This term our topic is “Misty Mountain, Winding River”. This project teaches children about the characteristics and features of rivers and mountain ranges around the world, including a detailed exploration of the ecosystems and processes that shape them and the land around them.
To find out more, view our Misty Mountain, Winding River Knowledge Organiser.
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
Other helpful documents
Misty Mountain Winding River Optional Home Learning Tasks
Misty Mountain Winding River Vocabulary Mat
From a geographical perspective, we will learn about grid references; contour lines; physical processes – erosion, transportation and deposition; world rivers; UK mountains; world mountains; compass points; the water cycle; soil and altitudinal zones.
From a historical perspective, we will learn about mountain exploration; significant people, including Sir Edmund Hilary; and the art work of William Morris, as part of our Design Technology topic.
Reading
Our Class Text and Comprehension
In term 3, our reading comprehension lessons will be based upon our class text, “King of the Cloud Forests” by Michael Morpurgo. Set in China at the beginning of World War 2, we will join Ashley and Uncle Sung as they are forced to flee their home and make a perilous journey across the Himalayas. Food is scarce and they are trapped by a terrible storm. Once the storm ends, Uncle Sung leaves to fetch help. When a strange visitor finds Ashley and takes him higher into the mountain, he wonders if he will ever see his family again.
To find out more about this text, view our King of the Cloud Forests Novel Knowledge Organiser.
In term 4, our reading comprehension will be based upon another book by Michael Morpurgo called, ‘This Morning I Met a Whale’. This is a fictional account of the day a whale swam up the Thames, in which the whale makes an environmental plea to the boy who first sees him.
For further information about the reading skills we will focus upon this term, please view “Shakespeare’s Sequential Reading Curriculum”
Independent Reading
In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Mrs Bromfield).
Writing
Over the course of the term, we will be writing a diary, information leaflet and an explanation text.
Firstly we will be writing a diary entry based on our class text, King of the Cloud Forest. Writing a diary entry provides an ideal context for children to describe places and events using the first person. Children will be using expanded noun phrases to add descriptive detail
We will also be writing an information leaflet about Forest School. Writing an information leaflet provides an opportunity for children to gather facts about a chosen topic and organise the content in a logical order. They could use a range of fronted adverbials and conjunctions to vary sentence structure.
Furthermore, we will be writing an explanation of the model water cycle investigation. Explanation writing requires children to explain how or why something works, often using images or diagrams. Children will use fronted adverbials and conjunctions to vary sentence structure and show cause and effect. They will also include technical vocabulary and create a glossary to explain the definitions.
For further information about the writing skills, we will focus upon this term, please view "Shakespeare’s Sequential Writing Curriculum"
Grammar, Punctuation and Spelling
Punctuation
This term we will learn to edit deliberate punctuation errors; add punctuation to dictated sentences; practise punctuating parenthesis using pairs of commas, dashes or brackets; use a comma for all its purposes e.g. in punctuating direct speech, in lists, for parenthesis and to separate clauses for clarity; begin to use a single dash.
Grammar
This term we will learn to identify different types of determiners; identify preposition phrases in sentences, including prepositions of place and time.
We will also identify adverbials both within and at the front of sentences and discuss how these add cohesion to texts; we will be investigating the effect of moving the position of a fronted adverbial and identifying time connectives. In addition to this we will also identify verb forms, to include progressive perfect tenses.
Spellings
During our spelling lessons this term, we will learn how to spell words with endings spelt -sure and -ture; the g sound spelt gu; homophones; possessive apostrophe; words ending in -tion, -sion -ssion and -cian; the prefixes anti and inter and the suffix -ation.
In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 3 and 4 statutory spelling list. For an overview of these spellings, please view the Spelling word list for Year 3 and Year 4.
To view our weekly breakdown of our spellings, please view our Term 3 and Term 4 Homework Grid.
