This term our topic is “Ancient Civilisations”. This project teaches children about the history of three of the world’s first ancient civilisations; ancient Sumer, ancient Egypt and the Indus Valley civilisation. Children will learn about the rise, life achievements and eventual end of each civilisation.
To find out more, view our Ancient Civilizations Knowledge Organiser
Other helpful documents
Ancient Civilizations Optional Home Learning Tasks
Ancient Civilizations Vocabulary Mat
From a geographical perspective, we will learn about the location of these civilisations; and their main cities.
From a historical perspective, we will learn about historical evidence; rulers; inventions; and methods of farming in each of these three civilisations.
Our Class Text and Comprehension
In terms 5 and 6, our reading comprehension lessons will be based upon our class text, “Secrets of a Sun King,” by Emma Carroll. The book is about a girl from London who becomes an unlikely heroine in a quest to break an ancient curse that threatens her family. Her quest takes her to Egypt. She forms good friendships along the way and solves mysteries about her life and the life of the young pharaoh, Tutankhamun, who lived 3000 years ago.
To find out more about this text, view our Secrets of a Sun King Novel Knowledge Organiser.
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 free verse poetry, instructional texts and stories from other cultures.
Firstly, we will be writing poems in free verse. This will allow the children to experiment with expanded noun phrases. Children can write a free verse poem inspired by one of the Sumerian Temple Hymns. They can choose one temple and its god or goddess as the subject of their poem.
We will also be writing instructions. Writing instructions encourages children to follow the conventions of a text type, including the order of the content, language, style choices and the layout. Children will write instructions about how to make an Egyptian mummy. They can use fronted adverbials and organisational devices, such as bullet points and numbers.
Furthermore, we will be writing a story from another culture. This will encourage the children to immerse themselves in a different way of life. Children will write in paragraphs as they describe settings, characters and plots. They can use noun phrases in their descriptions and inverted commas in direct speech.
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
In terms five and six we will learn how to demarcate sentences with increasing security, including apostrophe for omission and possession; write dictated sentences which require decisions about punctuation; and use a comma to separate main clause from subordinate clause.
Grammar
Our grammar lessons will focus on identifying word classes; making suitable choices of sentence type according to chosen genre; maintain consistency of tense in writing; understanding of the meaning of less familiar words, being more adventurous to use these in own writing; independently make suitable choices of sentence type according to chosen genre.; and increasingly control a variety of verb forms in spoken and written contexts.
Spellings
During our spelling lessons in Terms Five and Six, we will learn how to spell; words ending in –tion; the prefixes anti- and inter; the suffix -ation; endings spelt –tion, –sion, –ssion, –cian; adding suffixes beginning with vowel letters to words of more than one syllable; words with the /k/ sound spelt ch; words with the /s/ sound spelt sc; possessive apostrophe; and homophones and other words that are often confused
To view our weekly breakdown of our spellings, please view our Term 5 and Term 6 Homework Grid.
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.
Following the White Rose Maths scheme, year 4 will cover six main blocks of learning over the course of the summer term: decimals; money; time; shape; statistics and position and direction. 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 | Decimals | Make a whole with tenths; make a whole with hundredths; partition decimals; flexibly partition decimals; compare decimals; order decimals; round to the nearest whole number and halves; and quarters as decimals. |
| Measurement | Money | Write money using decimals; convert between pounds and pence; compare amounts of money; estimate with money; calculate with money; and solve problems with money. |
| Measurement | Time | Years, months, weeks and days; hours, minutes and seconds; convert between analogue and digital times; convert to the 24-hour clock; and convert from the 24-hour clock. |
| Geometry | Shape | Understand angles as turns; identify angles; compare and order angles; triangles; quadrilaterals; polygons; lines of symmetry; and complete a symmetric figure. |
| Statistics | Statistics | Interpret charts; comparison, sum and difference; interpret line graphs; and draw line graphs. |
| Geometry | Position and Direction | Describe position using co-ordinates; plot co-ordinates; draw 2-D shapes on a grid; translate on a grid; and describe translation on a grid. |
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 5 and Term 6 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 “Electrical Circuits and Conductors”. This project teaches children about electrical appliances and safety. They construct simple series circuits and name their parts and functions, including switches, wires and cells. They investigate electrical conductors and insulators and identify common features of conductors. Children will also be taught about programmable devices.
