Band A
Class 4
AUTUMN SPRING SUMMER
Science Electricity.
Earth and space.
Be able to explain the apparent movement of the sun in relation to
day and night, be able to describe the orbits of earth in relation to
the moon, other planets and the sun, gravity.
Life cycles
Be able to explain why some features are more of less helpful in
classification, explain why some animals do not fit neatly in to clas-
sification groups—e.g. duck billed platypus.
Be able to compare lifecycles beween insects, birds, amphibians
and mammals.
Be able to explain the link to evolution and fossil evidence.
Use fossil evidence to explain evoluation, inheritance and adapta-
tion.
Human Biology
Reproduction
Classification
Evaluation and
Inheritance.
SRE?
Adaptation and habitats
Be able to describe changes over a life-time, including puberty and re-
production.
History
Non-European society contrasting with British history—Mayan civ-
ilization.
Make links between events and changes; giving reasons for them
and explaining the result. Mayan
Changes in UK from the Stone Age to iron Age. Iron Age hill forts:
(Maiden Castle, Swanage).
Examine artefacts and explain what they show us about the time in
history. Iron Age Hill Forts.
Discuss the impact and causes of historical changes in Britain.
Stone Age to Iron Age (Hill Forts).
The Roman Empire and its impact on Britain.
Dorchester (Swanage).
Analyse sources of information for accuracy, usefulness and relevance
and combine them to answer questions. Romans.
Use and understands abstract terms such as empire, civilisation, par-
liament and peasantry.
Geography
Counties of N & S America.
Human Geography—Trade links
Physical Geography—Settlements, Rivers.
Deserts, Mountains
Mexico
Using maps, locate the main countries and it is in N & S America,
physical and characteristics and environmental regions.
Describe/understand key aspects of:
Human geography—types of settlement and land use, economic
activity including trade links , and the distribution of natural re-
sources including energy, food, minerals and water in Mexico.
Understand geographical similarities and differences through the
study of human and physical geography of Cambridgeshire and
Mexico.
Geographical time zones of the world.
Identify the position and significance of the Prime/Greenwich Me-
ridian and time zones. Link to science—tilt of the earth, seasons
and time zones.
Use maps atlases globes and digital/computer mapping (Google
Earth) to locate countries and describe features studied.
OS maps and keys.
Coasts
Swanage
Name and locate UK key topographical features (hills, mountains and
coats), and land-use patterns; and understand how some of the as-
pects have changed over time (Swanage trip).
Use the eight points of a compass, six-figure grid references, symbols
and key, and use OS maps when visiting. Swanage trip.
Place events, people and changes into correct periods of time and
the periods of time in chronological order.
Band A
Class 4
AUTUMN SPRING SUMMER
RE
PSHE
2b.1 God:
What does it mean if God is ho-
ly and loving?
2b.2 Creation:
Creation and science: con-
flicting or complementary?
AT1
Make links and compare beliefs
and practices from Christianity,
including differences and simi-
larities.
AT1 Make links and compare stories
and beliefs from different peo-
ple, including differences and
similarities.
AT2 Discuss and apply their own
and others’ ideas about ethical
questions and to express their
own ideas clearly in response.
AT2 Respond thoughtfully to a
range of sacred and secular
writings, & provide good reason
for differences and similarities
in different texts.
Hinduism:
What is it like being a Hindu in
Britain?
2b.8 Kingdom of God
What kind of king is Jesus?
AT1 Make connections between
different belief and practices of
all religions.
AT1 Make connections between
different belief and practices of
all religions.
AT2 To reflect and respond to the sig-
nificance of meaning behind
different beliefs and practices.
AT2 Express views creatively on the
impact of belonging to a faith
community both to different faith
members and to their own lives.
Recognise those with no faith al-
so have a belief system.
2b.3 People of God:
How can following God bring
freedom and justice?
Justice and Freedom:
What are people’s beliefs about
justice and freedom?
AT1 Articulate and apply the different
responses to ethical questions
from a range of different reli-
gions.
AT1 To understand and evaluate the
diversity of belief in different reli-
gions, nationally and globally.
AT2 Discuss and apply their own and
others’ ideas about ethical ques-
tions and to express their own
ideas clearly in response.
