English: Classic Fiction Key Learning in Reading: Understand underlying themes, causes and consequences within whole texts. Regularly listen to whole novels read aloud by the teacher from an increasing range of authors, which they may not choose themselves. Compare texts written in different periods. Analyse the conventions of different types of writing e.g. use of dialogue to indicate historical settings for a story. Express preferences about a wider range of books including fiction from our literary heritage Explore new vocabulary in context. Making comparisons within and across texts. Demonstrate active reading strategies e.g. challenging peers with questions, justifying opinions, responding to different viewpoints within a group. Justify opinions and elaborating by referring to the text e.g. Point + Evidence + Explanation. Key Learning in Writing: Investigate and collect a range of synonyms and antonyms e.g. mischievous, wicked, evil, impish, spiteful, well-behaved. Use devices to build cohesion between paragraphs in narrative e.g. in the meantime, meanwhile, in due course, until then. Select appropriate vocabulary and language effects, appropriate to task, audience and purpose, for precision and impact. Use devices to build cohesion. Poetry Songs and Lyrics Key Learning in Reading: Explore texts in groups and deepening comprehension through discussion. Demonstrate active reading strategies e.g. challenging peers with questions, justifying opinions, responding to different viewpoints within a group. Use a reading journal to record on-going reflections and responses to personal reading. Recognise themes within and across texts e.g. friendship, loneliness, happiness, hope. Discuss and evaluate how authors use language including figurative language. Learn a wider range of poems by heart. Prepare poems to read aloud and perform using dramatic effects. Key Learning in Writing: Choose appropriate text-form and type for all writing. Selecting appropriate vocabulary and language effects, appropriate to task, audience and purpose, for precision and impact. Evaluate and improve performances of compositions focusing on: - Intonation and volume. - Gesture and movement. - Audience engagement. Persuasion A Formal Review Key Learning in Reading: Listen to, reading and discussing an increasingly wide range of non-fiction. Recognise authors techniques to influence and manipulate the reader. Identify how language, structure and presentation contribute to meaning e.g. persuasive leaflet. Explain the effect on the reader of the authors choice of language and reasons why the author may have selected these. Scan for key information. Skim for gist. Use a combination of skimming, scanning and close reading across a text to locate specific detail. Make comparisons within and across texts. Key Learning in Writing: Selecting the appropriate language and structures. Use devices to build cohesion between paragraphs in persuasive texts e.g. on the other hand, the opposing
view, similarly, in contrast, although, additionally, another possibility, alternatively, as a consequence. Make conscious choices about techniques to engage the reader including appropriate tone and style e.g. rhetorical questions, direct address to the reader. Evaluate and edit by: - Reflecting upon the effectiveness of writing in relation to audience and purpose. - Suggesting and making changes to enhance effects and clarify meaning. Spelling (full term): Revision from previous years Words ending in cious Words ending in tious Recommended words Words ending in tial Homophones Words ending in able Maths: Fractions Identify common factors, common multiples and prime numbers. Compare and order fractions, including fractions >1 (including on a number line). Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions. Associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8 ). Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. Solve problems involving fractions. Fractions, Percentages, Ratio & Proportion Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. Find simple percentages of amounts. Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts. Solve problems involving the calculation of percentages (for example, of measures, and such as 15% of 360) and the use of percentages for comparison. Solve problems involving similar shapes where the scale factor is known or can be found. Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples. Geometry Angles; Statistics Pie Charts Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles. Interpret and construct pie charts and line graphs and use these to solve problems. Solve comparison, sum and difference problems using information presented in all types of graph. Measurement Length, Perimeter, Mass Solve problems involving the calculation and conversion of units of measure (including money and time), using decimal notation up to three decimal places where appropriate. Use, read, write and convert between standard units, converting measurements of length and mass, from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places. Convert between miles and kilometres. Measurement Area and Volume Recognise that shapes with the same areas can have different perimeters and vice versa. Calculate the area of parallelograms and triangles. Use, read and write standard units using decimal notation to up to three decimal places. Recognise when it is possible to use the formulae for area and volume of shapes. Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3) and extending to other units (for example, mm3 and km3). Topic:
