Science- sound
-Identify how sounds are made, associating some of them with
something vibrating
-Recognise that vibrations from sounds travel through a medium to
the ear
-Find patterns between the pitch of a sound and features of the object
that produced it and the volume of a sound and the strength of the
vibrations that produced it.
-Recognise that sounds get fainter as the distance from the sound
source increases
Art and Design.
-Explore and discuss Greek art and pottery-use, colour, pattern, style
-Children to design and make their own clay pots and skills in
manipulating, joining, carving and shaping clay.
DT
-Children to research, design and make their own Pandora’s box. Children will learn how to measure, draw and make a net for a box
with a lid which they will decorate influenced by the Myth.
Maths- Summer term.
A focus will be made of applying maths operations to solve problems in
different contexts such as multi step problems
Place value-Rounding numbers to nearest 10, 100, 1000
-Multiply/Divide by 10/100/1000
-Continue sequences, including going through zero.
Calculations-secure written methods including short column and grid method of
multiplication.
Fraction/ decimals-use and count in tenth/hundredths and know the
corresponding decimal number. Compare and order decimals.
-Recognize equivalent fractions.
-become secure in calculating non-unit fractions in different contexts.
Measuring -Convert between different units of mass.
-Calculate halves, quarters etc of units of length and mass
-Add and subtract amounts of money to give change
-Convert time between analogue/digital 12- and 24- hour.
Geometry, shape and space- Identifying and using lines of symmetry,
and pairs of parallel and perpendicular lines
-understanding angles as turns and recognising different angles.
Handling data-Present continuous data using appropriate graphical
methods including time graphs
-Solve sum and difference problems using information presented in time
graphs.
Computing:
-E-safety- children to share what they have
learnt by making posters for display.
-Using search engines- How to find what
you are looking for on a search engine.
Practice searching by making topic related
searches
-Typing- becoming more familiar with the
keyboard and increasing typing fluency.
-Some children to revisit coding on
programs of their choice whilst others
revisit basic saving/copying/pasting skills.
R.E- Hinduism
Key question: How can Brahman be in everyone and everything? How
would this affect your life if you were a Hindu?
-We will explore the Hindu belief that there is one God with many
different aspects.
History:
Who were the Ancient Greeks and when did they live?
What was Greek life like?- Clothing, food, entertainment, theatre, jobs,
schooling.
What have the Greeks done for us? – Words in our language,
architecture, inventions, sports, democracy.
Greek art and what it teaches us about Greek life. –primary vs
secondary sources.
Greek beliefs- Gods and Myths
Literacy
Spiritual- Children to learn about the beliefs
and Gods of both the Ancient Greeks and
Hindus. Compare these to their own beliefs
and then create their own God for something
important to them.
Moral-Democracy and where it came from. Is
it right that ancient Greek girls did not go to
school? Was it right for the Greeks to invade
other countries?
Community- Local artist to come in for Global
Arts week.
Community member to come in and help for
Science and DT. Another to read with the
children.
Caterpillars: Considerate, co-operative
Values to be celebrated in worships: Caring,
communicative, faithfulness, gentleness.
Greek Myths
-Learn to identify the main text features of a quest myth, including
the introduction of the characters, the problem to be overcome, the
journey undertaken and the resolution of the problem.
- Identify how settings impact on events in a quest myth. Create an
interactive story map to support planning a quest myth. Use oral
storytelling to plan a quest myth.
-Write their own Myth to include these features and includinggod/goddesses, mythical creatures, a super power and to be set in
ancient Greece.
Grammar and sentence structure to be taught through Myth writing.
-Powerful description to create an image-including personification.
-Correct use of speech.
-Different types of sentences-compound, complex and simple and how
these can be used for different effects. We will look in detail at all three
with a big focus on parenthesis punctuation and starting sentences in
different ways following Alan Peat’s different sentence types.
Information books on Greek life. Success criteria to include:
-My title ‘How . . .’ or ‘Why. . .’ indicates what I am writing about
-My opening statement introduces the topic and addresses the reader
-A series of logical steps explains how or why something happens
-My concluding summary or statement relates the subject to the reader
-I have given additional information in boxes
-I have used the present tense
-I have used time and causal connectives