Spring Term 1 & 2

Maths Number: Fractions (Term 1 - 6 Weeks) Compare and order fractions whose denominators are multiples of the same number. Compare and order fractions, including fractions > 1 Identify, name and write equivalent fractions of a given fraction, represented visually including tenths and hundredths. Use common factors to simplify fractions; use common multiples to express fractions in the same denomination. Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements >1 as a mixed number [for example 2/5 + 4/ = 6/5 = 1 1/5] Add and subtract fractions with the same denominator and denominators that are multiples of the same number. Add and subtract fractions with different denominations and mixed numbers, using the concept of equivalent fractions. Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams. Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example 𝟏/𝟒 x 𝟏/𝟐 = 𝟏/𝟖 ] Divide proper fractions by whole numbers [for example 𝟏 𝟑 ÷ 2 = 𝟏 𝟔 ] Read and write decimal numbers as fractions [ for example 0.71 = 71/100 ] Associate a fraction with division and calculate decimal fraction equivalents [ for example, 0.375] for a simple fraction [for example 𝟑/𝟖] Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates. Number: Decimals and Percentages (Term 2 - 4 Weeks) Read, write, order and compare numbers with up to three decimal places. Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents. Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000. Identify the value of each digit in numbers given to 3 decimal places and multiply numbers by 10, 100 and 1,000 giving answers up to 3 decimal places. Round decimals with two decimal places to the nearest whole number and to one decimal place. Solve problems which require answers to be rounded to specified degrees of accuracy.

Solve problems involving number up to three decimal places. Multiply one-digit numbers with up to 2 decimal places by whole numbers. Use written division methods in cases where the answer has up to 2 decimal places. Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal. Solve problems which require knowing percentage and decimal equivalents of 1/2 , 1/4 , 1/5 , 2/5 , 4/5 and those fractions with a denominator of a multiple of 10 or 25. Solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison. Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. Year 5 – Multiplication and Division and RECAP (Term 2 - 3 Weeks) Recognise and use square numbers and cube numbers and the notation for squared (2) and cubed (3) Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers Establish whether a number up to 100 is prime and recall prime numbers up to 19 Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes. Year 6: Algebra and Ratio Use simple formulae Generate and describe linear number sequences. Express missing number problems algebraically. Find pairs of numbers that satisfy an equation with two unknowns. Enumerate possibilities of combinations of two variables. Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts. Solve problems involving similar shapes where the scale factor is known or can be found. Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

Literacy Unit - Stories from imaginary worlds/ (Term 1 & 2) Reading – Text being used ‘The Last Wild’ By Piers Torday End Product - Outcome(s) To consider how particular situations make individuals behave as they do To consider an imaginary future world To consider the importance of stories in personal development Reading (Comprehension): Increase familiarity with a range of books; Identify themes and conventions and compare these across books they have read; Show understanding through intonation, tone, volume and action; Discuss words and phrases that capture readers’ interest and imagination; Draw inferences about characters’ feelings, thoughts, emotions and actions. Apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words that they meet. Ask questions to improve their understanding identifying how language, structure and presentation contribute to meaning Predict what might happen from details stated and implied. Writing (Composition / Vocabulary, Grammar and Punctuation): Plan writing by identifying the audience for and purpose of the writing, selecting the appropriate form Note and develop initial ideas, drawing on reading Draft and write by selecting appropriate grammar and vocabulary In narratives, describe settings, characters and atmosphere, integrate dialogue to convey character and advance action Use a range of devices to build cohesion within and across paragraphs Evaluate and edit by proposing changes to vocabulary, grammar and punctuation Proof-read for spelling and punctuation errors Perform their own compositions, using appropriate intonation, volume, movement so that meaning is clear Prepare play scripts to read aloud. Select appropriate grammar and vocabulary, and understand how such choices can change and enhance meaning Speaking and Listening: Maintain attention and participate actively in collaborative conversations, responding to texts

