• Science: HABITATS AND LIVING THINGS
• Explore and compare the differences between things which are living, dead and things that have never been alive.
• Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.
• Identify and name a variety of plants and animals in their habitats, including micro-habitats.
• Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

Cross Curricular:

Write a description of a habitat

Write an explanation of how an animal survives

Create a graph on statistics related to animals’ habitatsSecond half term used for covering class misconceptions and gaps based on assessment data.

 

Look back at all KS1 assessment data to ensure that they have all been covered.History:

• Place Mary Seacole and Edith Cavell in time and location.
• Know why they acted as they did.
• Talk about their loves based on pictures and recounts.
• Decide which sources are best for Mary Seacole/Edith Cavell.
• Investigate what it was like for Mary Seacole working in Crimea.
• Investigate why Edith Cavell was executed.
• Explore how Mary Seacole made things better for soldiers in the Crimea War.

Cross Curricular:

• Write descriptions of Mary Seacole and Edith Cavell.
• Write a letter from either of them about their experiences during the wars.
• Write a letter of thank you to the nurses from the soldiers.
• Word problems about Mary Seacole
• Create graphs about Nursing facts / statisticsGeography:
• Identify where Jamaica is on a world map.
• Use maps, atlases and globes to find its neighbours.
• Identify key physical features of Jamaica (beach/cliff/coast/forest/hill/mountain/sea/ocean/river
• /soil/valley/vegetation/season and weather.)
• Identify and learn the features of a port and harbour.
• Investigate some of the main trade links of Jamaica

Cross Curricular:

• Send a postcard from Jamaica.
• Write a very simple holiday guide about Jamaica.
• Write about a port/harbour in Jamaica.
• Create a graph about rainfall or temperature in Jamaica

Art: OBSERVATIONAL DRAWING (link into Science)

• Name, match and draw lines/marks from observations.
• Invent new lines.
• Draw on different surfaces with a range of media (pencils, pastels, charcoal etc)
• Observe and draw shapes from observations.
• Draw shapes in between objects .
• Invent new shapes.
• Investigate tone by drawing light/dark lines, light/dark patterns, light/dark shapes.
• Investigate textures by describing, naming, rubbing, copying.

CHALLENGE ACTIVITIES FOR THE MORE ABLE:

• Draw a larger selection of objects or as an extension carry out observational drawing of a more difficult subject
• Evaluate the merits of different media and textures
• More complex lines and shading
• Choose their own materials and techniques for final piece based on their evaluation of themT: MAKING AN AMBULANCE
• That there are many types of vehicles and they have different purposes and are made of different parts.
• To make simple drawings and label parts
• To use wheels and axles, understanding that wheels and axles can be assembled in two different ways:
• either the wheel is attached tightly to the axle and the axle is free to rotate, or the axle is fixed with the wheel free to rotate around it
• To apply rules which will control risk when using materials, tools and equipment
• To use hand tools safely and appropriately
• to choose and use appropriate finishing techniques
• To develop their design ideas through discussion, observation and drawing
• To measure and cut accurately
• To assemble, join and combine materials in order to make an ambulance.
• To evaluate against their design criteria

CHALLENGE ACTIVITIES FOR THE MORE ABLE:

• Work more independently
• Independently try to think about what materials they would use to make their ambulance and evaluate why they would or would not work and adapt accordingly.Computing:
• Know about everyday technology in the world around them, and how they are switched on/off
• Understand that some machines can use sensors (like the five human senses) to find out about external conditions
• Use simple commands to control the movement and actions of a person or robot

Music:

• Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
• Play tuned and untuned instruments musically.
• Listen with concentration and understanding to a range of high-quality live and recorded music.
• Experiment with, create, select and combine sounds using the interrelated dimensions of music.
• FOCUS STUDY: CARRIBEAN MUSICPE: Dance, games, gymnastics and athletics

R.E: SEE AGREED SYLLABUS HINDUISM – Unit 2 – Islam – Unit 2.

Entitlement and Enrichment: Royal London Museum/ Science Museum(?)/ National army museum (?)/ freshwater theatre company will put on a workshop about Mary Seacole.