Following the White Rose Maths scheme, year 4 will cover four main blocks of learning over the course of the spring term: multiplication and division; length and perimeter: fractions and decimals. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
This term’s small learning steps for each block
| Maths area of learning | Block | Small Learning Steps |
| Number | Multiplication and division | Factor pairs; use factor pairs; multiply by 10; multiply by 100; divide by 10; divide by 100; related facts – multiplication and division; informal written methods for multiplication; multiply a 2-digit number by a 1-digit number; multiply a 3-digit number by a 1-digit number; divide a 2-digit number by a 1-digit number; divide a 3-digit number by a 1-digit number; correspondence problems and efficient multiplication. |
| Measurement | Length and perimeter | Measure in kilometres and metres; equivalent lengths; perimeter on a grid; perimeter of a rectangle; perimeter of rectilinear shapes; find missing lengths in rectilinear shapes; calculate the perimeter of rectilinear shapes; perimeter of regular polygons and perimeter of polygons. |
| Number | Fractions | Understanding the whole; count beyond 1; partition a mixed number; number ines with mixed numbers; compare and order mixed numbers; understand improper fractions; convert mixed numbers to improper fractions; convert improper fractions to mixed numbers; equivalent fractions on a number line; equivalent fraction families; add two or more fractions; add fractions and mixed numbers; subtract two fractions; subtract from whole amounts and subtract from mixed numbers. |
| Number | Decimals | Tenths as fractions; tenths as decimals; tenths on a place value chart; tenths on a number line; divide a 1-digit number by 10; divide a 2-digit number by 10; hundredths as fractions; hundredths on a place value chart and divide a 1- or 2-digit number by 100. |
One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 3 and Term 4 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.
This term our topic is “States of Matter”. This project teaches children about solids, liquids and gases and their characteristic properties. Throughout this topic the children will observe how materials change state as they are heated and cooled, and learn key terminology associated with these processes.
To find out more, view our States of Matter Knowledge Organiser.
States of Matter Lesson Overview
| Lesson | Learning focus |
| 1 | Solids, liquids and gases |
| 2 | Classifying solids, liquids and gases and particle theory |
| 3 | Melting, freezing, evaporation and condensation |
| 4 | States of matter in water |
| 5 | Observing, measuring and recording changes over time |
| 6 | Melting and boiling points |
| 7, 8, 9, 10 and 11 | Planning an investigation, carrying out an investigation, recording and interpreting results and drawing graphs to represent results. |
Other helpful documents
Art: Vista
Linked to our main topic, “Misty Mountain, Winding River”, our art topic for this term is “Vista”. Throughout this topic, we will learn about the techniques that artists use when composing landscape images, such as colour and atmosphere. To find out more, view our Vista Knowledge Organiser.
Design and Technology: Functional and Fancy Fabrics
Over the course of this project, we will learn about home furnishings and the significant designer William Morris. The children will learn techniques for decorating fabric, including block printing, hemming and embroidery and use them to design and make a fabric sample. To find out more, view our Functional and Fancy Fabrics Knowledge Organiser.
Writing for different audiences
In term 3, we will be focussing upon writing for different audiences. We will learn about:
- How to use different font styles.
- How to use a simulated scenario to produce a news report.
- How to write for a campaign.
To find out more, view our Writing for different audiences Knowledge Organiser.
Logo
Over the course of term 4, our work will focus upon using Logo. We will learn:
- How to create letters using 2Logo.
- Use the ‘repeat command.
- Use procedures
To find out more, view our Logo Knowledge Organiser.
Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.
Please view our “World festivals and Celebrations Calendar”.
Term 3: Judaism – Shabbat
Shabbat (Sabbath) is the Jewish day of rest. Jews believe God created the world in six days and rested on the seventh. Shabbat begins at sunset on Friday and ends on Saturday. During Shabbat, families spend time together, rest, eat special meals and attend the synagogue. However, there are many things to prepare before Shabbat arrives and rules to follow to make sure that Shabbat is truly a day of rest.
