wider range of poetry by heart - preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audienceunderstand what they read by: - checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context - asking questions to improve their understanding - drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence - predicting what might happen from details stated and implied - summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas -identifying how language, structure and presentation contribute to meaning - discuss and evaluate how authors use language, including figurative language, considering the impact on the reader - distinguish between statements of fact and opinion - retrieve, record and present information from non-fiction - participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously - explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary -provide reasoned justifications for their views.Literacy Shed videoTeacher made resourceOnce upon a picture(2 30 minute sessions)Focus (science/history) 8-10 weeks transitioning to science lessonsReading from other resources(2 30 min sessions per activity)Comprehension- Schofield and Sims(2 30 min sessions per text)Testbase(2 lessons per activity)Literacy and Language / Progress test (2 lessons)Class Reader / OtherFIRST READING SESSION RECAP DR READOur PlanetsOctapodiDad(writing a letter to dad in second lesson)Cosmic - it’s one giant leap (leading into the science lessons)Letts Educational booklet 2.1Jason and the Golden FleeceEssential text p.71 - Room 13 (1 lesson reading long text to increase reading stamina and 2nd lesson answering 2 3 mark questions)CGP Book 2 Candara’s Giftone day going through text on p.22, second day answering questions in CGP book.Wind in the willows playscriptHow Music made peace (Myth)You are old Father William (Classic nonsense poem)Matilda joins Crunchem Hall (Fiction)Guide Dogs (1st lesson annotate and analyse - 2nd lesson answering questions)Unit 1- Pandora p11 (1 lesson answer and 2nd lesson go through)Unit 1 Instructions(1 lesson answer and 2nd lesson go through)CosmicLeon and the place betweenDR READRetrievalInferencePredictionInferenceFull coverage of Dr READ (see reading overview).Exploreuse of Key Vocabulary ExploreP.E.ERetrieval InferenceDeduction Retrieval AnalyseExplore Analyse word meaningRetrieval (drawing) Inference Analyse RetrieveKing MidasMan in GogglesImpressionEmily DavidsonIn a jar The man who walked between the towers- leading into the science lessons)Total Comprehension book (p.20-21) BrainlessJacky Daydream remembers (autobiography p.4)Sea fever (poem p.20) (“drawing” the words)Mischievous Tom (classic fiction - p.10)Unit 2 - Bling First half of story (1 lesson answer and 2nd lesson go through)Unit 2 Report (1 lesson answer and 2nd lesson go through)Journey to Jo’burgThe man who walked between the towersInferenceAnalyseInferenceVocabulary Word RetrieveinferenceFull coverage of Dr READ (see reading overview).InferenceRetrievalanalyseExploreauthor's intentRetrieval (drawing) Inference -GraphExplore Analyse Drama Swing of ChangeTrollsLetts -MacbethYear 5 anthology - Tom’s midnight garden (2 sessions)Imminent (taking the role of the rock in the second lesson)The nowhere emporium (leading into the science lessons)Kensuke’s Kingdom CRSeal saves drowning dog (Newspaper report -p.6)Laws affecting women (Persuasive text - p.38)Toad learns a lesson ? (Classic fiction - p.32)ExploreAnalyseInferenceDeduction AnalyseVocabularyExplorePredictionFull coverage of Dr READ (see reading overview).ExploreAnalyseInferenceDeduction Retrieval InferenceDeduction Predictionretrievaldeduceretrieval exploreRetrievalinferenceIt’s not a Planet, it’s our home. Kensukes’ KingdomLorax Essential anothology - mailda Total comprehension - Recycle Welsh Hero Simon Weston - biography p.10Respected relative - letter p.30The hippogriffs tusks - fiction - p.22Swimming the english channelUnit 4 -A collection of Jeremy Strong stories Under the WeatherAn Inconvenient TruthRetrievalInferenceDeductionRetrievalDr READDecodeInferenceretrieval vocabulary meaningAnalyse retrievalRetrievalInferenceDeductionExplore Analyse HuntedRats (Classic poem -p.14)Sixteen steps to the ice-house (Shape poem - p.18)Bilbo the Hobbit meets smog (fiction p.26)Unit 5 - The Dragon Slayer Under the WeatherA variety of news stories – First News, NewsroundInferenceDeduction PredictionRetrievalInferenceDeductionExplore Analyse 3 Mark QuestionRetrievalInferenceDeductionExplore Analyse InferenceDeductionExplore Analyse retrieveanalyseword meaning The saga of BjornUnit 6 – Father’s Day Keepsake mill ( poem 24)Pyraum and Thisbe (playscript p.36)The woman of water (poem p.28)Beowulf CRBeowulf 501 booksRetrieval InferenceDeduction Explore Analyse Retrieval InferenceDeduction Explore Analyse RetrievalInferenceDeductionExplore Analyse Explore Analyse Comparison across textsretrieveAnalyse formalityinferenceMathematics Outcomes for pupilsThroughout each year group pupils make substantial and sustained progress leading to high levels of attainment.From different starting points pupils develop excellent knowledge, understanding and skills enabling them to master the mathematics they are learning.Pupils understand important concepts and make connections within mathematics.Pupils develop a broad range of skills in using and applying mathematics. They take the initiative in solving problems in a wide range of contexts, including the new or unusual.Pupils think for themselves and are prepared to persevere when faced with challenges, showing a confidence that they will succeed.Pupils embrace the value of learning from mistakes and false starts.Pupils are able to recall mathematical knowledge rapidly, apply it fluently and accurately in order to calculate efficiently.When investigating mathematically, pupils’ reason, generalise and make sense of solutions.Pupils show high levels of fluency in performing written and mental calculations and mathematical techniques.Mathematical language and symbols are used accurately in pupils’ work and in discussions.Pupils develop a sense of passion and commitment to the subject.Mathematics – Spoken languageDeveloping their mathematical vocabulary Presenting a mathematical justification, argument or proof. Making their thinking clear to themselves as well as others Build secure foundations by using discussion to probe and remedy their misconceptionsDeveloping their mathematical vocabulary Presenting a mathematical justification, argument or proof. Making their thinking clear to themselves as well as others Build secure foundations by using discussion to probe and remedy their misconceptionsDeveloping their mathematical vocabulary Presenting a mathematical justification, argument or proof. Making their thinking clear to themselves as well as others Build secure foundations by using discussion to probe and remedy their misconceptionsDeveloping their mathematical vocabulary Presenting a