AT2 Discuss and apply their own and
others’ ideas about ethical ques-
tions and to express their own
ideas clearly in response.
Families and friendships
Attraction to others; romantic relationships; civil partnership and
marriage
Safe relationships
Recognising and managing pressure; consent in different situa-
tions
Belonging to a community
Valuing diversity; challenging discrimination and stereotypes
Media literacy and Digital resilience Evaluating media sources; sharing things online Money and Work
Influences and attitudes to money; money and financial risks
Physical health and Mental wellbeing
What affects mental health and ways to take care of it; managing change, loss and bereavement; managing time online
Growing and changing Human reproduction and birth; increas-
ing independence; managing
Transitions
Keeping safe
Keeping personal information safe; regulations and choices; drug use
and the law; drug use and the media
Band A
Class 4
AUTUMN SPRING SUMMER
Science
Skills
Planning and Communication record observations systematically use appropriate scientific language and conventions to communicate quantitative
and qualitative data select a range of appropriate sources of information
choose scales for graphs which show data and features effectively identify measurements and observations which do not fit into the main pattern begin to explain anomalous data use appropriate ways to communicate quantitative data using scientific language Enquiring and Testing use previous knowledge and experience combined with experimental evidence to
provide scientific explanations Observing and Recording make a series of observations, comparisons and measurements with increasing pre-
cision select apparatus for a range of tasks plan to use apparatus effectively begin to make repeat observations and measurements Considering Evidence and Evaluating make predictions based on their scientific knowledge and understanding draw conclusions that are consistent with the evidence relate evidence to scientific knowledge and understanding offer simple explanations for any differences in their results make practical suggestions about how their working methods could be improved
Planning and Communication select a range of appropriate sources of information
identify measurements and observations which do not fit into the main pattern begin to explain anomalous data Enquiring and Testing describe evidence for a scientific idea Observing and Recording
Considering Evidence and Evaluating
Planning and Communication
Enquiring and Testing
Observing and Recording
Considering Evidence and Evaluating
Band A
Class 4
AUTUMN SPRING SUMMER
Music
History of Music Part 1. Prehistoric Classical/Romantic
To explain how music has changed over time.
To explain how the music of the past reflected the society of the
time.
To take part in rounds.
To learn about the life and appreciate the music of a famous com-
poser. Johann Sebastian Bach.
To find similarities and differences between different historical
composers and musicians.
History of Music Part 2. 1920’s to present day.
To explain how the music of the past reflected the society of the
time.
To sing expressively combining dynamics, tempo and pitch.
To learn about the life and appreciate the music of a famous com-
poser. Scott Joplin.
To find similarities and differences between different historical
composers and musicians.
Exploring Performance
To compare pieces thinking about texture, structure, timbre and dy-
namics.
To reflect on his/her compositions dynamics, tempo and timbre.
To sing expressively combining dynamics, tempo and pitch. KS2 play.
To perform his/her own rhythmic and melodic patterns on an instru-
ment. Recorders.
Begin to interpret musical notation. E.g. Crochet = 1 beat, minimum =
2 beats.
Art
ART
Painting
To use observational skills to replicate images of well-known artists
and explain how their work is similar/different
To take responsibility for preparing, organising and clearing away
his/her painting area
Caulfield/Seurat
Colour mixing using primary and secondary colours. Pointillism –
brush techniques
Drawing
To use blending and overlaying colours to create soft backgrounds
using fingers to smudge
Use of pastels to experiment with colour blending for Flower
Painting
English - Macbeth
To make a 3D sculpture using a range of joining methods eg gluing,
stitching, weaving,
tying
Produce a Scarecrow of a character from Macbeth (Group activity)
using recyclable materials.
ART
History – Stone Age to Iron Age
Sculpture
To add detail to a clay sculpture using clay tools or to a 3D sculp-
ture using different materials
Grooved Ware pots based on artefacts found at Skara Brae. De-
signs should be based on the natural environment and applied us-
ing bones/shells/stones.