To find out more, view our Electrical Circuits and Conductors Knowledge Organiser.
States of Matter Lesson Overview
| Lesson | Learning focus |
| 1 | Exploring electricity |
| 2 | Components |
| 3 | Making series circuits |
| 4 | Fixing circuits |
| 5 | Conductivity |
| 6 | Conductive and non-conductive materials |
| 7 | Making switches |
| 8 | Understanding plugs |
| 9 | Researching incandescent light bulbs |
| 10 | Programmable technologies |
| 11 | Simple programming |
| 12 | Programming traffic lights |
Other helpful documents
Art: Statues, Statuettes and Figurines
Linked to our main topic, “Ancient Civilisations”, our art topic for term 5 is “Statues, Statuettes and Figurines”. Throughout this topic, we will learn about 3-D representation of the human form, including statues, statuettes and figurines. Children will study examples from ancient civilisations and use their clay skills to create a Sumer-style figurine.
To find out more, view our Statues, Statuettes and Figurines Knowledge Organiser.
Design and Technology: Tomb Builders
Over the course of this project, the children will learn about simple machines, including wheels, axles, inclined planes, pulleys and levers. They will explore how they helped ancient builders to lift and move heavy loads.
To find out more, view our Tomb Builders Knowledge Organiser.
Animation
In term 5, we will be focussing upon animation. We will learn about:
- What makes a good animated film or cartoon.
- How animations are created by hand.
- How animation can be created in a similar way using the computer.
- How to add backgrounds and sounds to animations.
- ‘Stop motion’ animation.
To find out more, view our Animation Knowledge Organiser.
Effective Searching
Over the course of term 6, our work will focus upon effective searching. We will learn:
- To locate information on the search results page.
- To use search effectively to find out information.
- To assess whether an information source is true and reliable
To find out more, view our Effective Searching Knowledge Organiser.
Hardware Investigators
At the beginning of term 6, we will briefly become Hardware investigators. We will learn about:
- the different parts that make up a desktop computer
- show the function of computer parts.
To find out more, view our Hardware Investigators Knowledge Organiser.
Making Music
Our final Computing lessons of the year will encourage children to discuss and experiment with the main elements of a piece of music and allows them to compose themselves. We will learn to:
- Identify and discuss the main elements of music: Pulse, Rhythm, Tempo, Pitch, Texture
- understand and experiment with rhythm and tempo
- create a melodic phrase
- compose a piece of electronic music
To find out more, view our Making Music 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 5: Hinduism - Janmashtami
The festival of Janmashtami celebrates the birthday of Lord Krishna and falls in August or September. Krishna is one of the Hindu faith's most popular gods.
The festival lasts for two days. Worshippers may sing songs, tell stories of Krishna's life, dance, rock his cradle and wait for midnight to arrive to mark his birth. Some Hindus fast during the day of Janmashtami and only eat after midnight.
For the key words and vocabulary associated with this topic, please view our “Janmashtami Glossary”.
Term 6: Muslim – Eid
Eid ul-Adha, also known as the Greater Eid, is the second most important festival in the Muslim calendar. It commemorates the Prophet Ibrahim’s willingness to sacrifice his son when Allah ordered him to.
Muslims believe that Allah appeared to Ibrahim in a dream and asked him to sacrifice his son Isma’il as an act of obedience. The devil tempted Ibrahim by saying he should disobey Allah and spare his son. As Ibrahim was about to kill his son, Allah stopped him and gave him a ram to sacrifice instead.
Eid ul-Adha is celebrated at the end of the Hajj pilgrimage
The key themes we will consider and examine are: pilgrimage; sacrifice; Eid celebrations; the importance of Eid and exploring sacrifice.
For the key words and vocabulary associated with this topic, please view our “Eid Glossary”.