mathematical justification, argument or proof. Making their thinking clear to themselves as well as others Build secure foundations by using discussion to probe and remedy their misconceptionsDeveloping their mathematical vocabulary Presenting a mathematical justification, argument or proof. Making their thinking clear to themselves as well as others Build secure foundations by using discussion to probe and remedy their misconceptionsDeveloping their mathematical vocabulary Presenting a mathematical justification, argument or proof. Making their thinking clear to themselves as well as others Build secure foundations by using discussion to probe and remedy their misconceptionsThroughout each year group pupils make substantial and sustained progress leading to high levels of attainment.From different starting points pupils develop excellent knowledge, understanding and skills enabling them to master their learning.Pupils are able to think for themselves, take the initiative and raise their own questions about science knowledge, understanding and scientific enquiry.They are confident and competent in the full range of key stage-related practical skills, taking the initiative in planning, carrying out, recording and evaluating their own scientific investigations.Pupils frequently use their scientific knowledge and understanding very effectively in written and verbal explanations, solving challenging problems and reporting scientific findings formally.They work constructively with other pupils, demonstrating common understanding in discrete well-focussed roles, with all playing a part in successful investigations.Pupils show high levels of originality, imagination and innovation in their understanding and application of their knowledge and skills.Their practical work incorporates a variety of contexts, including fieldwork.Pupils research contemporary issues and understand the impact of science on society.They develop a sense of passion and commitment to science, showing strong application and enthusiasm to learn more through scientific endeavour.Science -Spoken languageDeveloping their scientific vocabulary Articulating scientific concepts clearly and preciselyMaking their thinking clear, both to themselves and othersBuild secure foundations by using discussion to probe and remedy their misconceptionsDeveloping their scientific vocabulary Articulating scientific concepts clearly and preciselyMaking their thinking clear, both to themselves and othersBuild secure foundations by using discussion to probe and remedy their misconceptionsDeveloping their scientific vocabulary Articulating scientific concepts clearly and preciselyMaking their thinking clear, both to themselves and othersBuild secure foundations by using discussion to probe and remedy their misconceptionsDeveloping their scientific vocabulary Articulating scientific concepts clearly and preciselyMaking their thinking clear, both to themselves and othersBuild secure foundations by using discussion to probe and remedy their misconceptionsDeveloping their scientific vocabulary Articulating scientific concepts clearly and preciselyMaking their thinking clear, both to themselves and othersBuild secure foundations by using discussion to probe and remedy their misconceptionsDeveloping their scientific vocabulary Articulating scientific concepts clearly and preciselyMaking their thinking clear, both to themselves and othersBuild secure foundations by using discussion to probe and remedy their misconceptionsScience Working Scientifically Enquiry TypesSuggested wider readingFocus- CosmicSpace- Our Solar SystemEarth, Sun, Moon and PlanetsDay and night, year and monthAncient Greek scientists/astronomers Investigation - living things in their habitat– seasonal changes summer/ autumn.Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessaryTaking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriateRecording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphsUsing test results to make predictions to set up further comparative and fair testsReporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentationsIdentifying scientific evidence that has been used to support or refute ideas or arguments.Type of Enquiry:* Observation* Identifying, grouping & classifying* Research using secondary resources*Pattern seekingRecording of findingsDrawings of the Moon, Earth day, night, the horizonTable and line graphCosmic - FocusEarth and Space (UsborneStarting Point Science) by Susan Mayes and Sophy TahtaEarth SpaceMoon Base Hardcover –by Ben JoelPrice (Author)Earth and Space (Internet-linked Library of Science) by L. Howell and Kirsteen RogersFocus- The man who walked between the towersForcesGravityair resistance/water resistance / frictionMechanisms: levers, pulleys, gearsInvestigation - living things in their habitat– seasonal changes autumn / winter.Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessaryTaking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriateRecording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphsUsing test results to make predictions to set up further comparative and fair testsReporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentationsIdentifying scientific evidence that has been used to support or refute ideas or arguments.Type of Enquiry:* Observation*Comparative fair testing *Pattern seekingRecording of findingsDetailed diagrams, models, photographs, table, scatter graph, pictures Can You Feel the Force?: Putting the fizz back into physics by Richard HammondFocus- The nowhere emporiumHuman LifecycleChanges as humans develop to old ageInvestigation - living things in their habitat– seasonal changes winter / spring.Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessaryTaking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriateRecording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphsUsing test results to make predictions to set up further comparative and fair testsReporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentationsIdentifying scientific evidence that has been used to support or refute ideas or arguments.Type of Enquiry:* Observation* Identifying, grouping & classifying*Comparative fair testing Recording of findingsphotos, table, pictures, line graph, scatter graphAll Living things -differences in the life cycles of a mammal, an amphibian, an insect and a bird Life process of reproduction in some plants and animals.Investigation living things in their habitat– seasonal changes spring / summer – combine all seasons.Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessaryTaking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriateRecording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphsUsing test results to make predictions to set up further comparative and fair testsReporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentationsIdentifying scientific evidence that has been used to support or refute ideas or arguments.Type of Enquiry:* Observation* Identifying, grouping & classifying* Research using secondary resources*Comparative fair testing Recording of findingspictures, picture diary, labelled diagrams, table, line graph Animals: Mammals, Birds, Reptiles, Amphibians, Fish, and Other Animals (Class of Their Own)Shar Levine (Author), Leslie Johnstone (Author)Animal Secrets: Animal Life Processes (Life Processes and Living Things) Deborah Underwood (Author)Animal Life Cycles: Growing and Changing (Nature's Changes) PaperbackLiteracy through scienceReports –The Life around Bankfoot Primary, class book.Fact file –How an insect/mammal develops Creative writing–Garden poetry Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessaryTaking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriateRecording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphsUsing test results to make predictions to set up further comparative and fair testsReporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentationsIdentifying scientific evidence that has been used to support or refute ideas or arguments.Type of Enquiry:* Research using secondary resources *Pattern seekingRecording of findingsClass book, pictures, diagrams, chartsProperties and changes of materials Reversible/irreversible changes -dissolving, mixing, separationForming new materials: e.g. – burning, acid and bicarbonate of sodaPlanning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessaryTaking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriateRecording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphsUsing test results to make predictions to set up further comparative and fair testsReporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentationsIdentifying scientific evidence that has been used to support or refute ideas or arguments.Type of Enquiry:* Observation* Identifying, grouping & classifying* Research using secondary resources*Comparative fair testing Recording of findingsobservations over time, pictures, labelled diagrams Evaporation: Matter (Science Readers: A Closer Look) Condensation (Science Readers: A Closer Look) William B. Rice (Author)Dissolving (First Step Nonfiction) Paperback – January 1, 2007 by Sheila Rivera (Author)The Usborne Internet linked Library of Science MaterialsWorking with Materials: Mixing and Separating Materials by Chris Oxlade (27 Mar 2008)Art and Design outcomes for pupilsPupils handle a range of 2D, 3D or digital media competently and confidently. They explore and exploit the visual language well to develop individual and diverse responses to given or chosen starting points.Pupils use drawing to aid thinking. They enjoy using different drawing materials or techniques to record observations, recall memories or express imagination. Pupils appreciate the qualities and understand the value of drawing to other artists, craft makers and designers.Pupils are curious about the work of other artists, craft makers and designers and make independent and informed choices about referring to the work of others which they use to liberate rather than constrain their own ideas or style.Pupils strive for originality in the development of their ideas and approaches. They understand the value of experimentation and working beyond their comfort zone in order to discover and develop creativity.Pupils compare, contrast and criticise their own achievements, those of their peers and other creative practitioners in order to make connections and understand creative diversity. They are reflective about their own development and the work of others.Pupils contribute positively and purposefully to their learning in lessons and in between.Art and Design Greek Art/ architecture and its legacy today.Create sketch books to record observations -Developing techniques - use of materials, experimentation: Create drawings using a range of media collage, pastels, pencils Use sketch books to collect, review and revisit ideas – Special peopleWe will look at sketching portraits of significant and special people e.g.Martin Luther King Caricatures of the ‘hidden figures’science mathematiciansCaribbean artists Kate Spencer – UK / St. Kitts & NevisHeleen Cornet – SabaSally Stryker – St. Barts Rainforest sketches/paintingsStill life/ observational drawings.Sketching skill, painting, creative sculpting – jigsaws. Famous wildlife artists / photographers Gregory Basco – animal shotsCàssio Vasconcellos dark BW tonesChildren will look at famous illustrators and use their work as inspiration to create their own drawings including graphic novelsManga artistsLiz PichonQuentin lake Helen Oxenbury Anglo Saxon Art and sculpture including metalwork. The Bayeux tapestriesDesign and Technology outcomes for pupilsPupils understand the working characteristics and properties of the materials they are using and why one material, ingredient or component is better suited to a job than another.Pupils develop their work effectively, and demonstrate resilience in solving design problems and technical challenges.Pupils understand how to carry out high-quality tests before attempting to improve their products and realise their plans accurately and safely.The suitability for users is embedded in all aspects of their designing and making.Pupils analyse and use their research effectively to support their designing and to test the effectiveness of their products.Pupils apply their knowledge of science and mathematics to inform their designing and making.They talk confidently about their technological ideas, and present information and plans effectively by writing, drawing and using annotated sketches.Design TechnologyDesign and make an Ancient Greek amphora – sculpture, clay/ Build a Pandora’s box with hingeSculptors- Fallen Warrior from Temple of AphaiaArchitects – column design .Researching and planning design for Caribbean headdress. Drawing in detailConstructing, strengthening. Design a summer garden / wildlife habitat.Create during science weekTalking textiles- Beowulf story in various media –Clay SewingComputing outcomes for childrenPupils make good progress across all areas of the subject and show originality, imagination and creativity in their work. They understand important concepts in Computing and make connections within the subject.Pupils use their subject knowledge and understanding effectively in written and verbal explanations and can solve challenging problems.Pupils make good use of a wide range of hardware and software appropriate to their age and ability.Pupils take the initiative in their work and when working with others, for example by asking questions, carrying out their own investigations, and working constructively with others.Pupils enjoy using Computing and can explain its putingOnline Safety – ES19 Understand the terms plagiarism and copyright and be aware of the implications of copying and sharing content without permission.MediaNational curriculum links: Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.M25 Create and amend a range of 2D graphic representations using appropriate applications.M25 Create and amend a range of 2D graphic representations using appropriate applications.M26 Create simple 3D graphics using a CAD application.M27 Plan, create and edit an animation, film, slideshow or presentation, then reflect on its efficacy.M28 Source, edit and refine music and sound for a given audience or project.M29 Develop criteria for evaluating theirs and others work.Online Safety –ES20 Use blocking / unsubscribing / reporting mechanisms puter scienceNational curriculum links: Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. Use sequence, selection, and repetition in programs; work with variables and various forms of input and output. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.CS21 Solve problems by decomposing them into smaller parts.CS22 Convert lines of code into everyday language (pseudocode) and vice versa.CS23 Understand and use variables.CS24 Use selection in programming to create a game aimed at an audience.CS25 To become familiar with inputs and outputs and create algorithms using them to control or simulate physical systems.CS26 Understand what networks (including the internet) are and how they are used to transfer information.Safer internet day Tuesday 6 FebruaryOnline Safety- ES21 Control who they interact with online and the information they rmation LiteracyNational curriculum links:Research –being discerning in evaluating contentMultimedia, Communicating and Publishing Understanding networks, opportunities they offer for collaboration IL13 Interpret and validate information from a range of online sources.IL14 Recognise that the Internet may contain material that is irrelevant, bias, implausible and inappropriate.IL15 Search for and save differing types of media using search engine functions.IL16 Use more advanced features of search engines.Online Safety –ES19 Understand the terms plagiarism and copyright and be aware of the implications of copying and sharing content without permission.analysing safe sources online and accurate dataData HandlingNational curriculum links: Collect, analyse, evaluate and present data and information using a variety of applications on a range of digital devices.DH14 Create charts using appropriate data to interpret and answer a specific question.DH15 Create a database to store and search relevant information.DH16 Interrogate a database using suitable questions.DH17 Use technology to search and sift through large amounts of different types of information.DH18 Use a range of calculations and functions in a spreadsheet.DH19 Use a spreadsheet to model given problemsOnline Safety- ES22 Describe the causes and consequences of online bullying and discuss behaviours and strategies to prevent and stop online bullying.Digital literacyUnderstand how to use the internet safely, knowing how to report and block unwanted puter science*Coding - Creating algorithms to accomplish goals, debug system, explain algorithms CS21 Solve problems by decomposing them into smaller parts.CS22 Convert lines of code into everyday language (pseudocode) and vice versa.CS23 Understand and use variables.CS24 Use selection in programming to create a game aimed at an audience.CS25 To become familiar with inputs and outputs and create algorithms using them to control or simulate physical systems.CS26 Understand what networks (including the internet) are and how they are used to transfer information.Online Safety - ES21 Control who they interact with online and the information they share.Data HandlingNational curriculum links: Collect, analyse, evaluate and present data and information using a variety of applications on a range of digital devices.DH14 Create charts using appropriate data to interpret and answer a specific question.DH15 Create a database to store and search relevant information.DH16 Interrogate a database using suitable questions.DH17 Use technology to search and sift through large amounts of different types of information.DH18 Use a range of calculations and functions in a spreadsheet.DH19 Use a spreadsheet to model given problemsCARSAdditional activities Room designGoogle forms to send a questionnairePadlet – Climate change Prezi holiday broacher Pirate spreadsheetCARSLanguages outcomes for pupilsMost pupils are keen to try to speak in the target language in lessons, either with a partner or with the teacher. They attempt to copy the correct pronunciation and intonation.They strive to use the language to communicate orally and in writing. Increasingly, they use the language for normal communication with the teacher and with each other in and beyond the classroom.Pupils often take the initiative in their work and when working with others.They demonstrate some originality, imagination or creativity in modern languages work.Pupils can apply grammatical rules to new situations and can write at length with support.They have good knowledge and understanding of the culture of the countries where the language is spoken. Pupils enjoy learning languages and can explain the value of doing so.Languages ArabicFrench Introductions Myself , my family and my homeHome Life and Daily Routine HobbiesOur street – shop namesUnderstand common shop names in order to navigate a high street. Be able to understand and give directions in French. Daily introductions between people – what is her/his name/ where are they from? Countries, flags, coloursTime and the SeasonsDays of the week / time- learn the days of the week and recall numbers to 50 to tell the time. Understanding language of fractions, past and to. Verb table Verb table Prepositions Activities Feminine and masculine changes in prefixes Calculations - recalling numbers to 100 and completing written calculations. Understanding a short story in French using vocabulary learned so far.Simple stories Dialogues Pair work Listening ComprehensionsSpeaking and listening activities Sports -learn the names of popular sports. Recall days and times to create a timetable of sporting events.Sun letters/moon letters Eating and drinking Food, attached pronouns, past negative forms of the verb)ICT links Months – learn the names of the months. Weather – learn how to describe the most common weather types. Use the language of months and weather in context, creating written sentences and verbal discussions. Simple stories Animals and habitats PresentationsFood and cooking – Understand the names of common foods in French – discuss cultural preferences and compare to our own. Be able to follow a simple recipe in French. History outcomes for pupilsThroughout each year group pupils make substantial and sustained progress leading to high levels of attainment.From different starting points pupils develop excellent knowledge, understanding and skills enabling them to master their learning.Pupils have excellent knowledge and understanding of people, events, and contexts