Ask relevant questions to extend their understanding and build vocabulary and knowledge Articulate and justify answers and opinions Use spoken language to develop understanding through speculating, imagining and exploring ideas Participate in discussions, presentations, performances and debates Consider and evaluate different viewpoints, attending to the contributions of others Select and use appropriate registers for effective communication Use spoken language to develop understanding through imagining and exploring ideas in discussion, role play and drama. Consider and evaluate different viewpoints, attending to and building on the contributions of others. Cross-Curricular Links: Science: This sequence links to the science focus on classification: Pupils should build on their learning about grouping living things in year 4 by looking at the classification system in more detail. They can be introduced to the idea that broad groupings, such as micro-organisms, plants and animals can be subdivided. Through direct observations where possible, they should classify animals into commonly found invertebrates (such as insects, spiders, snails, worms) and vertebrates (fish, amphibians, reptiles, birds and mammals). They should discuss reasons why living things are placed in one group and not another. Children might find out about the significance of the work of scientists such as Carl Linnaeus, a pioneer of classification. Children might work scientifically by: using classification systems and keys to identify some animals and plants in the immediate environment. They could research unfamiliar animals and plants from a broad range of other habitats and decide where they belong in the classification system. This could also extend this by: Investing how plants can be used for medicinal purposes. Researching the tensions between corporate structures and environmental preservation. Possibly might, for example, link to the soy plantations in forested areas of the Amazon Rainforest. A study related to the concept of outbreaks and epidemics. A study around ecosystems and the interdependency of relationships required for a healthy environment. Creating an encyclopaedia to classify the different species of ‘varmints’ referred to in the text. Geography: The exploration of the fictional environment in the story will link to the focus on describing physical environments in the Key Stage Two Geography Programmes of Study: Children could extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features.

They should develop their use of geographical knowledge, understanding and skills to enhance their vocational and place knowledge. Possibly might also extend this by: Making an ordinance survey version of the map at the front of the text. Link a study on rivers to the section of the text that takes place at the river and waterfall. Look at natural and man-made features of the fictional environment and how town planning works to build cities around natural areas. Reading (Specific Focus) Comprehension based activities based targeted question stems using Reading Vipers. The focus to improve comprehension skills using a range of high quality texts, images, picture books and of course film. Vocabulary 2a Give/explain the meaning of words in context Infer 2d Make inference from the text/ explain and justify using evidence from the text. Predict 2e Predict what might happen from the details stated and implied. Explain 2f, 2g, 2h, Identify/explain how information/narrative content is related and contributes to the meaning as a whole. Identify/explain how meaning is enhanced through choice of words and phrases. Make comparisons within the text Retrieve 2b Retrieve and record key information/key details from fiction and non-fiction Summarise 2c Summarise main ideas from more than one paragraph

(SPAG) Spelling, Vocabulary, Grammar & Punctuation

Spelling – For information regarding our weekly specific spelling focus please look at the words listed within the Homework section. The Children have been split into three groups and will be focusing on specific spelling patterns and/or groups of words based upon identified areas of spelling weaknesses.

Grammar & Punctuation (Specific Focus) Grammatical differences between plural and possessive –s

Standard English forms for verb inflections instead of local spoken forms Noun phrases expanded by adjectives, nouns, prepositions phrases. Fronted adverbials Appropriate choice of pronoun or noun within and across sentences Use of inverted commas and other punctuation to indicate direct speech Apostrophes to mark plural possession Use of commas after fronted adverbials

Terminology for children Determiner, pronoun, possessive pronoun, adverbial.

Science Year 6 Living things are their habitats (Term 1) Pupils Should be taught to: *Give reasons for the classification of animals, using examples as a guide. • Classify living things using the Linnaean system. • Match groups of animals to their characteristics. • Classify creatures based on their characteristics. • Design a creature that has a specific set of characteristics, using prompts. • Describe the useful and harmful effects of different microorganisms. • Identify the variables in an investigation into harmful microorganisms. • Draw conclusions based on their results. • Describe the characteristics of different microorganisms. • Describe the characteristics of groups or organisms, using images as prompts.

