|Reading||Word Reading||Apply their growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of any new words they meet. Read further common exception words, noting unusual correspondences between spelling and sound and where they occur in the word.|
|Comprehension||Listening to/discussing/ increasing their familiarity with all genres of fiction/nonfiction – identify themes and conventions within them Reading books structured in different ways and reading for a range of purposes. Using dictionaries for meaning. Recognising and performing different forms of poetry. Predicting, checking that the text makes sense, asking questions to improve their understanding, summarising ideas from more than one paragraph, identifying how language, structure and presentation contribute to meaning.|
|Writing||SPAG||Daily spelling and grammar at appropriate Yr group NC expectations|
|Composition||Termly narrative ( all genres) non-fiction and poetry composition as NC expectations|
|Handwriting||Daily to establish new cursive style of writing – then 3 x weekly|
|Speaking and Listening||Listen and respond appropriately, ask relevant questions, maintain attention, participate in discussions and increase ability to speak audibly and fluently. Articulate and justify answers.|
|Maths||Place value, four operations, shape, space and measures, fractions, data handling – using and applying reasoning and problem solving across all areas|
|Science||States of Matter/ Electricity||Sound/ Animals including humans||Living things and their habitats|
|Working Scientifically – on going through the year.|
|Computing||We are software developers. We are toy designers. E Safety||We are musicians. We are HTML editors. E Safety||.We are co- authors. We are meteorologists. E Safety|
|The Big Questions||Was Tutunkhamun the greatest Pharoah?||Where do our Bananas come from?||Do you prefer urban or rural locations?|
|History||Pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They note connections, contrasts and trends over time and develop the appropriate use of historical terms. They regularly address and sometimes devise historically valid questions about change, cause, similarity and difference and significance. They construct informed responses that involve thoughtful selection and organisation of relevant historical information. They begin to understand how our knowledge of the past is constructed from a range of sources|
|The achievements of the Ancient Egyptian civilization||Anglo Saxon
|Geography||Pupils extend their knowledge and understanding beyond the local area to include the UK and Europe, North and south America. This includes location and characteristics of the world’s most significant human and physical features. They develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.|
|Objectives linked to the big question –||Objectives linked to the big question –|
|D&T||Can we make an effective Christmas decoration?||Where do our bananas come from?||Food preparation for the Outdoors:|
|Art and Design||Objectives covered throughout the year: *to create sketch books to record their observations and use them to review and revisit ideas; * to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials; *about great artists, architects and designers in history.|
|Music||Rhythm Work ( Across all terms)
|Singing and performing ( across all terms)
Listening and appraising
|Listening and appraising (Across all terms
|Gymnastics/ Fitness/Swimming||Team Games
|R.E.||How do Buddhists celebrate?
What are the journeys associated with Christmas?
|What are the main Jewish beliefs?
Why is Holy Week important to Christians?
|What are the Five Pillars and why are they important?|
|PSHCE||Health and Wellbeing: Healthy lifestyles, Growing and Changing, Keeping Safe
|Relationships: Valuing Difference, respecting the feelings of others. Healthy Relationships||Living in the Wider World: Rights and Responsibilities, Respecting the environment, Money Matters|