from a range of historical periods, of historical chronology, and of historical concepts and processes.Pupils are able to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences.Pupils consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources.Pupils are able to think, reflect, debate, discuss and evaluate the past, formulating and refining their own questions and lines of enquiry.Pupils are passionate about history and engage enthusiastically in their learning, developing a sense of curiosity about the past and their understanding of how and why people interpret the past in different ways.Pupils are respectful of historical evidence and make robust and critical use of it to support their explanations and judgements.Pupils readily embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.HistorySkills Classical Athens Ancient Greek life, their achievements and influence on the western world - philosophy education, democracy ?continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. ?note connections, contrasts and trends over time and develop the appropriate use of historical terms. ?regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. ?construct informed responses that involve thoughtful selection and organisation of relevant historical information. ?understand how our knowledge of the past is constructed from a range of sources.Nelson Mandela What was Nelson Mandelas role in aboloshing slavery? History of a apartheid.?continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. ?note connections, contrasts and trends over time and develop the appropriate use of historical terms. ?regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. ?construct informed responses that involve thoughtful selection and organisation of relevant historical information. ?understand how our knowledge of the past is constructed from a range of sources.Slavery – historic and modern Abolition of slavery, apartheid, Martin Luther King Junior ?continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. ?note connections, contrasts and trends over time and develop the appropriate use of historical terms. ?regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. ?construct informed responses that involve thoughtful selection and organisation of relevant historical information. ?understand how our knowledge of the past is constructed from a range of sources.The industrial revolution and our developing ‘Western’ world?continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. ?note connections, contrasts and trends over time and develop the appropriate use of historical terms. ?regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. ?construct informed responses that involve thoughtful selection and organisation of relevant historical information. ?understand how our knowledge of the past is constructed from a range of sources.Creative writing - Project to the Future, what do you expect the world to be like in 2067??continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. ?note connections, contrasts and trends over time and develop the appropriate use of historical terms. ?regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. ?construct informed responses that involve thoughtful selection and organisation of relevant historical information. ?understand how our knowledge of the past is constructed from a range of sources.Britain’s settlement by Anglo-Saxons and Scots / The Viking and Anglo-Saxon struggle for the Kingdom of England?continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. ?note connections, contrasts and trends over time and develop the appropriate use of historical terms. ?regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. ?construct informed responses that involve thoughtful selection and organisation of relevant historical information. ?understand how our knowledge of the past is constructed from a range of sources.Geography outcomes for pupilsThroughout each year group pupils make substantial and sustained progress leading to high levels of attainment.From different starting points pupils develop excellent knowledge, understanding and skills enabling them to master their learning.Pupils have excellent knowledge of where places are and what they are like. They have excellent understanding of the ways in which places are interdependent and interconnected and how human and physical environments are interrelated.Pupils have an extensive base of core geographical knowledge and vocabulary.Pupils are able to carry out increasingly complex geographical enquiry, apply questioning skills and use effective analytical and presentational techniques in a wide range of environments, scales and contexts. Pupils reach clear conclusions and are able to develop reasoned arguments to explain their findings.Pupils are able to think for themselves and take the initiative in, for example, asking questions, carrying out their own investigations and working constructively with others. Pupils show significant levels of originality, imagination or creativity in their understanding and skills within the subject.Fieldwork and other geographical skills, including numerical and quantitative skills, and techniques are highly developed and frequently utilised.Pupils develop passion and commitment to the subject and exhibit a real sense of curiosity in finding out about the world around them and the people who live there.Pupils are able to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.GeographyGeographical skillsWhere is Greece? –continents, Europe focus, island nations,How the geography affected life in the present/develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processesinterpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at lengthHuman and physical geographyLocation of South Africa, Looking at where in South Africa the apartheid started and its expansion. Where Nelson Mandela was born and the main concepts of locality . Comparison of South Africa then and nowdevelop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processesinterpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at lengthInvestigating and comparing contrasting geographical regionsCaribbeanRoutes and transport -continents Africa / North America focus. Comparisons to Britain The slavery triangle develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processesinterpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at lengthLocal GeographyOur World – climate v weatherRivers, Climate change,Carbon footprint, Global warming, and Greenhouse gases. How the climate has changed over time. Is it man made or natural climate change?develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processesinterpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at lengthPlace knowledgeCreative writing – Create persuasive Holiday brochure using information from previous topic- Prezidevelop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processesinterpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at