Properties and Changes of Materials (Term 2)

By the end of this unit... …all children should be able to:

• Identify materials. • Describe materials’ properties. • Identify thermal and electrical conductors and insulators. • Identify materials that are soluble or insoluble in water. • Follow instructions to separate mixtures. • Identify irreversible changes.

• Predict what will happen in an investigation. • Make observations

...some children will be able to: • Devise their own ways to test a material’s properties. • Explain the uses of a material according to its properties. • Explain why materials have dissolved in certain conditions. • Select and explain the most suitable processes to separate different mixtures. • Identify the new materials made in irreversible changes. • Identify dependent, independent and controlled variables. • Set up reliable and accurate investigations. • Make and explain predictions. • Make and record accurate observations. • Use scientific language to explain their findings. • Use their results to make generalisations and further predictions. • Be able to ask and answer questions based on their learning using scientific language

...most children will be able to: • Follow instructions to test a material’s properties. • Explain the uses of thermal and electrical conductors and insulators. • Order materials according to their electrical conductivity. • Explain and investigate dissolving. • Explain the processes used to separate mixtures. • Explain irreversible changes. • Identify the variables in an investigation. • Make observations and conclusions. • Be able to answer questions based on their learning.

Computing Keeping safe * to review aspects of online safety *to discuss and know how to keep personal information safe. * to understand the issues concerning the reliability of sources and people online *to share knowledge about online safety We are programmers (Term 1 & 2)

Programming an animation Digital Animation Zu3D (Linked to both Literacy & Art topics) Programming Scratch/Scratch Jr/Pyonkee We are musicians (Term 1) Producing digital music Creativity Isle of Tune/Audacity/LMMS/GarageBand/MuseScore

Topic (Geography Focused)

Geography Focus - Link opportunity - Relating fictional place to a real place. Map work / Marvellous Maps ...all children should be able to:

• Use an index to find a place name. • Find the correct page in an atlas by using the index. • Explain why maps have symbols on them. • Recognise some map symbols on an Ordnance Survey map. • Give co-ordinates by going across first and then up. • Find a location from four-figure coordinates. • Find differences between photographs of the same location. • Find similarities between photographs of the same location. • Find differences between maps of the same location

...most children will be able to: • Find a location on a page by using simple co-ordinates. • Identify physical features on a map. • Use a key to find out what a symbol means. • Give four-figure co-ordinates for a location. • Find similarities between maps of the same location

…some children will be able to: • Use a key to identify physical features. • Explain what makes a good map symbol.

• Find a location from six-figure co-ordinates. • Give six-figure co-ordinates for a location. • Suggest what the differences they have seen might tell them about why a place has changed

India

To use and interpret globes, atlases and maps. To compare and contrast the different regions of India To compare and contrast Mumbai with Frittenden/Maidstone. To understand the differences between the rich and poor in an Indian city. To identify the differences between an Indian school and Frittenden Primary. To compare transport & journeys to school.

To compare and contrast the different regions of India. To understand the features of an Indian village. To explore houses in the UK and compare with houses in for example; Chembokolli. To understand the importance of farming in for example; Chembokolli To explore Indian food and compare a child’s daily diet with one in the Kent. To investigate Indian Art linked to Rangoli Patterns and Mendi To explore aspects of Indian culture, such as Bollywood.

Art Thomas Fllintham – style of artwork and illustrator (Term 1) - 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. Drawing

• Develop ability to make more intricate marks and patterns with a variety of media and include finer details in drawings. To further their attention to detail, expanding their repertoire to a range of subjects, and use observational skills to draw with more realism (people, animals, objects, folds in fabric, grass, plants)

• Use different grades of pencil (HB to 6B) in order to show light and shadow in drawings at a simple level (bottle, inside of a pepper etc). Experiment with tone and grades of pencil and discuss what they like best and the different effects created (pencil marks are less obvious with soft grades but smudge more, harder pencils makes the marks more obvious).