Drawing
To use blending and overlaying colours using fingers to smudge
Pencil Sketches of flowers using magnifying glasses to look at mi-
nute detail leading to use of pastels to experiment with colour mix-
ing before final project – enlarged flower painting
Developing /applying
The use a sketchbook to show how ideas have been improved
Portraits – to understand how to draw a face proportionately using
pencils before final project - painted portrait
ART
Drawing
To use hard and soft lines to record detail in the distance, foreground
and create shadow and avoid using an eraser
Sketch items indoors then taken outside to observe and record differ-
ences paying particular attention to light cast upon surfaces and shad-
ows
MONDRIAN PROJECT
Band A
Class 4
AUTUMN SPRING SUMMER
DT
DT
History – Maya Civilization
Design
To generate and develop his/her ideas through discussion
Create an Event Mask for Maya Festival – sketches should reflect
information discovered during research leading to clear links with
finished mask – tissue paper collage of prepared mask.
Geography-Countries of N&S America – Mexico
Make
To create his/her own simple sewing pattern
Sugar Skulls for Day of the Dead Festival – design should be sym-
metrical. Appliqued felt skulls with use of decorative stitching and
sequins.
English - Macbeth
To make a 3D sculpture using a range of joining methods eg gluing,
stitching, weaving, tying
Produce a Scarecrow of a character from Macbeth (Group activity)
using recyclable materials.
Science – Electricity
Make/Design
To build frameworks using a range of materials: wood, card, corru-
gated plastic
To create an exploded diagram of his/her design
To design and build an item that includes a lightbulb. Eg: QUIZ
BOARD THAT LIGHTS UP. COULD THE DT ELEMENT BE IN THE
CHOICE OF MATERIALS (INCLUDING FOR CONDUCTORS), SIZE,
SHAPE AND ARRANGEMENT OF BUTTONS, DECORATION
DT
RE – Hinduism – Hindu symbols
Make
To use applique to decorate by gluing and stitching
Recreate a Hindu symbol using a range of materials
Food
To understand how different foods are produced in different areas
of the world
Produce food linked to Hindu diet
DT
Summer Production
Design
To generate and develop his/her ideas through discussion
To produce props and scenery as needed for the Summer Production
Food
To understand how different foods are produced in different areas of
the world
Research biscuits and select some appropriate recipes to produce bis-
cuits for Celebration Evening
Band A
Class 4
AUTUMN SPRING SUMMER
Computing
Y5: Learn how computers use numbers to represent things such as
how fast things are moving, and where they are. (Espresso Coding)
Y6: Learn to use variables in more complex ways, and to manipu-
late inputs to create useful outputs. (Espresso Coding)
Y5: Acting responsibly when using devices and the internet.
(Digital literacy & IT)
Y6: Knowing the consequences of their actions when using digital
technology. (Digital literacy & IT)
Cross-curricular links to the IT strand, using a range of devices and
services to source, create, present, analyse and evaluate infor-
mation in response to a given goal.
Y5: Learn how computers can generate random numbers and how
these can be used in simulations. (Espresso Coding)
Y6: Learn more about how computers use property values and pa-
rameters to store information about objects. (Espresso Coding)
Y5: Discussing the consequences of particular behaviours when
using digital technology. (Digital literacy & IT)
Y6: Identifying the principles underpinning acceptable use of digi-
tal technologies. (Digital literacy & IT)
Cross-curricular links to the IT strand, using a range of devices and
services to source, create, present, analyse and evaluate infor-
mation in response to a given goal.
Revision of Autumn and Spring coding, 'unplugged' coding and cross-
curricular links
Y5: Deciding whether digital content is reliable and unbiased/biased.
(Espresso Coding & Digital literacy)
Y6: Developing an informed opinion about the effectiveness of digital
content. (Espresso Coding & Digital literacy)
Y5: Knowing how to report concerns and inappropriate behaviour in a
range of contexts. (Digital literacy & IT)
Y6: Knowing a range of ways to report concerns and inappropriate be-
haviour in a variety of contexts. (Digital literacy & IT)
Cross-curricular links to the IT strand, using a range of devices and ser-
vices to source, create, present, analyse and evaluate information in
response to a given goal.
Band B
Class 4
AUTUMN SPRING SUMMER
Science Forces—gravity
Friction
Gears levers and pulleys
Light
Show that light travels, reflection alters route, light to the eye,
compare shape of the shadow to the shape of the object.
