Science; PLANTS

• Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
• Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant.
• Investigate the way in which water is transported within plants.
• Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.Science: NUTRITION and SKELETONS
• Identify that animals, including humans, need the right types and amount of nutrition and they cannot make their own food; they get nutrition from what they eat.
• Identify that humans and some other animals have skeletons and muscles for support, protection and movement.

Cross Curricular ICT: DIGITAL DATA

LO: Create bar charts, pie charts and tables with software

Collect data from class/school about most popular food and drink

Use 2Chart to make simple bar charts and pie charts to show this dataSCIENCE VOCABULARY:  yellow  pale   spindly   roots   stem  leaves   flowers   pollination    seed dispersal    seed formation   light  air   warmth  transportation   stamen  stigma   sepal  petal  ovary  pollen

SCIENCE VOCABULARY:  vegetables  meat  fish  sugars and starches  skeletons  ribs  spine  skull   contract  relax  vertebrate

History:  TUDOR LONDON (Please visit Museum of London)

• Use maps and other sources to learn about the population and density of Tudor London.
• Understand what life was like for children living in Tudor London.
• Research the cause of disease in London and the cures available.
• Learn about the importance of Southwark (e.g. the Globe and the South Bank) for Tudor entertainment.
• Compare and contrast life for the rich/poor living in Tudor London.
• Learn about the importance of the monasteries during Tudor times.
• Investigate the importance of the River Thames to the growth of London during Tudor times.
• Learn about royal life at Hampton Court Palace.

Cross Curricular ICT: DIGITAL RESEARCH:

LO: Use selected digital resources to answer questions

Use LGfL Digital Resource the Tudors in London to explore sources and artefacts

Use the resource o make notes for a report or presentation on Tudor LondonGeography: LOCAL FIELD STUDY (Southwark)

• Know the difference between human/physical features of a landscape.
• Use keys to identify landmarks on an OS map.
• Identify human and physical features on an OS map of a contrasting area to Southwark
• Compare the number of human and physical features of a contrasting locality (e.g. The Lake district) using an OS map.
• Give reasons why there are more human features in Southwark than a contrasting locality.
• Use fieldwork to identify some of the human features of an area in Southwark.
• Take digital photos of an area of Southwark (e.g. from the Shard) and use these to create a simple plan.
• Visit the River Thames – survey and create a graph of the different types of river transport (e.g. entertainment/ military/ police/ rescue service/ transport / pleasure)
• Complete a survey of traffic congestion on a Southwark road.
• Suggest ways in which we can ease traffic congestion in Southwark.
• Identify some of the tourist attractions in Southwark.
• Understand what a suburb is.
• Give reasons why cities may have suburbs.

Cross Curricular ICT: DIGITAL RESEARCH:

LO: Use online mapping tools and apps to find information

Locate local landmarks on Google Maps and explore using Street View – take screenshots, print and label features being studiesHISTORY VOCABULARY: arts  court  local  monastery  monarchy  monk  poverty  poor  rich   wealth   disease   cure  entertainment

Theatre  ale house  aristocracy   church GEOGRAPHY VOCABULARY: suburb   congestion   residential  tourist attraction  landmarks   human  physical   survey 

CHALLENGE ACTIVITIES FOR THE MORE ABLE PUPILS – Tudor London  NEEDS UPDATING

CHALLENGE ACTIVITIES FOR THE MORE ABLE PUPILS –  NEEDS UPDATING

Art: OBSERVATIONAL DRAWING ( Drawing people – link into science 2^nd half term)

• Make marks and lines with a wider range of drawing implements.
• Experiment with different grades of pencil and other implements to create lines and marks.
• Experiment with different grades of pencil and other implements to draw different forms and shapes.
• Begin to show an awareness of objects having a third dimension
• Experiment with different grades of pencil and other implements to achieve variations in tone.
• Apply tone to drawing in a simple way.

CHALLENGE ACTIVITIES FOR THE MORE ABLE:

• Use a wider range of implements to experiment with – charcoal, pen etc
• Do a more detailed observations drawing of an object using understanding of the third dimension.
• Use a variety of different techniques and tools they have learned and used for their final piece showing that they understand which are best to use for different parts of a drawing.

D.T: CREATE A HEALTHY SANDWICH FOR A LONDON TOURIST 

• Know that there are a variety of sandwiches.
• Know that people have different preferences.
• Understand that food can be divided into different groups.
• Understand that different combinations of ingredients can affect the taste of sandwiches.
• Understand the importance of hygiene.
• Plan, make and evaluate a healthy sandwich.

CHALLENGE ACTIVITIES FOR THE MORE ABLE

• Give pupils challenges when designing a sandwich – e.g. it is for a vegetarian/vegan/ someone with specific challenges.
• Research how to create a super vitamin sandwich by researching different foods and the vitamins they contain.
• Justify why choices were made.
• Create healthy sandwich with a limited budget/set budget.

Cross Curricular ICT: DIGITAL MEDIA/PUBLICATION

LO: Record an event or process with a series of digital photos

LO: Use appropriate publishing templates, layouts, and formatting tools

Take a series of digital photos to show the process of making a sandwich.

Use the photos to create a digital publication/presentation of the recipe process and evaluation – use Purple Mash 2Publish+ templatesMusic:

• Play in ensemble contexts, using their voices and playing instruments with increasing accuracy.
• Improvise music for a range of purposes using the interrelated dimensions of music.
• Listen with attention to detail to sounds.
• Appreciate and understand a wide range of high-quality live and recorded music.
• Develop an understanding of the history of music.
• Develop an understanding of the history of music.E: games, athletics and dance (Please see Val Sabin scheme of work)

R.E: Why is Holi important?

• Who do we think ‘goodies’ and ‘baddies’ are?
• What happens at the Hindu festival of Holi?
• What other story is told at Holi?
• How does Holi show what Hindu people believe about God?
• Can we write a story which teaches the value of not giving up and bring it to life?

What is special about light?

• Why is light special?
• Why do Hindus have divas for Diwali?
• Why do Sikhs celebrate Diwali?
• How do Christians use light at Christmas?
• What do Jews remember at Hanukkah?
• What does the light at Hanukkah symbolise?
• Why is light important at different festivals? Computing

Coding and Programming

• Algorithms and Decomposition
• Programming on screen
• Sequence, Repetition, Selection
• De-buggingComputing

Using Technology Safely

• Social Networking
• Being Responsible
• Reporting ConcernsEntitlement and enrichment: Westminster Abbey Tower of London   Globe Theatre   Hampton Court Palace   Museum of London