The key themes we will consider and examine are: play and rest; family meals; Shabbat customs; looking after living things; and special days.
For the key words and vocabulary associated with this topic, please view our “Shabbat Glossary”.
Term 4: Christianity – Holy Week and Easter
Holy Week is the last week of Lent. It starts with Palm Sunday, which commemorates Jesus' arrival in Jerusalem over 2000 years ago. During Holy Week, the story of Jesus' last supper and trial are commemorated. Good Friday is a day of mourning in many Christian churches as Jesus' crucifixion is remembered.
Easter Sunday is the day when Christians remember the resurrection of Jesus with church services, candles, acclamations, great food and Easter eggs.
The key themes we will consider and examine are: exploring symbolism; the parade; the Eucharist; the cross; Easter garden; and exploring belief.
For the key words and vocabulary associated with this topic, please view our “Easter Glossary”.
Over the course of term 3 and 4, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.
Term 3: Dreams and Goals
In this Puzzle, we will be talking about our hopes and dreams and developing an understanding that sometimes these do not come true. We will learn that reflecting on positive and happy experiences can counteract disappointment. We will learn how to make a new plan after a setback and know how to work out the steps needed to achieve a goal. We will also learn about the importance of being part of a group and the contributions made to the success of the goal.
Term 4: Healthy Me
In this Puzzle, we will think about how different friendships are formed and how we fit into them. We will discuss how some people are leaders and followers in groups and reflecting on which role we fit into. We will learn about smoking and alcohol, the effects on health and some of the reasons people start smoking or drinking alcohol. We will also learn to recognise when people are putting us under pressure and ways to resist this. We will also discuss what we believe is right and wrong.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 8-9
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 3 will focus on multiskills and gymnastics. Our PE lessons for term 4 will focus on netball and tennis. Our PE lessons will be on Monday and Thursday; children can wear their PE into school on both of these days.
Multiskills
Throughout our multiskills lessons, we will take part in a range of fitness challenges. They will learn about different components of fitness; speed, stamina, strength, coordination, balance and agility.
Gymnastics
Throughout this unit, pupils will create more complex sequences; learn a wider range of travelling actions and include the use of pathways; develop more advanced actions such as inverted movements and explore ways to include apparatus; and demonstrate control in their behaviour to create a safe environment for themselves and others to work in.
Netball
In our netball unit, we will be encouraged to persevere when developing competencies in key skills and principles such as defending, attacking, throwing, catching and shooting. We will learn to use a range of different passes in different situations to keep possession and attack towards goal. We will learn about defending and attacking play as we begin to play even-sided versions of 5-a-side Netball. We will also learn key rules of the game such as footwork, held ball, contact and obstruction.
Tennis
During this unit, pupils develop the key skills required for tennis such as the ready position, racket control and forehand and backhand ground strokes. We will learn how to score points and how to use skills, strategies and tactics to outwit the opposition. Pupils are given opportunities to play games independently and are taught the importance of being honest whilst playing to the rules.
Term 3: “Stop!” a rap song about bullying
All the learning in this unit is focused around one song: “Stop!” a rap song about bullying
Term 4: “Lean on me” by Bill Withers
All the learning in this unit is focused around one song: “Lean on me” a soul/gospel song by Bill Withers
Following the Charanga Musical School scheme of learning, these units are organised into 3 main parts:
- Listen and Appraise the songs.
- Musical Activities - learn and/or build on our knowledge and understanding about the interrelated dimensions of music.
- Perform the Song - perform and share our learning as we progress through the unit of work.
For more information, please view our Charanga musical school year 4 knowledge organisers
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Over the course of the spring term, we will be thinking about two main topics: birthdays and food.
Term 3: Birthdays
Throughout this topic, we will revise and learn numbers 1-100. We will also revisit and consolidate: the days of the week; months of the year; and colours.
Term 4: Food
During this topic, we will learn the vocabulary for lots of different types of food. We will also learn how to order food in a restaurant. In addition, we will learn about directions.
