Term
Autumn 1
7.5 weeks
Autumn 2
7 weeks
Spring 1
6 weeks
Spring 2
5 weeks
Topic Question
Where do we begin?
How did people in the
Stone Age live?
From Stone to
Shelter?
From liquid to solid
what am I?
The development of
metal tools, where
are we now?
History/Geography
Stone Age
TRIP TO GORDON
BROWN CENTRE
Water Cycle – rivers
and the UK – what
cities go past it?
Clipper trip?
To describe places
events and journeys
they have
experienced and
identify different
ways of representing
objects and features
relating to maps and
journeys
To explore how lines
can be used to create
patterns and design
their own signs and
symbols to represent
objects events or
people
To represent in
diagrammatic form
and as a decorative
piece, a real or
imagined journey
To select materials
and processes and
combine them in
work
Bronze age / iron age
Romans
Art/DT
Cave paintings
What did the romans do for us?
Make a volcano
Make Chinese
lanterns in
celebration of
Chinese New Year.
Summer 1
6 weeks
Summer 2
7 weeks
Evaporation to
Condensation?
Why do volcanoes
explode?
Volcanos
Pompei
Diversity and
Growth: How do we
Preserve Natural
Habitats?
Rainforest IPC
Make a money box in
the shape of a pig
using balloons and
paper mache
Storybooks
investigate and
evaluate products
with lever and
linkages systems, in
order to learn how
they function and
relate the way
things work to their
intended purpose
To use appropriate
technical
vocabulary to
describe materials
and mechanisms
and measure, mark
out, cut and shape
a range of
materials, using
appropriate tools,
equipment and
techniques
Link to Volcano short
film from pixar inside
out
ICT
Fact file on a cave
man 4.1
Google sketch
We are Toy Designers
4.2
In this unit, the
children work
together to design a
simple toy that
incorporates sensors
and outputs
and then create an
on-screen prototype
of their
toy in Scratch. Finally,
they pitch their toy
idea to a
Dragons’ Den-style
panel.
Science
All living things –
Recognise that living
things can be grouped
in a variety of ways
Explore and use
classification keys to
help group and
identify and name a
variety of living things
in their local and
wider environment
Recognise that
environments can
change.
Electricity
identify common
appliances that run
on electricity
series electrical
circuit, identifying
and naming its basic
parts, including cells,
wires, bulbs, switches
and buzzers
not a lamp will light in
a simple series circuit,
based on whether or
not the lamp is part
of a complete loop
Data – Excel 4.2
Planning a children’s
party introducing
children to excel
spread sheets and
formula to calculate
total amounts.
Presentation
State of Matter
Study of the particle
makeup of solids
liquids and gases,
looking at reversible
and irreversible
changes.
Experiments involving
separating mixtures.
Animals, including
Humans
describe the simple
functions of the basic
parts of the digestive
system in humans
identify the
different types of
teeth in humans and
their simple functions
construct and
interpret a variety of
food chains,
identifying producers,
predators and prey.
describe the simple
functions of the basic
We are
meteorologists 4.6
This unit brings
together data
measurement,
analysis
and presentation, as
the children take on
the role of
meteorologists and
weather presenters.
We are HTML editors
4.4
In this unit the
children learn about
the history of
the web, before
studying HTML
(hypertext mark-up
language), the
language in which
web pages are
written. They learn to
edit and write HTML,
and then
use this knowledge to
create a web page.
Sound
identify how sounds
are made, associating
some of them with
something vibrating
vibrations from
sounds travel through
a medium to the ear
between the pitch of
a sound and features
of the object that
produced it
between the volume
of a sound and the
iPad Garageband
We are Musicians
4.3
How many children
in your class play an
instrument?
How many of them
like singing, or
simply enjoy
listening to music?
In this unit, the
children produce
music suitable for
any purpose they
choose.
Resources:2 simple
toolkit: music
toolkit
Animals including
humans: habitats
and food chains
Recognise that
living things can be
grouped in a variety
of ways
Explore and use
classification keys
to help group and
identify and name a
variety of living
things in their local
and wider
environment
Recognise that
environments can
with a battery
parts of the digestive
system in humans
switch opens and
closes a circuit and
associate this with
whether or not a
lamp lights in a simple
series circuit
different types of
teeth in humans and
their simple functions
common
Literacy texts
Christophe’s Story
Iron Man
Creating Images
A Huge First Step
PSHE
Year A- We’re all stars
Year B- It’s our world
Year A: Dear Diary
Year B: People around
us
Year A: Be Friendly,
Be wise
Year B: Say no
Dance / Gymnastics /
PE
Music
Invasion games
Dance – Stone Age
Exploring Rhythmic
Patterns
VULNERABILITY
Natural History
museum
Gordon Brown Centre
Invasion Games and
Dance
Gymnastics
RE
Trips/visitors
interpret a variety of
food chains,
identifying producers,
predators and prey.
Animals and the
Outdoors
The Spiderwick
Chronicles
Year A:Living long,
living strong
Year B: Money
Matters
Ball Sports and Skills,
Swimming
strength of the
vibrations that
produced it
change.
sounds get fainter as
the distance from the
sound source
increases.
The Shang Dynasty of
Ancient China
Sounds Spooky
Year A:Daring to be
different
Year B: Who likes
chocolate
Swimming and Ball
Sports and Skills
Year A: Joining in
and Joining up
Year B: Growing up
Museum of LondonThe Bronze to Iron
Age
Trip – London Zoo
Athletics and
Gymnastics
Exploring Melodies
and Scales
VULNERABILITY