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STEAM
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This term our STEAM focus is engineering and we will be answering the question ‘Can I design and construct a product using my understanding of the engineering process?’.
Through our project, the children will:
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Design and make a product to help teachers “have eyes in the back of their head”.
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Create observational drawings which incorporate tonal contrast and shadow
Through this term’s STEAM project we will be covering the disciplines of Science, Design and Technology, and Art. In our learning journey we will:
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investigate how light travels and interacts with different surfaces (science)
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explore how to create a variety of tones (art)
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use knowledge of how light travels to solve problems (science)
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use tone to create a 3D illusion (art)
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explore the relationship between objects and their shadows (science & art)
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use knowledge of how light travels to solve a problem (science & DT)
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explore techniques for joining materials (DT)
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explore the needs of a consumer (DT)
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use market research to create a design brief (DT)
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create a range of suitable design proposals (DT)
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construct a product to meet a design brief (DT)
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create a product pitch for a target audience (DT)
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Maths
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In our work on area and perimeter, we will learn that:
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Area is the measurement of the surface of a flat item.
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Area is measured in square units, such as square centimetres (cm2) and square metres (m2).
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The area of a rectangle can be calculated using multiplication; the area of a composite rectilinear shape can be found by splitting the shape into smaller rectangles.
In our work on decimal place-value knowledge, multiplication and division, we will learn that:
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To multiply a number by 10/100/1,000, move the digits one/two/three places to the left; to divide a number by 10/100/1,000, move the digits one/two/three places to the right.
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Measures can be converted from one unit to another using knowledge of multiplication and division by 10/100/1,000.
In our work on ×/÷ decimals by whole numbers, we will learn that:
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Decimals (with a whole number of tenths or hundredths) can be multiplied by a whole number by using known multiplication facts and unitising.
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Multiplying by 0.1 is equivalent to dividing by 10; multiplying by 0.01 is equivalent to dividing by 100. Understanding of place value can be used to divide a number by 10/100: when a number is divided by 10, the digits move one place to the right; when a number is divided by 100, the digits move two places to the right.
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To multiply a single-digit number by a decimal fraction with up to two decimal places, convert the decimal fraction to an integer by multiplying by 10 or 100, perform the resulting calculation using an appropriate strategy, then adjust the product by dividing by 10 or 100.
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If the multiplier is less than one, the product is less than the multiplicand; if the multiplier is greater than one, the product is greater than the multiplicand.
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To divide any decimal fraction with up to two decimal places by a single-digit number, convert the decimal fraction to an integer by multiplying by 10 or 100, perform the resulting calculation using an appropriate strategy, then adjust the quotient by dividing by 10 or 100.
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Writing
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In our work on playscripts, we will learn to:
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identify the organisational and presentational devices of a playscript
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infer character through what is said, how it is said and through actions
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vary levels of formality in a playscript for effect
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use correctly punctuated stage directions to direct speech and action
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write a scene for a playscript
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perform a scene from a playscript
We will then move on to looking at writing biographies and poems which explore form.
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Computing
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This term in Computing we will learn to create vector drawings. We will learn how to use different drawing tools to help them create images. The children will recognise that images in vector drawings are created using shapes and lines, and each individual element in the drawing is called an object. We will layer their objects and begin grouping and duplicating them to support the creation of more complex pieces of work. We will use Google Drawings to create our vector drawings.
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HRE
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In HRE this term, we will learn:
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that there are different types of relationships and the way we show affection can change depending on the relationships we have; we will think about appropriate ways of showing affection depending on the relationship and the situation.
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That it is against the law for anyone to make harmful changes to our body; we will explore who we can talk to if something worries us and how we can seek advice.
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That friendships can provide us with support; how to deal with loneliness or feeling excluded; resolving differences in the ups and downs of friendships.
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what it means for a friendship online or offline to be safe; how to manage risks and get support.
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about the impact of bullying and the consequences of hurtful behaviours on others.
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strategies to respond to hurtful behaviour experienced or witnessed, offline and online (including teasing, name-calling, bullying, trolling, harassment or the deliberate excluding of others)
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Music
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This term we continue our work with Mr Probert using our brass instruments. We will be learning new notes and be consolidating our learning from last term.
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MFL
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This term in French we will be exploring the topic, “Food, glorious food!”
We will learn to:
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Appreciate stories, songs, poems and rhymes in the language in the context of food.
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Follow a familiar story in French.
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Understand key features and patterns of basic grammar in the context of requesting something to eat.
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Use determiners for identifying quantities in making polite requests.
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Understand key features and patterns of basic grammar in the context of stating preferences about food.
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Use the definite article when generalising.
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Give a preference for or against things.
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Describe people, places, things and actions orally and in writing in the context of describing food by colour.
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Describe the colour(s) of an object by modifying adjectives.
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Describe people, places, things and actions orally and in writing in the context of describing objects by size.
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Begin to place adjectives appropriately before or after the noun they modify.
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Begin to understand that adjective spelling depends on number and gender.
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Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help in the context of preparing, eating and talking about food.
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Use a range of grammar structures to practise a set of vocabulary groups.
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PE
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This term in PE, we will be focussing on Hockey.
We will learn to:
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dribble a hockey ball
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pass and receive the ball the ball standing still or on the move
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shoot the ball into a goal / target
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develop attacking and defending skills for playing a game
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use our skills to play a competitive game
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RE
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Across the school this term, we will be exploring the big question “Are people really good or bad?” in our RE assemblies.
In our RE lessons in class, we will be learning to:
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explain Christian beliefs about forgiveness
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explain Hindu beliefs about free will
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explain Hindu beliefs about karma
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