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Why do some people believe in God - SEE SACRE syllabus
Know terms agnostic, atheist, theist and give examples of these beliefs
Give reasons why people may have these beliefs
Know what a Chrisitan belief of God is like and give examples using evidence
Know how belief in God is valuable in the lives of Christians and the challenges too
Explain how Christians sometimes disagree about what God is like and give examples  of how they interpret texts differently.
SMCS: developing respect for beliefs of others and their own ideas
BV: tolerance and acceptance of diversity

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Pupils should be taught about an aspect of local history
BV: Shakespeare and local history of Tudor Stratford

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Ar2/1.1    to create sketch books to record their observations and review and revisit ideas

Ar2/1.2    to improve their mastery of techniques,
TRIC- creative approach to set creation, team work and collaboration to achieve an end result

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DT2/1.1a    use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

DT2/1.1b    generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

DT2/1.2    Make

DT2/1.2a    select from and use a wider range of tools and equipment to perform practical tasks accurately
DT2/1.2b    select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

DT2/1.3    Evaluate

DT2/1.3a    investigate and analyse a range of existing products
DT2/1.3b    evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

DT2/1.3c    understand how key events and individuals in design and technology have helped shape the world

DT2/1.4    Technological Knowledge

DT2/1.4a    apply their understanding of how to strengthen, stiffen and reinforce more complex structures
DT2/1.4b    understand and use mechanical systems in their products

DT2/1.4c    understand and use electrical systems in their products

DT2/1.4d    apply their understanding of computing to programme, monitor and control their products.

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FL2/1.1    Listening & Comprehension

FL2/1.1a    listen attentively to spoken language and show understanding by joining in

FL2/1.1b    explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

FL2/1.2    Speaking

FL2/1.2a    engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*

FL2/1.2b    speak in sentences, using familiar vocabulary, phrases and basic language structures

FL2/1.2c    develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*

FL2/1.2d    present ideas and information orally to a range of audiences*

FL2/1.3    Reading & Comprehension

FL2/1.3a    read carefully and show understanding of words, phrases and simple writing

FL2/1.3b    appreciate stories, songs, poems and rhymes in the language

FL2/1.3c    broaden their vocabulary

FL2/1.4    Writing

FL2/1.4a    write phrases from memory, and adapt these to create new sentences,

FL2/1.4b    describe people, places, things and actions orally* and in writing

FL2/1.4c    understand basic grammar - key features and patterns of the language; how to apply these,

CC: Know shared stories from other cultures

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Mu2/1.1    play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Mu2/1.2    improvise and compose music for a range of purposes using the interrelated dimensions of music
Mu2/1.3    listen with attention to detail and recall sounds with increasing aural memory
Mu2/1.4    use and understand staff and other musical notations
Mu2/1.5    appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

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Co2/1.5    use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Co2/1.6    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.

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Sc5/3.1a    compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
Sc5/3.1d    give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

Sc6/4.1    Light
Sc6/4.1a    recognise that light appears to travel in straight lines
Sc6/4.1b    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
Sc6/4.1c    explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
Sc6/4.1d    use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

Sc6/4.2    Electricity
Sc6/4.2a    associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
Sc6/4.2b    compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
Sc6/4.2c    use recognised symbols when representing a simple circuit in a diagram.

Working Scientifically
1.1    planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
1.2    taking measurements, using a range of scientific equipment, with increasing accuracy and precision
1.3    recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, and bar and line graphs
1.4    using test results to make predictions to set up further comparative and fair tests1.5    reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of results, in oral and written forms such as displays and other presentations
1.6    identifying scientific evidence that has been used to support or refute ideas or arguments.

TRIC- team work investigations, reflecting on results

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PE2/1.1c    develop flexibility, strength, technique, control and balance

PE2/1.1d    perform dances using a range of movement patterns

PE2/1.1f    compare their performances with previous ones and demonstrate improvement to achieve their personal best.
TRIC: team work and sharing of ideas in dance creation, reflection and creative representation of ideas.