Britten s Got Talent! Lead Subjects: Music: Listening Listen with attention to a range of high quality live and recorded music, to detail and to internalise and recall sounds with increasing aural memory. Experience how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised within musical structures (for example, ostinato) and used to communicate different moods and effects. Experience how music is produced in different ways (for example, through the use of different resources, including ICT) and described through relevant established and invented notations. Know how time and place can influence the way music is created, performed and heard (for example, the effect of occasion and venue). Knowledge and Understanding Analyse and compare sounds. Explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary. Use and understand staff and other musical notations. Develop an understanding of the history of music. Performing Sing songs; speak chants and rhymes in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression. Play tuned and untuned instruments with control and rhythmic accuracy. Practise, rehearse and present performances with an awareness of the audience. Creating Improvise and develop rhythmic and melodic material when performing. Explore, choose, combine and organise musical ideas within musical structures. Pitch Identify short phrases and long phrases. Identify the prominent melody patterns in a piece of music. Duration Perform rhythmic patterns and ostinati (repeated melody lines). Identify a silence in a rhythmic pattern with a gesture. Create rhythmic patterns including silences and notate. Indicate strong and weak beats through movements. Recognise a change in metre Tempo Identify the differences between fast and slow tempos. Identify the tempo of music as fast, moderate, slow, getting faster or getting slower. Timbre Identify groupings of instruments e.g. strings, woodwind, orchestra, and rock band. Recognise the instruments heard in a piece of music. Texture Understand the process by which a round (one melody, sung/played by groups starting at different times e.g. London s Burning ) works. Identify the various and varying textures in a round. Understand how the texture might vary in a song. Structure Identify rondo (a form which always returns back to the first A melody line e.g. ABACADAE etc) form. Dynamics Recognise crescendo (gradually getting louder) and diminuendo (gradually getting quieter). PE: Dance Through KS2, pupils should perform dances using a range of movement patterns and learn how to make dance phrases and sequences of movement. The children will learn how to evaluate and recognise their own success, compare their performances with previous ones, and demonstrate improvement to achieve
their personal best. In Year Six dance, children think about how to use movement to explore and communicate ideas. They explore a range of dances, using step and gesture patterns, body shapes, contact work, and contrasts in dynamic and rhythmic patterning. They learn more about both dance style and music. Composing To create movement using a stimulus. To explore and improvise ideas for dances in different styles, working on their own, with a partner and in a group. To create and link dance phrases using a simple dance structure or motif. To use simple choreographic principles to create motifs. To compose dances by using, adapting and developing steps, formations and patterning from different dance styles. To explore, improvise and combine movement ideas fluently and effectively. Performing To perform dances expressively, using a range of performance skills. To perform dances with an awareness of rhythmic, dynamic and expressive qualities, on their own, with a partner and in small groups. To perform more complex dance phrases that communicate character and narrative. Perform in a whole class performance. Appreciating To talk about how they might improve their dances. To describe and evaluate some of the compositional features of dances performed with a partner and in a group. To understand how a dance is formed and performed. To evaluate, refine and develop their own and others' work. Science: Light and Astronomy How Light Travels Recognise that light appears to travel in straight lines. Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye. Explain that we see things because the light that travels from light sources to our eyes or from light sources to objects and then to our eyes. Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Notes and Guidance (Non-statutory) Pupils should build on the work in Year Three, exploring the way that light behaves, including light sources, reflection and shadows. They should talk about what happens and make predictions. Pupils Might Work Scientifically By deciding [observe/explore] where to place rearview mirrors on cars. By designing and making a periscope and using the idea that light appears to travel in straight lines to explain how it works. By investigating the relationship between light sources, objects and shadows by using shadow puppets. By extending their experience [explore and observe] of light by looking at a range of phenomena including rainbows, colours on soap bubbles, objects looking bent in water and coloured filters (they do not need to explain why these phenomena occur). Art & Design: Exploring and Developing Ideas Explore the work of artists, craftspeople and designers from different times and cultures. Question and make thoughtful observations about starting points and select ideas to use in their work. Drawing Use a journal to collect and develop ideas. Identify artists who have worked in a similar way to their own work. Use dry media to make different marks, lines, patterns and shapes within a drawing. Experiment with wet media to make different marks, lines, patterns, textures and shapes.