Properties & Materials
State of Matter
Separation
Able to set up tests to investigate properties of materials—e.g.
dissolving, filtering, reversible and irreversible change; compare
choices of materials according to properties.
Human Body
Circulatory system
Digestive system.
Circulatory system—impact of drugs, diet and exercise.
Great Scientists
SRE
Micro-organisms
Include classification group for micro-organisms.
Be able to describe changes over a lifetime, including puberty and re-
production.
History
British history that extends pupils’ chronological knowledge be-
yond 166—The World Wars.
Create historically valid questions about cause and significance.
World Wars.
Suggest reasons for conflicting historical accounts. World Wars.
Discuss the impact and causes of historical changes in Britain.
World Wars.
Examine periods in world history; identifying contrasts with and
influences on British society at the time. World Wars.
Examine artefacts and explain what they show us about that time
in history. World Wars.
A local history study. Foxton. Viking and Anglo-Saxon struggle for the UK.
Identify and describe changes within and between different periods in
history. Viking and Anglo-Saxon.
Use fieldwork to observe, measure, record and present the human and
physical features in Foxton using sketch maps, plans, graphs and digital
technologies.
Discuss the impact of significant historical events, people and places in
their own locality making links with changes in national life. Foxton.
Name and locate UK key topographical features (hills, mountains and
coasts), and land-use patterns; and understand how some of these as-
pects have changed over time. Foxton.
Geography
Mountains, earthquakes, volcanoes.
Describe and understand key aspects of:
Physical geography—climate zones, biomes and vegetation belts,
mountains, volcanoes and earthquakes.
4 UK countries.
Physical geography
Settlements, Rivers,
Deserts, Mountains . Foxton
Band B
Class 4
AUTUMN SPRING SUMMER
RE
PSHE
2b.5 Gospel:
What would Jesus do?
What difference does the resur-
rection make for Christians?
AT1 Articulate and apply the
different responses to ethi-
cal questions from a range of
different religions.
AT1 Make links and compare stories
and beliefs from different people,
including differences and similari-
ties.
AT2 To reflect and respond to the
significance of meaning be-
hind different beliefs and
practices.
AT2 Respond thoughtfully to a range
of sacred and secular writings, &
provide good reason for differ-
ences and similarities in different
texts.
Humanism:
How do people live without a god?
2b.4 Incarnation:
Was Jesus the Messiah?
AT1 Make links and compare beliefs and practices from Christianity
and Humanism, including differ-ences and similarities.
AT1 Make links and compare stories
and beliefs from different peo-
ple, including differences and
similarities.
AT2 Express views creatively on the impact of belonging to a faith community both to different
faith members and to their own lives. Recognise those with no faith also have a belief system.
AT2 Respond thoughtfully to a
range of sacred and secular
writings, & provide good reason
for differences and similarities
in different texts.
Islam:
What does it mean to be part
of a Muslim community?
Eternity:
What happens to us after we
die?
AT1 To understand and evaluate the
diversity of belief in different
religions, nationally and global-
ly.
AT1 Articulate and apply the differ-ent responses to ethical ques-tions from a range of different
religions. Make connections between
different belief and practices of
all religions
AT2 To reflect and respond to the
significance of meaning behind
different beliefs and practices.
AT2 Discuss and apply their own
and others’ ideas about ethical
questions and to express their
own ideas clearly in response.