Over the course of term 5 and 6, 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.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 8 - 9
Term 5: Relationships
In this Puzzle, learning starts by focusing on the emotional aspects of relationships and friendships. With this in mind, children explore jealousy and loss/ bereavement. They identify the emotions associated with these relationship changes, the possible reasons for the change and strategies for coping with the change. The children learn that change is a natural in relationships and they will experience (or may have already experienced) some of these changes. Children revisit skills of negotiation particularly to help manage a change in a relationship. They also learn that sometimes it is better if relationships end, especially if they are causing negative feelings or they are unsafe. Children are taught that relationship endings can be amicable.
Term 6: Changing Me
In this Puzzle bodily changes at puberty are revisited with some additional vocabulary, particularly around menstruation. Sanitary health is taught, including introducing pupils to different sanitary and personal hygiene products. Conception and sexual intercourse are introduced in simple terms so the children understand that a baby is formed by the joining of an ovum and sperm. They also learn that the ovum and sperm carry genetic information that carry personal characteristics. The Puzzle ends by looking at the feelings associated with change and how to manage these. Children are introduced to Jigsaw’s Circle of change model as a strategy for managing future changes.
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 5 will focus on athletics. Our PE lessons for term 6 will focus on rounders and cricket. Our PE lessons will be on Monday and Thursday; children can wear their PE into school on both of these days.
Athletics
In this unit, pupils are set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. As in all athletic activities, pupils think about how to achieve their greatest possible speed, height, distance or accuracy and learn how to persevere to achieve their personal best. They learn how to improve by identifying areas of strength as well as areas to develop. Pupils are also given opportunities to lead when officiating as well as observe and provide feedback to others.
Children will learn the following athletic activities: running over longer distances, sprinting, relay, triple jump, shot put and javelin.
Cricket
Pupils develop the range and quality of striking and fielding skills and their understanding of cricket. They learn how to play the different roles of bowler, wicket keeper, fielder and batter. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. In cricket, pupils achieve this by striking a ball and trying to avoid fielders, so that they can run between wickets to score runs. Pupils are given opportunities to work in collaboration with others, play fairly demonstrating an understanding of the rules, as well as being respectful of the people they play with and against.
Rounders
In rounders, pupils develop the quality and consistency of their fielding skills and understanding of when to use them such as throwing underarm and overarm, catching and retrieving a ball. They learn how to play the different roles of bowler, backstop, fielder and batter and to apply tactics in these positions. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. Pupils work with a partner and group to organise and self-manage their own games. Pupils play with honesty and fair play when playing competitively.
To find out more, view our GetSet4PE Knowledge Organisers
Musically, students are constantly touching upon all key musical elements and skills, building upon these as they progress through each lesson, unit and year. As well as this, there is also a Musical Spotlight to each unit. This by no means indicates that there is only one musical aspect or concept being considered and developed – it just allows one chosen musical element, aspect or skill to come to the fore for contemplation, discussion and development, for the duration of that unit.
For more information, please view our Charanga musical school year 4 knowledge organisers
Term 5: “How Does Music Shape Our Way of Life?”
In this unit, we ask ‘How Does Music Shape Our Way of Life?’ as an entry point for the broad Social Theme of ‘Music Is a Friend, Guide and Support’. This is relevant to learning topics such as identity, motivation, sports, courage, comfort, feelings, psychology, values, loneliness, friendship and other topics
Term 6: “How Does Music Connect Us with the Environment?”
In this unit, we ask ‘How Does Music Connect Us with the Environment?’ as an entry point for the broad Social Theme of ‘Music Is a Nature Lover and Guardian of the Earth’. This is relevant to learning topics such as nature, environment, animals, geography, biology, art, outdoor education, the Forest School, climate change, environmental justice and other topics.
Musically, students are constantly touching upon all key musical elements and skills, building upon these as they progress through each lesson, unit and year. As well as this, there is also a Musical Spotlight to each unit. This by no means indicates that there is only one musical aspect or concept being considered and developed – it just allows one chosen musical element, aspect or skill to come to the fore for contemplation, discussion and development, for the duration of that unit.
For more information, please view our Charanga musical school year 4 & 5 knowledge organisers
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Over the course of terms 5 and 6 we will be learning the following: travel; weather; numbers to forty; dates; pocket money; likes and dislikes; toys; sports and days of the week.