• Use a sketchbook to record media explorations and experimentations as well as planning and collecting source material for future

works.

• To continue to develop their ability to draw objects/items to scale and mark out areas of paper before drawing (starting with the largest object to the smallest)

D&T • Not Focused on this Term

Music Ten Pieces Trailblazers (Term 1 & 2) Using Ten Pieces Trailblazers to challenge students to rethink orchestral music - what it sounds like, who can make it, and how it's used - through ten trailblazing composers and their pieces of music. Exploring this set of pieces that showcases works that have helped expand our musical horizons, pieces that have introduced new cultures and sound worlds into the orchestra, and composers whose lives and works have made them pioneers. Trailblazers also delves into the world of Film and Television for the first time and explores music with influences from across the globe. Orchestral music is a living, evolving art form. Using these pieces help to tell that ever-changing story. Children will:

listen and reflect on a piece of orchestral music

create their own piece of music using instruments and voice

perform as an ensemble

learn musical language appropriate to the task

Further Objectives (Linked to Computing)

• Improvise repeated patterns growing in sophistication

• Compose music that combines several layers of sound

• Awareness of the effect of several layers of sound

• compose and perform melodies and songs. (Including using ICT)

R.E. People of God: How can following God bring freedom and Justice? Understanding Christianity (Term 1) By the end of this unit, pupils are expected to be able to: *Explain connections between the story of Moses and the concepts of freedom and salvation, using theological terms. *Make clear connections between Bible texts studied and what Christians believe about being the People of God and how they should behave. *Explain ways in which some Christians put their beliefs into practice by trying to bring freedom to others. *Identify ideas about freedom and justice arising from their study of Bible texts and comment on how far these are helpful or inspiring, justifying their responses.

Salvation: what did Jesus do to save human beings? (Term 2) Understanding Christianity By the end of this unit, pupils are expected to be able to: * Outline the timeline of the ‘big story’ of the Bible, explaining how Incarnation and Salvation fit within it. * Explain what Christians mean when they say that Jesus’ death was a sacrifice, using theological terms. * Suggest meanings for narratives of Jesus’ death/ resurrection, comparing their ideas with ways in which Christians interpret these texts. * Make clear connections between the Christian belief in Jesus’ death as a sacrifice and how Christians celebrate Holy Communion/Lord’s Supper. * Show how Christians put their beliefs into practice. * Weigh up the value and impact of ideas of sacrifice in their own lives and the world today.

PSHE Rights and Responsibilities (Term 1) *To research, discuss and debate issues concerning mental health *why and how laws are made *take part in making and changing rules *about the importance of human rights * about harmful practices which are against British law and contradict human rights * that antisocial behaviour can affect well-being *how to handle., challenge or respond to anti-social behaviour Health and well-being (keeping Safe) *independence, increased responsibility and keeping safe * different influences on behaviour including peer pressure and media influence * what to do in an emergency (basic first aid) *rights that we have to protect out bodies * managing personal safety (local environment) *managing personal safety (online) * who is responsible for their health and well-being * how to keep safe using a mobile device Rights and Responsibilities (Term 2) *about different types of responsibilities, including the environment

*what it means to be part of a community *about the lives, laws and customs of people living in other places

MFL The emphasis on teaching and learning in MFL is on speaking and listening NOT recording and writing down vocabulary and phrases. Children should explore the language and vocabulary above in these ways:

• Explore patterns and sounds through songs and rhymes

• Engage in conversations (ask and answer questions)

• Speak in sentences using learnt phrases

• Develop pronunciation and intonation Broaden vocabulary

P.E. & Games

Children will be working to… (KM) Gymnastics (Term 1) - develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] - compare their performances with previous ones and demonstrate improvement to achieve their personal best. OAA (Term 2) - take part in outdoor and adventurous activity challenges both individually and within a team

Provisional Trips & Visits

Independent Research

These are selected through discussions with the children within the year group about the topics being covered that term.