Physical health and Mental wellbeing
Healthy sleep habits; sun safety; medicines, vaccinations, immun-
isations and allergies
Families and friendships
Managing friendships and peer influence Relationships Equality and discrimination
Belonging to a community
Protecting the environment; compassion towards others
Media literacy and Digital resilience
How information online is targeted; different media
types, their role and impact
Safe relationships
Physical contact and feeling safe
Money and Work
Identifying job interests and aspirations;
what influences career choices; workplace stereo-
types
Growing and changing
Personal identity; recognising individuality and differ-
ent qualities; mental wellbeing
Growing and changing Human reproduction and birth; increasing independ-ence; managing transitions Keeping safe
Keeping safe in different situations, including re-
sponding in emergencies, first aid and FGM
Band B
Class 4
AUTUMN SPRING SUMMER
Science
Skills
Planning and Communication record observations systematically use appropriate scientific language and conventions to communicate quantitative and qual-
itative data select a range of appropriate sources of information
choose scales for graphs which show data and features effectively identify measurements and observations which do not fit into the main pattern begin to explain anomalous data use appropriate ways to communicate quantitative data using scientific language Enquiring and Testing use previous knowledge and experience combined with experimental evidence to provide
scientific explanations
recognise the key factors to be considered in carrying out a fair test use scientific knowledge to identify an approach for an investigation explain how the interpretation leads to new ideas Observing and Recording make a series of observations, comparisons and measurements with increasing precision select apparatus for a range of tasks plan to use apparatus effectively begin to make repeat observations and measurements Considering Evidence and Evaluating make predictions based on their scientific knowledge and understanding draw conclusions that are consistent with the evidence relate evidence to scientific knowledge and understanding offer simple explanations for any differences in their results make practical suggestions about how their working methods could be improved
Planning and Communication record observations systematically use appropriate scientific language and conventions to communicate quantitative
and qualitative data select a range of appropriate sources of information
choose scales for graphs which show data and features effectively identify measurements and observations which do not fit into the main pattern begin to explain anomalous data use appropriate ways to communicate quantitative data using scientific language Enquiring and Testing use previous knowledge and experience combined with experimental evidence to
provide scientific explanations Observing and Recording make a series of observations, comparisons and measurements with increasing preci-
sion select apparatus for a range of tasks plan to use apparatus effectively begin to make repeat observations and measurements
measure quantities with precision using fine – scale divisions select and use information effectively make enough measurements or observations for the required task Considering Evidence and Evaluating make predictions based on their scientific knowledge and understanding draw conclusions that are consistent with the evidence relate evidence to scientific knowledge and understanding offer simple explanations for any differences in their results make reasoned suggestions on how to improve working methods show how interpretation of evidence leads to new ideas explain conclusions, showing understanding of scientific ideas
Planning and Communication
Enquiring and Testing
Observing and Recording
Considering Evidence
Band B
Class 4
AUTUMN SPRING SUMMER
Music
Exploring sound sources. ‘Journey to Space’.
To compare pieces thinking about texture, structure, timbre and dynam-
ics.
To reflect on his/her compositions dynamics, tempo and timbre.
To find similarities and differences between different historical composers
and musicians. Gustav Holst ‘The Planet Suite’.
To identify the mood of a piece of music.
Exploring Rounds.
To play and perform using voices and musical instruments with in-
creasing accuracy, control and expression.
To sing expressively combining dynamics, tempo and pitch.
To take part in rounds.
To learn about the life and appreciate the music of a famous com-
poser. Benjamin Britten and The Instruments of the Orchestra.
Exploring Rhythm and Pulse.
Begin to interpret musical notation. E.g. Crochet = 1 beat, minim
= 2 beats.
To understand when to use varying volumes, pitch and expression
in his/her voice to portray an idea or mood. KS2 play.
To compare pieces thinking about texture, structure, timbre and
dynamics.
To perform his/her own rhythmic and melodic patters on an in-
strument.
Art
ART
History – The World Wars
Drawing
To use the tip to create detail when using pastel and charcoal
To use blending and overlaying colours to create soft backgrounds using
fingers to smudge
Produce a self portrait using charcoal after learning about facial propor-
tions moving onto looking at proportions of the body. Adding a figure to
wall mural of evacuees and complete the background.
Drawing Developing/applying, Art in context/history
To layer colours to create depth of colour and tone using coloured pencils
To use a sketchbook to show how ideas have been improved
Salvador Dali – The Persistence of Memory
Look at hidden meanings in art- Surrealism.
Produce a Visual Pun using colouring pencils and paying attention to reali-
ty of drawings.
Developing/applying
To use sketchbook to produce labelled diagrams for his/her 3D work
Produce a design for a piece of bunting using only Red/White/Blue to dec-
orate the wall mural
ART
History – A local study Foxton
Sculpture
To take responsibility for preparing organising and clearing away his/
her work area
To add detail to a clay sculpture using different materials
Create a clay plaque of a property in Foxton Village – apply using
scratch and slip technique and use of tools to apply pattern and de-
tail.