From a geographical perspective, we will learn about the location of these civilisations; and their main cities.
From a historical perspective, we will learn about historical evidence; rulers; inventions; and methods of farming in each of these three civilisations.
Our Class Text and Comprehension
In terms 5 and 6, our reading comprehension lessons will be based upon our class text, “Secrets of a Sun King,” by Emma Carroll. The book is about a girl from London who becomes an unlikely heroine in a quest to break an ancient curse that threatens her family. Her quest takes her to Egypt. She forms good friendships along the way and solves mysteries about her life and the life of the young pharaoh, Tutankhamun, who lived 3000 years ago.
To find out more about this text, view our Secrets of a Sun King Novel Knowledge Organiser.
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 free verse poetry, instructional texts and stories from other cultures.
Firstly, we will be writing poems in free verse. This will allow the children to experiment with expanded noun phrases. Children can write a free verse poem inspired by one of the Sumerian Temple Hymns. They can choose one temple and its god or goddess as the subject of their poem.
We will also be writing instructions. Writing instructions encourages children to follow the conventions of a text type, including the order of the content, language, style choices and the layout. Children will write instructions about how to make an Egyptian mummy. They can use fronted adverbials and organisational devices, such as bullet points and numbers.
Furthermore, we will be writing a story from another culture. This will encourage the children to immerse themselves in a different way of life. Children will write in paragraphs as they describe settings, characters and plots. They can use noun phrases in their descriptions and inverted commas in direct speech.
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
In terms five and six we will learn to use bullet points; revise the use of apostrophes for omission and possession; make decisions about punctuation in dictated sentences; improve punctuation choices; and revise meaning of ambiguity.
Grammar
Our grammar lessons will focus on identifying commands and questions; writing a variety of sentence types; revising relative clauses; identifying word classes in contexts; writing formal and informal sentences; and controlling a variety of verb forms in spoken and written contexts.
Spellings
During our spelling lessons in Terms Five and Six, we will learn how to spell common exception words; prefixes; suffixes; words with the /s/ sound spelt sc; words with the /e/ sound spelt ei, eight or ey; the /i/ sound spelt y other than at the end of words; and homophones.
To view our weekly breakdown of our spellings, please view our Term 5 and Term 6 Homework Grid.
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.
Following the White Rose Maths scheme, year 5 will cover six main blocks of learning over the course of the summer term: shape; position and direction; decimals; negative numbers; converting units and volume. 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 |
| Geometry | Shape | Understand and use degrees; classify angles; estimate angles; measure angles up to 180 ⃘; draw lines and angles accurately; calculate angles around a point; calculate angles on a straight line; lengths and angles in shapes; regular and irregular polygons; and 3D shapes. |
| Geometry | Position and direction | Read and plot co-ordinates; problem solving with co-ordinates; translation; translation with co-ordinates; lines of symmetry; and reflection in vertical and horizontal lines. |
| Number | Decimals | Use known facts to add and subtract decimals within 1; complements to 1; add and subtract decimals across 1; add decimals with the same number of decimal places; subtract decimals with the same number of decimal places; add decimals with different numbers of decimal places; subtract decimals with different numbers of decimal places; and efficient strategies for adding and subtracting decimals |
| Number | Negative numbers | Understand negative numbers; count through zero in 1s; count through zero in multiples; compare and order negative numbers; and find the difference |
| Measurement | Converting units | Kilograms and kilometres; millimetres and millilitres; convert units of length; convert between metric and imperial units; convert units of time; and calculate with timetables |
| Measurement | Volume | Cubic centimetres; compare volume; estimate volume and estimate capacity |
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 5 and Term 6 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 “Electrical Circuits and Conductors”. This project teaches children about electrical appliances and safety. They construct simple series circuits and name their parts and functions, including switches, wires and cells. They investigate electrical conductors and insulators and identify common features of conductors. Children will also be taught about programmable devices.
To find out more, view our Electrical Circuits and Conductors Knowledge Organiser.