From a geographical perspective, we will learn about grid references; contour lines; physical processes – erosion, transportation and deposition; world rivers; UK mountains; world mountains; compass points; the water cycle; soil and altitudinal zones.
From a historical perspective, we will learn about mountain exploration; significant people, including Sir Edmund Hilary; and the art work of William Morris, as part of our Design Technology topic.
Reading
Our Class Text and Comprehension
In term 3, our reading comprehension lessons will be based upon our class text, “King of the Cloud Forests” by Michael Morpurgo. Set in China at the beginning of World War 2, we will join Ashley and Uncle Sung as they are forced to flee their home and make a perilous journey across the Himalayas. Food is scarce and they are trapped by a terrible storm. Once the storm ends, Uncle Sung leaves to fetch help. When a strange visitor finds Ashley and takes him higher into the mountain, he wonders if he will ever see his family again.
To find out more about this text, view our King of the Cloud Forests Novel Knowledge Organiser.
In term 4, our reading comprehension will be based upon another book by Michael Morpurgo called, ‘This Morning I Met a Whale’. This is a fictional account of the day a whale swam up the Thames, in which the whale makes an environmental plea to the boy who first sees him.
For further information about the reading skills we will focus upon this term, please view “Shakespeare’s Sequential Reading Curriculum”
Independent Reading
In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Mrs Bromfield).
Writing
Over the course of the term, we will be writing a diary, information leaflet and an explanation text.
Firstly we will be writing a diary entry based on our class text, King of the Cloud Forest. Writing a diary entry provides an ideal context for children to describe places and events using the first person. Children will be using expanded noun phrases to add descriptive detail
We will also be writing an information leaflet about Forest School. Writing an information leaflet provides an opportunity for children to gather facts about a chosen topic and organise the content in a logical order. They could use a range of fronted adverbials and conjunctions to vary sentence structure.
Furthermore, we will be writing an explanation of the model water cycle investigation. Explanation writing requires children to explain how or why something works, often using images or diagrams. Children will use fronted adverbials and conjunctions to vary sentence structure and show cause and effect. They will also include technical vocabulary and create a glossary to explain the definitions.
For further information about the writing skills, we will focus upon this term, please view "Shakespeare’s Sequential Writing Curriculum"
Grammar, Punctuation and Spelling
Punctuation
This term we will learn to edit deliberate punctuation errors; add punctuation to dictated sentences; practise punctuating parenthesis using pairs of commas, dashes or brackets; use a comma for all its purposes e.g. in punctuating direct speech, in lists, for parenthesis and to separate clauses for clarity; begin to use a single dash.
Grammar
This term we will learn to identify different types of determiners; identify preposition phrases in sentences, including prepositions of place and time.
We will also identify adverbials both within and at the front of sentences and discuss how these add cohesion to texts; we will be investigating the effect of moving the position of a fronted adverbial and identifying time connectives. In addition to this we will also identify verb forms, to include progressive perfect tenses.
Spellings
During our spelling lessons this term, we will learn the –ge and –dge at the end of words; revising prefixes; the suffix –ly; words with the /k/ sound spelt ch; words ending in –able and –ible; the suffixes –ment, –ness, –ful, –less and –ly ; words with the /i/ sound spelt ei after c and homophones.
In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 5 and 6 statutory spelling list. For an overview of these spellings, please view the Spelling word list for Year 5 and Year 6.
