These subjects and skills will be taught discretely throughout the term:
Numeracy
Numeracy links – data handling e.g. line graphs bar graphs, Venn and Carroll diagrams and continuous data, calculating the mean, mode and median so that data can be
compared; measures and measuring equipment; problem solving; negative numbers, time zones, timetables and telling the time, interpreting maps and charts.
Literacy
Basic core skills- Reading - read fluently and respond to a range of texts; give reasons for opinions based on the text; comment on the writers use of language and summarise
the main points (AF3,5 &6)
Basic core skills - writing - write and broadcast a range of ideas … vary the length of well constructed sentences; use paragraphs and link ideas together;
Basic core skills- Speaking and Listening - vary vocabulary to suit the character and context, so that a greater depth is given to a role; use opportunities to lead a group
discussion
Basic core skills- sentence construction e.g. nouns, adverbs, adjectives and writing accurate sentences; accurately use speech marks and Level 4 punctuation.
ICT
Basic core skills - use different models and simulations to answer ‘what if …?’ questions linked to climate and the weather. Data analysis using spreadsheets.
Music
Skills- use ICT to capture, change and combine sounds; understand how music has changed through time and sounds different; know how music can be produced in different
ways
PE (team games - multi skills and hockey)
Skills: consolidate existing skills and developing new ones; suggest ways to improve performance (and stamina) and how to adapt activities due to changes of weather; explain
why physical activity is good for their health and wellbeing. Rules to keep safe and making the ‘right’ choices. Gymnastics - patterns and sequencing different types of
movement.
PSHE
Skills- develop a healthier and safer lifestyle e.g. healthy eating, drugs, exercise and how diets have changed. Help to organise events and make/sell products.
French - Skills - weather reports, recite numbers up to 50; colours and naming items of clothing
RE - Pilgrimages and how life can be seen as a journey
*As Writers we will focus on reporting the key
themes from the play and non-fiction texts
As Geographers we will:

Water and its effect on the

Sea and storm poetry (Imagery)
environment - weather, coast

Developing opinions and facts
lines and settlements.

Explanation texts

Reports
UK, linked to Shakespeare e.g.

Persuasive writing
the Globe and Stratford.

Narrative writing


Locate places of interest in the
As Historians we will

Recognise how the past is
represented in different ways.

Look at how music and instruments
have changed since Tudor times

Select and record relevant
information, from a variety of
Describe where places are and
sources and develop an opinion.
why they change?

Write a biography of Shakespeare
As musicians I can compose a piece of music
using ICT based on a storm:

Compose by developing ideas within
structures

Improvise melodic and rhythmic
phrases
‘The Tempest’
Sea, Sand and Storms - comparing
different weather conditions around
the world; locations
As artists we will

storms and sea scenes.


Evaluate and improve my work

Tudor music: ballads and oral


part of the script and perform in groups.
Include costumes and music; possibly use
the outdoor environment.
Make models of the Globe
Investigate a Pre Raphaelite
painter e.g Waterhouse
retelling
Produce a scene from the play; rewrite
Observational drawings of a sea
scape or shell.

*School driver- The Arts
Compare different pictures of
*School driver – What if …?
Think about the world without Shakespeare?
What would happen if the climate was the
same all around the world?
What was the role of the theatre in Tudor
times?
Design theatre sets and costumes
As scientists we will

Test ideas using evidence, and
communicate findings using
scientific evidence

Understand the difference
between a reversible and an
irreversible change