States of Matter Lesson Overview
| Lesson | Learning focus |
| 1 | Exploring electricity |
| 2 | Components |
| 3 | Making series circuits |
| 4 | Fixing circuits |
| 5 | Conductivity |
| 6 | Conductive and non-conductive materials |
| 7 | Making switches |
| 8 | Understanding plugs |
| 9 | Researching incandescent light bulbs |
| 10 | Programmable technologies |
| 11 | Simple programming |
| 12 | Programming traffic lights |
Other helpful documents
Art: Statues, Statuettes and Figurines
Linked to our main topic, “Ancient Civilisations”, our art topic for term 5 is “Statues, Statuettes and Figurines”. Throughout this topic, we will learn about 3-D representation of the human form, including statues, statuettes and figurines. Children will study examples from ancient civilisations and use their clay skills to create a Sumer-style figurine.
To find out more, view our Statues, Statuettes and Figurines Knowledge Organiser.
Design and Technology: Tomb Builders
Over the course of this project, the children will learn about simple machines, including wheels, axles, inclined planes, pulleys and levers. They will explore how they helped ancient builders to lift and move heavy loads.
To find out more, view our Tomb Builders Knowledge Organiser.
3D Modelling
In term 5, we will be focussing upon 3D modelling. We will learn:
- To be introduced to 2Design and Make and the skills of computer aided design.
- To explore the effect of moving points when designing.
- To design a 3D Model to fit certain criteria.
- To refine and print a model.
To find out more, view our 3D Modelling Knowledge Organiser.
Concept Maps
Over the course of term 6, our work will focus upon Concept Maps. We will learn:
- To understand the need for visual representation when generating and discussing complex ideas.
- To understand the uses of a 'concept map'.
- To understand and use the correct vocabulary when creating a concept map.
- To create a concept map.
- To understand how a concept map can be used to retell stories and information.
- To create a collaborative concept map and present this to an audience.
To find out more, view our Concept Map 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 5: Hinduism - Janmashtami
The festival of Janmashtami celebrates the birthday of Lord Krishna and falls in August or September. Krishna is one of the Hindu faith's most popular gods.
The festival lasts for two days. Worshippers may sing songs, tell stories of Krishna's life, dance, rock his cradle and wait for midnight to arrive to mark his birth. Some Hindus fast during the day of Janmashtami and only eat after midnight.
For the key words and vocabulary associated with this topic, please view our “Janmashtami Glossary”.
Term 6: Muslim – Eid
Eid ul-Adha, also known as the Greater Eid, is the second most important festival in the Muslim calendar. It commemorates the Prophet Ibrahim’s willingness to sacrifice his son when Allah ordered him to.
Muslims believe that Allah appeared to Ibrahim in a dream and asked him to sacrifice his son Isma’il as an act of obedience. The devil tempted Ibrahim by saying he should disobey Allah and spare his son. As Ibrahim was about to kill his son, Allah stopped him and gave him a ram to sacrifice instead.
Eid ul-Adha is celebrated at the end of the Hajj pilgrimage
The key themes we will consider and examine are: pilgrimage; sacrifice; Eid celebrations; the importance of Eid and exploring sacrifice.
For the key words and vocabulary associated with this topic, please view our “Eid Glossary”.
Over the course of term 5 and 6, 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.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 9-10
Term 5: Relationships
In this Puzzle, children learn about the importance of self-esteem and ways this can be boosted. This is important in an online context as well as off-line, as mental health can be damaged by excessive comparison with others. This leads onto a series of lessons that allow the children to investigate and reflect upon a variety of positive and negative online/ social media contexts including gaming and social networking. They learn about age -limits and also age-appropriateness. Within these lessons, children are taught the SMARRT internet safety rules and they apply these in different situations. Risk, pressure and influences are revisited with a focus on the physical and emotional aspects of identifying when something online or in social media feels uncomfortable or unsafe. Children are taught about grooming and how people online can pretend to be whoever they want. Rights, responsibilities and respect are revisited with an angle on technology use. Screen time is also discussed and children find ways to reduce their own screen time. This Puzzle aims to help children to be more discerning when viewing anything online or on social media.