Art in context/history
To use observational skills to replicate images by well-known artist
and explain how their work is similar/different
Rousseau- Tiger in a Tropical Storm
Using sketch book to create a design for printing tile looking at
differences between day and night thinking about light and foliage
ART
History – Anglo Saxons – Vikings
Drawing, Art in context/history
To use pen to record minute detail
To use observational skills to replicate images by well-known
artist and explain how their work is similar/different
(Sutton Hoo artefacts) Look at Viking and Anglo Saxon jewellery
and produce sketches making comparisons.
Drawing, Painting, Developing/applying
To use hard and soft lines to record detail in the distance, fore-
ground and create shadow and avoid using an eraser
To use a sketchbook to show how ideas have been improved
To create layers of paint to add detail to background colours
Looking at perspective in art. Understanding how to show per-
spective in a drawing/painting. Produce a guided sketch of a
street scene going on to final project to produce a painting of a
bedroom scene using perspective and use felt pens to apply detail
BATIK PROJECT
Band B
Class 4
AUTUMN SPRING SUMMER
DT
DT
History – The World Wars
Make
To use applique to decorate by gluing and stitching
Make a piece of bunting using only Red/White/Blue to decorate
the wall mural
Science – Forces – Gears, levers and pulleys
Design/Make
To use more complex mechanical systems in his/her products eg
pulleys and linkages
To create an exploded diagram of his/her design
To build frameworks using a range of materials: wood, card, corru-
gated plastic.
Design and build a simple fairground ride
Fairground ride needs to include at least two of the three – gears,
levers and pulleys
DT
Make
To create his/her own simple sewing pattern or printing block to use
in his/her design
Using pressprint to create own design of an animal in a jungle at
night. Produce 3 prints using black ink and choose best print.
DT
Science – Micro-organisms
Evaluate/Food
To generate and develop his/her ideas through discussion
To collect feedback from others to find out how to improve his/her
product
To select appropriate tools to follow a given recipe to make a savoury
dish
To understand how different foods are produced in different areas of
the world
To evaluate existing products in relation to their purpose and audience
Look at the properties of yeast. Research bread making globally and
different festival breads. Make a basic bread recipe and evaluate then
create/design own recipe.
(Bake Off format)
Computing Y5: Learn how computers use numbers to represent things such
as how fast things are moving, and where they are. (Espresso Cod-
ing)
Y6: Learn to use variables in more complex ways, and to manipu-
late inputs to create useful outputs. (Espresso Coding)
Y5: Acting responsibly when using devices and the internet.
(Digital literacy & IT)
Y6: Knowing the consequences of their actions when using digital
technology. (Digital literacy & IT)
Cross-curricular links to the IT strand, using a range of devices and
services to source, create, present, analyse and evaluate infor-
mation in response to a given goal.
Y5: Learn how computers can generate random numbers and how
these can be used in simulations. (Espresso Coding)
Y6: Learn more about how computers use property values and pa-
rameters to store information about objects. (Espresso Coding)
Y5: Discussing the consequences of particular behaviours when us-
ing digital technology. (Digital literacy & IT)
Y6: Identifying the principles underpinning acceptable use of digital
technologies. (Digital literacy & IT)
Cross-curricular links to the IT strand, using a range of devices and
services to source, create, present, analyse and evaluate information
in response to a given goal.
Revision of Autumn and Spring coding, 'unplugged' coding and cross-
curricular links
Y5: Deciding whether digital content is reliable and unbiased / bi-
ased. (Espresso coding & Digital literacy)
Y6: Developing an informed opinion about the effectiveness of digital
content. (Espresso coding & Digital literacy)
Y5: Knowing how to report concerns and inappropriate behaviour in
a range of contexts. (Digital literacy & IT)
Y6: Knowing a range of ways to report concerns and inappropriate
behaviour in a variety of contexts. (Digital literacy & IT)
Cross-curricular links to the IT strand, using a range of devices and ser-
vices to source, create, present, analyse and evaluate information in
response to a given goal.
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