To view our weekly breakdown of our spellings, please view our Term 3 and Term 4 Homework Grid.
| Maths area of learning | Block | Small Learning Steps |
| Number | Multiplication and division | Multiply up to a 4-digit number by a 1-digit number; multiply a 2-digit number by a 2-digit number (area model); multiply a 2-digit number by a 2-digit number; multiply a 3-digit number by a 3-digit number; multiply a 4-digit number by a 3-digit number; solve problems with multiplication; short division; divide a 4-digit number by a 1-digit number; divide with remainders; efficient division; and solve problems with multiplication and division. |
| Number | Fractions | Multiply a unit fraction by an integer; multiply a non-unit fraction by an integer; multiply a mixed number by an integer; calculate a fraction of a quantity; fraction of an amount; find the whole; and use fractions as operators. |
| Number | Decimals and percentages | Decimals up to 2 decimal places; equivalent fractions and decimals (tenths); equivalent fractions and decimals (hundredths0; equivalent fractions and decimals; thousandths as fractions; thousandths as decimals; thousandths on a place value chart; order and compare decimals(same number of decimal places); order and compare decimals with up to 3 decimal places; round to the nearest whole number; round to 1 decimal place; understand percentages; percentages as fractions; percentages as decimals and equivalent fractions, decimals and percentages. |
| Measure | Perimeter and area | Perimeter of rectangles; perimeter of rectilinear shapes; perimeter of polygons; area of rectangles; area of compound shapes and estimate area. |
| Statistics | Statistics | Draw line graphs; read and interpret line graphs; read and interpret tables; two-way tables; and read and interpret timetables. |
One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 3 and Term 4 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.
This term our topic is “States of Matter”. This project teaches children about solids, liquids and gases and their characteristic properties. Throughout this topic the children will observe how materials change state as they are heated and cooled, and learn key terminology associated with these processes.
To find out more, view our States of Matter Knowledge Organiser.
States of Matter Lesson Overview
| Lesson | Learning focus |
| 1 | Solids, liquids and gases |
| 2 | Classifying solids, liquids and gases and particle theory |
| 3 | Melting, freezing, evaporation and condensation |
| 4 | States of matter in water |
| 5 | Observing, measuring and recording changes over time |
| 6 | Melting and boiling points |
| 7, 8, 9, 10 and 11 | Planning an investigation, carrying out an investigation, recording and interpreting results and drawing graphs to represent results. |
Other helpful documents
Art: Vista
Linked to our main topic, “Misty Mountain, Winding River”, our art topic for this term is “Vista”. Throughout this topic, we will learn about the techniques that artists use when composing landscape images, such as colour and atmosphere. To find out more, view our Vista Knowledge Organiser.
Design and Technology: Functional and Fancy Fabrics
Over the course of this project, we will learn about home furnishings and the significant designer William Morris. The children will learn techniques for decorating fabric, including block printing, hemming and embroidery and use them to design and make a fabric sample. To find out more, view our Functional and Fancy Fabrics Knowledge Organiser.
Databases
In term 3, we will be focussing upon databases. We will learn about:
- How to use different methods search for information in a database.
- How to design an avatar for a class database.
- How to enter information into a class database.
- How to create their own database on a chosen topic
- How to add records to their database.
- What a database field is and how to correctly add field information.
- How to word questions so that they can be effectively answered using a search of their database.
To find out more, view our Databases Knowledge Organiser.
Game Creator
Over the course of term 4, our work will focus upon creating computer games. We will learn:
- How to review and analyze a computer game.
- To describe some of the elements that make a successful game.
- To design the game quest
- To finish and share the game.
- To self and peer evaluate
To find out more, view our Game Creator Knowledge Organiser.
Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.
Please view our “World festivals and Celebrations Calendar”.
Term 3: Judaism – Shabbat
Shabbat (Sabbath) is the Jewish day of rest. Jews believe God created the world in six days and rested on the seventh. Shabbat begins at sunset on Friday and ends on Saturday. During Shabbat, families spend time together, rest, eat special meals and attend the synagogue. However, there are many things to prepare before Shabbat arrives and rules to follow to make sure that Shabbat is truly a day of rest.
The key themes we will consider and examine are: play and rest; family meals; Shabbat customs; looking after living things; and special days.
For the key words and vocabulary associated with this topic, please view our “Shabbat Glossary”.