Term 6: Changing Me
In this Puzzle the children revisit self-esteem and self/body-image. They learn that we all have perceptions about ourselves and others, and these may be right or wrong. They also reflect on how social media and the media can promote unhelpful comparison and how to manage this. Puberty is revisited with further detail explaining bodily changes in males and females. Sexual intercourse is explained in slightly more detail than in the previous year. Children are encouraged to ask questions and seek clarification about anything they don’t understand. Further details about pregnancy are introduced including some facts about the development of the foetus and some simple explanation about alternative ways of conception e.g. IVF. Children learn that having a baby is a personal choice. Details of contraceptive options and methods are not taught as this is not age-appropriate. Reasons why people choose to be in a romantic relationship and choose to have a baby are also explored. Children look at what becoming a teenager means for them with an increase in freedom, rights and responsibilities. They also look at the perceptions that surround teenagers and reflect whether they are always accurate e.g. teenagers are always moody; all teenagers have a boyfriend/girlfriend etc.
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 5 will focus on athletics. Our PE lessons for term 6 will focus on rounders and cricket. Our PE lessons will be on Monday and Thursday; children can wear their PE into school on both of these days.
Athletics
In this unit, pupils are set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. As in all athletic activities, pupils think about how to achieve their greatest possible speed, height, distance or accuracy and learn how to persevere to achieve their personal best. They learn how to improve by identifying areas of strength as well as areas to develop. Pupils are also given opportunities to lead when officiating as well as observe and provide feedback to others.
Children will learn the following athletic activities: running over longer distances, sprinting, relay, triple jump, shot put and javelin.
Cricket
Pupils develop the range and quality of striking and fielding skills and their understanding of cricket. They learn how to play the different roles of bowler, wicket keeper, fielder and batter. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. In cricket, pupils achieve this by striking a ball and trying to avoid fielders, so that they can run between wickets to score runs. Pupils are given opportunities to work in collaboration with others, play fairly demonstrating an understanding of the rules, as well as being respectful of the people they play with and against.
Rounders
In rounders, pupils develop the quality and consistency of their fielding skills and understanding of when to use them such as throwing underarm and overarm, catching and retrieving a ball. They learn how to play the different roles of bowler, backstop, fielder and batter and to apply tactics in these positions. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. Pupils work with a partner and group to organise and self-manage their own games. Pupils play with honesty and fair play when playing competitively.
To find out more, view our GetSet4PE Knowledge Organisers
Musically, students are constantly touching upon all key musical elements and skills, building upon these as they progress through each lesson, unit and year. As well as this, there is also a Musical Spotlight to each unit. This by no means indicates that there is only one musical aspect or concept being considered and developed – it just allows one chosen musical element, aspect or skill to come to the fore for contemplation, discussion and development, for the duration of that unit.
For more information, please view our Charanga musical school year 4 knowledge organisers
Term 5: “How Does Music Shape Our Way of Life?”
In this unit, we ask ‘How Does Music Shape Our Way of Life?’ as an entry point for the broad Social Theme of ‘Music Is a Friend, Guide and Support’. This is relevant to learning topics such as identity, motivation, sports, courage, comfort, feelings, psychology, values, loneliness, friendship and other topics
Term 6: “How Does Music Connect Us with the Environment?”
In this unit, we ask ‘How Does Music Connect Us with the Environment?’ as an entry point for the broad Social Theme of ‘Music Is a Nature Lover and Guardian of the Earth’. This is relevant to learning topics such as nature, environment, animals, geography, biology, art, outdoor education, the Forest School, climate change, environmental justice and other topics.
Musically, students are constantly touching upon all key musical elements and skills, building upon these as they progress through each lesson, unit and year. As well as this, there is also a Musical Spotlight to each unit. This by no means indicates that there is only one musical aspect or concept being considered and developed – it just allows one chosen musical element, aspect or skill to come to the fore for contemplation, discussion and development, for the duration of that unit.
For more information, please view our Charanga musical school year 4 & 5 knowledge organisers
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Over the course of terms 5 and 6 we will be learning the following: travel; weather; numbers to forty; dates; pocket money; likes and dislikes; toys; sports and days of the week.