Explore colour mixing and blending techniques with coloured pencils. Use different techniques for different purposes i.e. shading, hatching within their own work. Start to develop their own style using tonal contrast and mixed media. Begin to develop an awareness of composition, scale and proportion in their paintings e.g. foreground, middle ground and background. Show an awareness of how paintings are created i.e. composition. Painting Develop a painting from a drawing. Carry out preliminary studies, trying out different media and materials and mixing appropriate colours. Create imaginative work from a variety of sources e.g. observational drawing, themes, poetry, music. Mix and match colours to create atmosphere and light effects. Be able to identify and work with complementary and contrasting colours. Digital Media Use a graphics package to create and manipulate new images. Evaluating and Developing Work Annotate work in a journal. Compare ideas, methods and approaches in their own and others work and say what they think and feel about them. Adapt their work according to their views and describe how they might develop it further. Exploring and developing ideas Many artists have been inspired by music; Wassily Kandinsky made a whole series of paintings based on his reactions to music and produced perhaps the first true abstract paintings. Kandinsky is believed to have had synaesthesia, a harmless condition that allows a person to appreciate sounds, colours or words with two or more senses simultaneously. In his case, colours and painted marks triggered particular sounds or musical notes. He could see sound and hear colour. Children could explore which colours they associate with specific instruments. Kandinsky described his relationship with the colour blue, that the brighter it became, the more it lost its sound, until it turned silent and still and became white. Beethoven and Schubert even associated certain notes with colours e.g. Beethoven called B minor the black key and D major the orange key. Children could discuss Kandinsky s paintings whilst listening to the music which inspired him such as Wagner for Composition VII and Schoenburg for Impression III. Some of Kandinsky s paintings such as his Composition series are on a large scale. This would give children a superb opportunity to experiment painting on a large scale and discuss and experiment with abstract forms. Children could paint to music and in turn, make music for a painting. Drawing Make drawings in response to music. Experiment using a range of pencils, charcoal and chalk, biros and felt pens, pastels and oil pastels. Experiment in sketchbooks mixing colours in response to musical instruments. Annotate in sketchbooks. Experiment with mark-making in response to changes of mood in music e.g. soft marks for gentle sounds, quick, aggressive marks for energetic music. Experiment working on various scales in drawing. Experiment working in colour using pastels or oil pastels. Painting Develop colour mixing in response to sounds and music in paint e.g. watercolour and readymix. Develop from preliminary studies in sketchbooks a large scale painting in colour, in response to a chosen piece of music. Consider background colours, contrasting colours which enable main colours to sing. Build up layers of shapes and marks in response to the various shades of sound in a piece of music. Investigate changing materials; develop pastel work on top of paint work to emphasise key sounds. Discuss and evaluate how the composition has built up in layers in response to sounds. Does the composition move from a start to a finish? Digital Develop responses to music using a graphics package such as Brushster (here) and Flow (here) from the National Gallery of Art website. Brushster uses abstract forms so is especially appropriate. Evaluate Use sketchbooks to refer back to original ideas to incorporate as work progresses. Give children time to evaluate their work and that of others, describe what they like or might change next time, what materials they preferred using, what advice they may give another artist.
Encourage children to talk through their shapes and marks, colours and tones in response to their reactions to the music or sounds. Additional Subjects: Computing: Design, Create and Manage and Manipulate Digital Content Skills Select, use and combine internet services to create digital content (including programs and systems). Demonstrate awareness of intended audience in work. Independently select the most appropriate ICT tools for intended purpose and audience. Routinely evaluate and improve work as part of the design process. Use a range of digital devices to produce digital content. Sound (specific) Independently select and use a variety of devices to record musical and non-musical sounds. Independently select, edit, manipulate and combine sound files from a range of sources to create a composition which could be broadcast for a specific purpose and audience, e.g. a soundbyte or podcast. Upload and download projects to other devices and online space e.g. VLE, blog or website, collaborating and communicating with audiences in locations beyond school. Create their own sounds and compositions to add to presentations, animations and films. Use ICT to produce music or sound effects for a specific purpose, considering the impact on the audience, e.g. length, style, genre. Knowledge and Understanding Understand the importance of content and editing to produce digital content for specific audiences. Understand that many different devices can be used in isolation and sometimes together to produce digital content. Understand that you can convert between different formats of files. Sound (specific) Be aware of different sound file formats, e.g., MP3, WAV; save and use appropriately. Know when it is appropriate to use sound/music to communicate with an audience. Online Safety Skills Identify unsuitable posts (e.g. on blogs, a forum ) pertaining to content and conduct. Identify inappropriate and unacceptable behaviour when analysing resources such as videos, text-based scenarios and electronic communications. Continue to develop the skills to identify risks involved with contact, content and their own conduct whilst online. Knowledge and Understanding Know a range of ways to report concerns about content and contact. Understand that social network or other online environments have security settings, which can be altered, to protect the user. Understand they have a right to be protected from inappropriate use of technology by others and the need to respect the rights of other users. Understand some malicious adults may use various techniques on the Internet to make contact, elicit personal information and groom young children, e.g. fake profiles. Know that they should tell a trusted adult immediately if they are asked to meet anybody from the online world in the offline world. Know how to report any suspicions, e.g. through school s esafety policies and procedures and the use of CEOP s report abuse button, which links directly to the police. Recognise that cyber bullying is unacceptable and will be sanctioned according to the school s esafety policies and procedures / Acceptable Use Policy. Know how to report an incident of cyber bullying if and when it occurs, according to the school s esafety policies and procedures / Acceptable Use Policy. Understand that they should not publish other peoples pictures or tag them on the Internet without permission. Know that content, e.g., photographs and videos, put online are very difficult to remove.
PSHE: SEAL RE: St Andrew s Day Ideas about God How do Christians Prepare for Christmas? Ongoing: PE: Master basic movements and begin to apply these in a range of activities. These activities must include team games and performing dances. Lancashire KS2 PE scheme of work would support children s learning in PE. E-Safety: Whenever children are engaged in electronic communication, establish and reinforce messages about using technology safely and responsibly.