Autumn Term – “ Kingdoms”
Properties and changes of materials
- Can compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
- Knows that some materials will dissolve in liquid to form a solution, and describe how to recover Substance from a solution
- Uses knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
- Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
- Demonstrate that dissolving, mixing and changes of state are reversible changes
- Can explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
- Can place historical events or changes on a timeline independently, remembering key facts from a period of history studied.
Knowledge and understanding of events, people and changes in the past
Britain's settlement by Anglo-Saxons and Scots
- Can describe how a significant individual or movement/group of people has influenced the UK or wider world.
- Can describe the Anglo-Saxon invasions, settlements and kingdoms: place names and village life.
- Can link events from periods studied to changes or developments in contemporary society e.g, food or farming.
The Viking and Anglo-Saxon struggle for the kingdom of England to the time of Edward the Confessor
- Can explain that an event can have more than one cause.
- Can describe Viking raids and invasion.
- Can talk about the resistance by Alfred the Great and Athelstan, first King of England
- Can explain Anglo-Saxon laws and justice.
- Can explain who Edward the Confessor was and the events leading to his death in 1066.
Local and National History
- Uses a range of local history resources to explore Anglo-Saxon art and culture.
Human and Physical Geography
- Can describe how human activity has impacted/changed the physical and human characteristics of a place in the world e.g types of settlements and land use (Anglo-Saxons or Vikings)
- Can describe how weather and climate affect land use and food production in areas/regions studied.
- Enjoys experimenting with a wide range of materials, techniques and moods
- Can make informed decisions about colours, shade, tone and texture
- Can make quick sketches to capture initial ideas before they are lost
Skills and techniques
- Can use a range of tools within the same piece, including sizes and grades of tools to create specific effects with the finished piece in mind (eg brush size, grade of pencil)
- Can add mood using shades of warm and cool colours
- Can create images with correct proportions
- Uses search tools to find information within webpages or documents (eg Find)
- Uses technology safely, respectfully and responsibly
- Can apply pressure to the opposition (i.e. to regain possession) through marking and anticipation
- Can pass, dribble and shoot with control in games
- Identifies and uses tactics to help their team keep the ball and take it towards the opposition’s goal
- Can field confidently in striking and fielding games
- Can strike the ball with control with a bat or racquet
- what constitutes a healthy diet incl. an understanding of calories and other nutritional content and how to plan and prepare for a healthy diet
- the characteristics of a poor diet and the risks associated with unhealthy eating (incl. obesity, tooth decay) and other behaviours (e.g. the impact of school on diet or health.
Alcohol and Drugs
- the facts about legal and illegal substances and associated risks, including smoking, alcohol use and drug-taking
- the importance of respecting others even when they are different to you including practice steps (incl. courtesty and manners) they can take to improve or support respectful relationships
- the importance of self respect and how this links to their own happiness
- that in school and the wider community they can expect to be treated with respect by other and should inturn show others respect (incl. those in positions of authority)
- the negative (and often long lasting) impact of bullying (of all types incl. cyber bullying) and the responsibilities of bystanders (primarily reporting to an adult) and how to get help
- How stereotypes can be unfair, negative and destructive
- the importance of permission seeking and giving in relationships with friends, peers and adults.