Term 4: Christianity – Holy Week and Easter
Holy Week is the last week of Lent. It starts with Palm Sunday, which commemorates Jesus' arrival in Jerusalem over 2000 years ago. During Holy Week, the story of Jesus' last supper and trial are commemorated. Good Friday is a day of mourning in many Christian churches as Jesus' crucifixion is remembered.
Easter Sunday is the day when Christians remember the resurrection of Jesus with church services, candles, acclamations, great food and Easter eggs.
The key themes we will consider and examine are: exploring symbolism; the parade; the Eucharist; the cross; Easter garden; and exploring belief.
For the key words and vocabulary associated with this topic, please view our “Easter Glossary”.
Over the course of term 3 and 4, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.
Term 3: Dreams and Goals
In this Puzzle, we will be discussing how we will need money to achieve some of our dreams. We will be investigating jobs and careers and thinking about how much different people earn. We will be identifying jobs we might want to do when we grow up, and develop an understanding of what motivates us. We will also be discussing the dreams and goals of young people in cultures different to ours and how we can learn from and support these young people. We will also think of ways to encourage our peers to support young people here and abroad.
Term 4: Healthy Me
In this Puzzle, we will think about the risks that can be associated with smoking and alcohol. We will learn about basic first aid procedures and how to get help in emergency situations. We will talk about how the media promotes certain body images and how important is to accept our own body image and respect ourselves for who we are. We will also be describing the different roles food can play in people’s lives and how to keep ourselves healthy and happy.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 9-10.
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 3 will focus on multiskills and gymnastics. Our PE lessons for term 4 will focus on netball and tennis. Our PE lessons will be on Monday and Thursday; children can wear their PE into school on both of these days.
Multiskills
Throughout our multiskills lessons, we will develop an awareness of what our body is capable of; develop speed and stamina; develop strength using our own body weight; develop co-ordination through skipping; perform actions that develop agility; and develop control whilst balancing.
Gymnastics
During our gymnastics lessons, we will develop the straddle, forward and backward roll; develop counter balance and counter tension; perform inverted movements with control; perform the progressions of a headstand and a cartwheel; use flight from hands to travel over apparatus; and create a group sequence using formations and apparatus.
Netball
Throughout our netball unit, we will develop defending and attacking play during even-sided 5-a-side netball. We will learn to use a range of different passes to keep possession and attack towards a goal. We will be encouraging Churchill Class to work collaboratively to think about how to use skills, strategies and tactics to outwit the opposition. Pupils will start to show control and fluency when passing, receiving and shooting the ball. Also, we will learn key rules of the game such as footwork, held ball, contact and obstruction.
Tennis
In this unit pupils develop their racket skills when playing tennis. We will learn specific skills such as a forehand, backhand, volley and underarm serve. Pupils develop their tactical awareness including how to play with a partner and against another pair. Churchill Class will be encouraged to show respect for their team-mates, as well as their opponents, when self-managing games. Pupils are also given opportunities to reflect on their own and other's performances and identify areas to improve.
Term 3: “Make you feel my love”, a pop song by Adele
All the learning in this unit is focused around one song: “Make you feel my love”- a pop song by Adele
Term 4: “The Fresh Prince of Bel-Air” by Will Smith
All the learning in this unit is focused around one song: “The Fresh Prince of Bel-Air” - a song Hip Hop song by Will Smith
Following the Charanga Musical School scheme of learning, these units are organised into 3 main parts:
Listen and Appraise the songs.
Musical Activities - learn and/or build on our knowledge and understanding about the interrelated dimensions of music.
Perform the Song - perform and share our learning as we progress through the unit of work.
For more information, please view our Charanga musical school year 5 knowledge organisers
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Over the course of the spring term, we will be thinking about two main topics: birthdays and food.
Term 3 and 4: Introducing the planets
Throughout this topic, we will learn the planets names. We will also learn how to describe the planets as well learn how to describe the distance from the sun of each of the planets. We will finish the topic by preparing a presentation all about the planets.