lengthLocal geography Human and physical geographyAncient Europe - Britain, UK Migration of different people from Europe (Scandinavia, Germany, France, Ireland) to Britaindevelop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processesinterpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at lengthMusic outcomes for pupilsPupils enjoy their musical experiences and make good progress in their musical understanding, including of musical theory, as a result of high expectations for good-quality music-making.Pupils demonstrate readiness to engage positively with different and diverse musical traditions and styles from a range of historic, social and cultural contexts, including classical music. They listen well and consequently make good musical responses.Singing is confident and controlled, instrumental techniques are accurate and secure, and pupils are able to create their own musical ideas that show a good understanding of how pitch, duration, dynamics, timbre, texture and structure work together.Attainment is good in relation to pupils’ capability and starting points, particularly with regard to their previous musical interests and experiences.Music is a popular subject and pupils from all groups participate actively and enthusiastically in curriculum lessons and extra-curricular activities. Retention rates are good in all forms of musical activity, in and out of the curriculum.MusicAncient Greeks –Greek Gods, PandoraPupils should be taught to: ?play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression ?listen with attention to detail and recall sounds with increasing aural memory South Africa- Nelson Mandela - Apartheid Pupils should be taught to: ?improvise and compose music for a range of purposes using the inter-related dimensions of music ?use and understand staff and other musical notations ?develop an understanding of the history of musicReggae – Bob Marley Three little BirdsPupils should be taught to: ?listen with attention to detail and recall sounds with increasing aural memory ?appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians?develop an understanding of the history of musicSongs linked to climate change and recycling. What is our World?Pupils should be taught to: ?play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression ?improvise and compose music for a range of purposes using the inter-related dimensions of music Musicals and ancient songsPupils should be taught to: ?listen with attention to detail and recall sounds with increasing aural memory ?appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians Viking RockLoki the JokerPupils should be taught to: ?listen with attention to detail and recall sounds with increasing aural memory ?use and understand staff and other musical notations ?develop an understanding of the history of musicPhysical Education outcomes for pupilsBoys and girls of all ages, abilities and interests acquire new knowledge and skills at a good rate and develop a good understanding of PE and sport.They practise skills without the need for much guidance or support. They apply skills in a wide range of activities and situations, and achieve a high level of performance.They have a good level of physical fitness and understand the importance of this in promoting their long-term health. They are able to remain physically active for long periods of time and lead healthy lifestyles by eating sensibly and exercising regularly.Pupils’ enjoyment of Physical Education is shown in their positive attitudes and regular participation in lessons and extra-curricular sport. They acquire the skills needed to organise sport and physical activity for others.All pupils can swim 25 metres and know how to remain safe in and around water by the end of Year 5.Physical Education Intra-house CompetitionCombat: Boxercise Participate in safe exercise based around Boxing. Increase stamina, hand-eye coordination modified where appropriate, basic principles suitable for attacking and pare their performances with previous ones and demonstrate improvement to achieve their personal bestFreddie FitChildren will develop fitness and stamina through a range of ‘Freddie Fit’ activities New Age KurlingDance: The Olympics LCPperform dances using a range of movement patternsdevelop flexibility, strength, technique, control and balancecompare their performances with previous ones and demonstrate improvement to achieve their personal bestFootball Children will develop fitness and stamina through a range of ‘Football ‘ activities FootballGymnasticsplay competitive games, modified where appropriate and apply basic principles suitable for attacking and defendingcompare their performances with previous ones and demonstrate improvement to achieve their personal bestTeam GamesInvasion Games: Hockey develop flexibility, strength, technique, control and balancecompare their performances with previous ones and demonstrate improvement to achieve their personal bestFreddie FitChildren will develop fitness and stamina through a range of ‘Freddie Fit’ activities Tri GolfStriking/fielding: Roundersuse running, jumping, throwing and catching in isolation and in combinationplay competitive games, modified where appropriate and apply basic principles suitable for attacking and defendingOAAChildren will develop a sense of direction and spatial awareness. they will work collaboratively to navigate and complete challenges using their orientation skills.Bench BallAthleticsuse running, jumping, throwing and catching in isolation and in combinationtake part in outdoor and adventurous activity challenges both individually and within a teamdevelop flexibility, strength, technique, control and balanceFootballChildren will develop ball control, skill and technique. They will develop their understanding of attack and defence and apply their learning to games.Sports day Religious Education outcomes for pupilsThroughout each year group pupils make substantial and sustained progress leading to high levels of attainment.From different starting points pupils develop excellent knowledge, understanding and skills enabling them to master their learning.Pupils have an outstanding level of religious literacy.The development of their ability to engage with a range of ultimate questions about the meaning and significance of existence is excellent.The development of their ability to ask significant questions about, and show an impressive understanding of, issues related to the nature, truth and value of religion is impressive.They develop a strong understanding of how the beliefs, values, practices and ways of life within any religion cohere.Pupils can think for themselves and take the initiative in, for example, asking questions, carrying out their own investigations, evaluating ideas and working constructively with others.They show significant levels of originality, imagination or creativity in their responses to their learning in Religious Education.Pupils show impressive achievement in linking their study of religion and belief to their exploration of more personal reflections on issues of meaning and purpose.Their progress is excellent across a wide range of religions, beliefs and investigations.Bradford Agreed SyllabusKnow about and understand a range of religions and worldviews, so that they can:? describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;? identify, investigate and respond to questions posed and responses offered by sources of authority and wisdom found in religions and worldviews;? appreciate and evaluate the nature, significance and impact of different ways of life and how these are expressed.Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:? express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues;? explain their ideas about how beliefs, practices and forms of expression influence individuals and communities;? appreciate and evaluate varied dimensions of religion or a worldview.Develop and use the skills needed to engage with religions and worldviews, so that they can:? find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding with increasing understanding;? investigate how different individuals and communities live together respectfully for the wellbeing of all;? articulate beliefs, values and commitments clearly, in order to explain why they may be important in their own and other people’s lives.Year 5ChristianityIslamHinduismBig QuestionKnow About and UnderstandExpress and CommunicateGain and Deploy SkillsScience, Computing, Historical or Geographical, Art and Design Knowledge, skills and understandingWhy is Diwali celebrated by both Hindus and Sikhs?SACREDSPECIALNESSPractices-Initial impressionShould everyone have the same beliefs?Describe and understand the links between stories and other aspects of the communitiesObserve and understand varied examples of religions and worldviewsRespond thoughtfully to ideas about community, values and respectDrawing* Identify and draw simple objects, and use marks and lines to produce texturePainting* Create all the colours they needSketch Books* Use their sketch books to compare and discuss ideas with others Use of IT* Create a piece of art work which includes the integration of digital images they have takenWhat can we learn from religious texts?AUTHORITYWISDOMIDENTITYCOMMUNITYPractices- Further reflectionShould everyone have the same beliefs?Make connections between different religions and worldviewsExplore and show understanding of similarities and differences between different religions and worldviewsDiscuss and represent own views on challenging questions about belonging, meaning, purpose and truthUsing the Internet-* Use a search engine using keyword searches* Download a document and save it to the computerPresentation-* Use a range of presentation applications* Capture sounds, images and videoDrawing* Use shading to create mood and feelingsPainting* Create all the colours they needSketch Books* Keep notes in their sketch books as to how they might develop their work furtherUse of IT* Combine graphics and text based on their researchWhat are the Five Pillars of Islam?SACREDAUTHORITYWISDOMPractices-Initial impressionDo religions need people, places and times that are sacred?Explain more about pilgrimages which mark important points in lifeUnderstand the challenges of commitment to a community of faith or beliefDiscuss and apply own and other’s ideas about ethical questionsGeographical Enquiry* Collect information about a place and use it in a report* Make detailed sketches and plansHuman Geography * Plan a journey to a place in another part of the world, taking account of distance and timeAm I always right?COMMUNITYSACREDREMEMBERINGBELIEFPractices- Further reflectionDo religions need people, places and times that are sacred?Respond thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from different communitiesObserve and consider different dimensions of religionRespond thoughtfully to ideas about community, values and respectHistorical Knowledge and interpretation* Appreciate that how we make decisions has been through a Parliament for some time* Appreciate that significant events in history have helped shape the country we have todayHistorical Enquiry* Test out a hypothesis in order to answer a questionWhat do we believe in ‘our town’?AUTHORITYWISDOMIDENTITYBELONGINGFAMILYCOMMUNITYForms of expression- Initial impressionShould religious beliefs be expressed?Make connections between different religions and worldviewsSuggest why belonging to a community may be valuable in the diverse communities Consider and apply ideas about ways in which diverse communities can live together for the well-being of allGeographical Enquiry* Collect information about a place and use it in a report* Find possible answers to their own geographical questionsHuman Geography * Explain how a location fits into its wider geographical location; with reference to human and economical featuresWhat do we believe in ‘our town’?AUTHORITYWISDOMIDENTITYBELONGINGFAMILYCOMMUNITYForms of expression- Further reflectionShould religious beliefs be expressed?Make connections between different religions and worldviewsSuggest why belonging to a community may be valuable in the diverse communities Consider and apply ideas about ways in which diverse communities can live together for the well-being of allGeographical Enquiry* Collect information about a place and use it in a report* Find possible answers to their own geographical questionsHuman Geography * Explain how a location fits into its wider geographical location; with reference to human and economical featuresS-The Ancient Greeks believed in oracles and were superstitious. Do superstitions still have a place in the modern world and why? M- Link lives of children both in UK and Pakistan today and in the past/ Links to Athens. Why should all children be given the same opportunities in life? S- SEAL – New Beginnings C- Explain which element of the Greek culture, still present today, is the most valuable to modern life.S- What can we learn from the Spartan beliefs that would benefit us? (never give up, believe in yourself)M – Cost of hosting major sporting events. Is it right to spend so much money on sport when there are homeless and starving people in the world?S -SEAL –Getting on and falling outC- What can we learn about other cultures when we host / attend a major sporting event? Philosophy for childrenS- When people from different backgrounds come together, what can we learn about spirituality from people of different faiths or non-religious world views? M- If you were to speak to a slave owner today, how would you convince them owning slaves is morally wrong?S -SEAL – Going for goalsC- How does the Carnival allow the culture of the Caribbean to be shared and celebrated in Britain?S- What do the holy texts say about caring for the