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If you have any further questions about the curriculum, please don't hesitate to contact us.

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Children will learn about a basic biscuit recipe and adapt it.

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I can help someone accept difference.

I can be proud of who I am.

I can show acceptance of difference.

I can show appreciation for the values and customs of people around the world.

I can understand how choices I make effect those around me.

I can understand how choices effect people, communities and the environment.

I know why it is important to manage money.

I can understand the concepts of interest, loans, debt and tax.

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Children use Microsoft Sway to plan, create and share their own website.

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Begin to see how this 'era' links to other areas of
history they have studied

Use terms like ‘invasion’ and ‘settlement’ - be
able to give examples, be able to explain why
people may have different experiences of them,
share examples of these through different times
in history.

Find places Romans then Vikings settled on a
map and suggest geographical reasons why this
might be.

Describe the characteristic features of the
past, including ideas, beliefs, attitudes and
explain how experiences of men, women and
children need considering together to give a full
view of an era.

Use appropriate historical vocabulary
to communicate, including: dates; time period;
era; change; chronology.

Use literacy, numeracy and computing skills to a
good standard in order to communicate
information about the past – think about how to
share this clearly with other people.

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Children learn French numbers 1-31, the days of the week, months of the year, dates and seasons through maths and songs and class surveys; they research of dates of French festivals and revise the unit by having a traditional French birthday celebration in the classroom.

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Stop! by Joanna Mangona.
Radetzky March by Strauss.
Can’t Stop The Feeling! by Justin Timberlake.
Libertango by Astor Piazzolla.

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Asmund Karesson - 11th century rune master. 

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Asmund Karesson - 11th century rune master. 

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How did Jesus teach about God and values through parables?

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How did Jesus teach about God and values through parables?

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Geography was taught in Autumn 2 and will be taught again next half-term.

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The children will be taking part in dance sessions, every Thursday afternoon with House of Dance.

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-Identify how sounds are made

-Recognise that vibration from sounds travels through a medium to the ear

-Find patterns between the pitch of a sound and features of the object that produced it

-Recognise that sounds get fainter as the distance from the sound source increases

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We will be exploring the following books:

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We will be exploring the following books:

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Designing a biscuit within a given budget, drawing upon previous taste testing.

Knowing how to prepare themselves and a work space to cook safely in, learning the basic rules to avoid food contamination.

Following the instructions within a recipe.

Establishing and using design criteria to help test and review dishes.

Describing the benefits of seasonal fruits and vegetables and the impact on the environment.

Suggesting points for improvement when making a seasonal tart.

Learning that climate affects food growth.

Working with cooking equipment safely and hygienically.

Learning that imported foods travel from far away and this can negatively impact the environment.

Learning that vegetables and fruit grow in certain seasons.

Learning that each fruit and vegetable gives us nutritional benefits.

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Building a web page and creating content for it.

Designing and creating a webpage for a given purpose.

Using software to work collaboratively with others.

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Say the numbers to 31 in French.

Read and calculate Maths sums correctly in French.

Say all the days of the week, working out the words for yesterday and today.

Match most of the French months to their English equivalents.

Ask when someone’s birthday is and give the number and month of their birthday.

Say the seasons of the year.

Translate the date from English to French.

Say the similarities and differences between birthdays in the UK and France.

Put a present wish-list into a sentence.

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Use further prefixes and suffixes and understand how to add them.

Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals.

Use the first two or three letters of a word to check its spelling in a dictionary.

Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.

Write a diary entry, using first person effectively.

Use fronted adverbials, followed by a comma.

Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.

Organise paragraphs around a theme.

Use inverted commas and other punctuation to indicate direct speech.

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Innovate around the style

Children begin to design their own artwork.

Look at the style of the artists work and some examples.

Discuss the mood, colours, techniques.

What do they like/dislike?

Imitate the style

Children copy an image in their sketchbooks using a similar style.

Look at how to create similar textures/effects.

Innovate around the style

Children begin to create their artwork, related to the style studied.

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To understand why Jesus taught about God through parables.

To know how Jesus was explaining about pride and humility through the Parable of the Tax Collector and the Pharisee.

To explain how the parable of the Tax Collector and the Pharisee teaches about being closer to God.

To understand what the Parable of the Friend at Midnight teaches a Christian about prayer.

To understand how the Parable of the Judge and the Widow explore the relationship between a Christian and God.

To know what the Kingdom and God are, and how the mustard seed helps explore this concept.

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Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics].

Perform dances using a range of movement patterns.

Identify and repeat the movement patterns and actions of a chosen dance style.

Compose a dance that reflects the chosen dance style. Confidently improvise with a partner or on their own.

Compose longer dance sequences in a small group.

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Unit 6 - Multiplication and Division (2)

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Unit 6 - Multiplication and Division (2)

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Lesson 1: Problem solving - addition and multiplication.

Lesson 2: Problem solving - mixed problems.

Lesson 3: Using written methods to multiply.

Lesson 4: Multiplying a 2-digit number by a 1-digit number.

Lesson 5: Multiplying a 3-digit number by a 1-digit number.

Lesson 6: Problem solving - multiplication.

Lesson 7: Multiplying more than two numbers (1)

Lesson 8: Multiplying more than two numbers (2)

Lesson 9: Problem solving - mixed correspondence problems.

Lesson 10: Dividing a 2-digit number by a 1-digit number (1).

Lesson 11: Division with remainders.

Lesson 12: Dividing a 2-digit number by a 1-digit number (2).

Lesson 13: Dividing a 2-digit number by a 1-digit number (3).

Lesson 14: Dividing a 3-digit number by a 1-digit number.

Lesson 15: Problem solving - division.

Lesson 16: End of Unit Check.

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Apply growing knowledge of root words, prefixes and suffixes (etymology and morphology).

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur.

Read a wide range of books that are structured in different ways and read for a range of purposes

Identify main ideas drawn from more than two paragraphs and summarise these

Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying most inferences with evidence

Identify how language, structure and presentation contribute to meaning

Confidently retrieve and record information from non-fiction

Recognise and read Year 3&4 Word List

Skim to gain the gist of a text or the main idea in a chapter

Scan for specific information using a variety of features in texts, e.g. titles, illustrations, pre taught vocabulary, bold print, captions, bullet points

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Wider Curriculum  - Wider ops sessions will take place every Wednesday. Please ensure your child comes into school wearing suitable footwear and clothing for outdoor work.

PE - PE will take place every Thursday. Please ensure your child has their PE kit in school. PE kits will be sent home every half term.

Homework - Mathletics and Spelling Shed homework will be set every Friday. Both pieces of homework will be due in for the following Friday (spelling test will take place in school on the Friday).

Reading diaries - Please ensure you write in your child's reading diary at least 3 times a week.

Log-ins - Log-ins for the children's Mathletics and Spelling Shed have been stuck into the back of their reading diaries.

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Perform/share the sung chorus and rapped chorus

Perform/share Stop! - rapped examples or beginnings of compositions or a combination of the two.

Composition of own raps.

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.

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We will be using the Christopher Winter Project for our teaching resources.

To explore the human lifecycle

To identify some basic facts about puberty

To explore how puberty is linked to reproduction

To explore respect in a range of relationships

To discuss the characteristics of healthy relationships