environment? M- Why is it our moral duty to care for the environment? What difference can one person make? S -SEAL -Good to be meC- What is the impact of our ‘throw away culture’ on the world? How can we create a more caring culture? S-What is community spirit? Imagine a community without a good community spirit, what would it be like? How can we nurture our community spirit?M- Anti –BullyingCyber bullying Using ‘My Life as a Bully’ DVD create a support webpage for victims of cyberbullying. S -SEAL – Relationships C-Investigate stories from other cultures. What lessons can we learn from other cultures? Create a cultural story about life in Bradford. S- Explore how Christianity in Britain developed during the Anglo-Saxon era. What remnants of Viking paganism are still present in Britain?M- Effect of conflict and wars on society, families. Is it ever morally right to go to war?S -SEAL – ChangesC- Effect of conflict and wars on society, families. How do refugees keep their cultural pride? Roles and responsibilities-classroom monitors - behaviour mentors -student council-learning -environment -global citizens.Technology monitors- ensure that CB are using used correctly (backgrounds, passwordsOur wider community letters to elderly to places of worshipGardening - start to take care of our school environment and garden. Planting, weeding and litter picking - to make sure the environment is ready of the summerFundraiserPenalty shootout? 50p a go or 3 for a ?1Drink stationKeepy uppy challenge.Reading buddies (modelling reading to younger children)D- Democracy in Ancient Greece and today, how has democracy changed?ROL- Law and order in Ancient Greece. How laws were put in place in Ancient Greece and the link to today.IL- A right to education- a privilege for the rich? Hierarchy of the Ancient Greek world, rights of different people. Were all people valued and respected? MR- Olympic Games - encouraging respect in sport today. T – How to live and work together in a competitive environmentD- Compare the democracy in Ancient Athens to the diarchy in Sparta. Debate whether or not we think the systems worked at the time; compare them to the way our country is run. ROL- Different laws from various parts of Greece. The resulting consequences of people following diverse rules and ideals.IL- Spartan V Athenian lifestyleEducation in Ancient Sparta and Athens, differences in the roles of women.MR- Athens V Sparta / Greeks. Analyse what made these great cultures the way they were and why they found it so hard to get along. T – How did the different communities tolerate each other when they had to work together to defeat a common enemyD- Should migrants be allowed to vote on matters that would affect them? ROL- How laws have often been used in the past to unfairly control people and limit their rights. Arawaks, (natives of the Caribbean), Maroons in Jamaica.IL- Impact of slavery of the West African people and the Anti-slavery movement. Importance of challenging stereotypes.MR- Special people: How they battled intolerance in their lives.How people’s rights need to be balanced to protect individuals and communities from injustice. T – the message of Martin Luther King JnrD- Investigate how living within a democracy has enabled us to speak out for creatures that cannot speak for themselves.ROL- Laws to protect the environment, greenbelt land, EU targets on climate change. IL- The impact of companies who damage the environment. Investigate what is being done to protect the rights of the poor people and animals.MR- why we should respect our environment, giving animals a voiceT - Some people don’t believe in Global warming, should we tolerate them destroying or environment? D- Explore how Democracy works in our country and our local constituency by reading about local MPs. Which MP would you vote for and why?ROL- Should rulers from other countries be able to influence what is law in Britain? Discuss Brexit and some of the EU laws which benefit or hinder life in Britain. IL- Should we be allowed to do as we please? What problems would be created if we did exactly what we want?MR- Create guidelines for showing respect to others. What does respect look and sound like? Should we respect those who do not respect us? T - How do we show respect to the holy books of a different faith? Why is this important?D- Compare modern Democracy to the way the country was organised and ruled in the years before our kingdom became united.ROL- How our jury system was developed by the Anglo Saxons.IL- Lack of individual liberties in Britain, from the end of the Roman occupation until 1066, drove people to fight for changeMR- conversion of pagans to Christianity, Vikings attack Lindisfarne, invaders v settlersT – Why did the Vikings not always respect and tolerate the Christians? Themed homeworkLiteracyScience101 Must Do Activities Before Leaving PrimaryAchieve 100% attendance at school 77) Learn to swim78) Receive a swimming badge for 10 metres 79) Build a bonfirePaint a rock80) Cook for someone81) Set the table82) Do some baking83) Inviting people for lunch84) Visit a university85) Send an emailPlant it, grow it, eat it86) Go skiing / Play water polo87) Go to the funfair 501 Must Read Books Before Leaving PrimaryPercy Jackson and the lightening thief.Rick RiordanA Christmas CarolCharles DickensThe Demon HeadmasterGillian CrossThe Chronicles of NarniaC. S. LewisThe Boy a Bear and a BoatDave SheltonHolesLouis SacharCosmicFrank Cottrell BoyceJourney to the River SeaEva IbbotsonThe Sterkarm HandshakeSusan PriceMary PoppinsP.L.TraversLittle House on PrairieLaura Ingalls WilderWorzel GummidgeBarbara Euphan ToddHarry Potter and the Prisoner of AzkabanJ.K.RowlingThe HobbitJ.R.R.TolkienThe Wolves in the WallNeil GaimanThe Magic Far AwayTreeEnid BlytonRose BlancheIan McEwanKensuke's KingdomMichael MorpurgoFive on a Treasure IslandEnid BlytonChitty Chitty Bang BangRoald DahlThe Spiderwick ChronicleTony DiTerlizziThe Railway ChildrenEdith NesbitThere’s a Boy in the Girl’s BathroomLouis SacharMy GirragundjiMeme McDonaldJust AnnoyingAndy GriffithsWay HomeLibby HathornPoordog the StarvedGraciela MontesBarrumbi KidsLeonie NarringtonSomething’s Fishy, Hazel Green!Odo HirschThe More The Merrier Anne FineThe Boy in the Striped PyjamasJohn Boyne ClockworkPhilip PullmanThe CompositionAntonio SkarmetaUnder the WeatherTony BradmanThe BorrowersMary NortonBridge to TerabithiaKatherine PatersonHarry potter and the Goblet of FireJ.K.RowlingThe HauntingShirley JacksonInkheartCornelia FunkeWay HomeLibby HathornClarice Bean: That’s MeLauren ChildThe Dog with the Yellow HeartJutta RichterBeowulfKevin Crossley-HollandThe Indian in the CupboardLynne Reid BanksUnder the Moon and Over the SeaJohn AgardThe ViewerShaun TanCharmed LifeDiana Wynne JonesThe Wolves of Willoughby ChaseJohn AikenHarry and the WrinkliesAlan TemperleyMeasle and the WrathmonkIan Ogilvy ................
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