This terms Art and Design topic is called Drawing: Make my voice heard

This topic focusses on developing pupils' skills in using different art styles, exploring effects with tools, understanding and applying chiaroscuro, and creating symbolic and expressive drawings. It encourages children to form their own opinions about art, understand the impact of techniques, and convey messages through their artwork. 

By the end of this topic children will have experienced and worked on the following

• Collect a good range of imagery, adding annotated notes and sketches.
• Make relevant comparisons between different styles of art.
• Use tools effectively to explore a range of effects.
• Respond to the meaning of a spirit animal through drawing.
• Generate symbols that reflect their likes and dislikes with little support.
• Create a tile that is full of pattern, symbols and colours that represents themselves.
• Discuss ideas to create light and dark through drawing techniques.
• Explain the term chiaroscuro.
• Apply chiaroscuro to create light and form through a tonal drawing.
• Understand the impact of using techniques for effect.
• Participate in a discussion that examines the similarities and differences between different styles of art.
• Form their own opinions about what art is, justifying their ideas.
• Identify a cause and decide what message they want to convey.
• Understand artist’s choices to convey a message.
• Review sketchbook and creative work to develop a drawn image.
• Review and revisit ideas to develop their work.

This terms Computing topic is Computing sytems and networks: Bletchley Park and the history of computers

This topic explores code-breaking at Bletchley Park, historical figures in computing, the evolution of computers, designing a computer of the future and creating an audio advert. Children will experience and be able to:

• Explain that codes can be used for a number of different reasons and decode messages.
• Explain how to ensure a password is secure and how this works.
• Explain the importance of historical figures and their contribution towards computer science.
• Present information about their historical figures in an interesting and engaging manner.
• Develop an idea for a computer of the future and create a simple design.
• Produce a simple audio advert with simple edits, which demonstrate an understanding of how to use the software

This term children are looking at a story book called The Journey. The childre will write a story in the style of Francesca Sanna about escaping from a war torn country; the impact it has on their lives and the emotions that go with this.

This beautifully illustrated picture book introduces a powerful and moving perspective on migration for readers of all ages. Told through the eyes of a young girl, the story explores the unimaginable decisions made as a mother and her two children are forced to flee their home and everyone they know to escape the turmoil of war.

The book’s inspiration came when author and illustrator Francesca Sanna met two girls in a refugee centre in Italy. She then began interviewing more refugee families in Europe, and created this book as a tribute to their plight and strength.

A simple narrative and dramatic and meaningful graphics offer ways for teachers to open discussions about refugees and what it would be like to live through such a harrowing journey. The book also addresses many other questions about home, war, fear, change and safety, which can only help to change perceptions of the current refugee crisis.

The questions in this resource encourage discussion and critical thinking as you read through the text. We have chosen several spreads to examine closely. Start each with ‘What can you see?’ in order to give the reader space to respond freely. The questions can be used with individuals, small groups or whole classes if the book can be projected. 

This terms Geography topic is looking into the question Why does population change?

The children will learn about the various factors that influence why the number of people in a given area can increase or decrease. They explore concepts like birth rates, death rates, and migration, which help them understand how families grow or shrink and why people move to different places. Through activities and discussions, students also learn about the impact of population growth or decline on resources, such as food, housing, and schools, as well as the environment. They might discuss real-world examples, like cities growing as people move from rural areas for jobs, or countries with ageing populations where there are fewer young people. This topic helps children think about how people’s choices, natural events, and government policies all play a role in shaping the communities we live in. 

Children will look at at, experience and understand:

• Identify the most densely and sparsely populated areas.
• Describe the increase in global population over time.
• Begin to describe what might influence the environments people live in.
• Define birth and death rates, suggesting what may influence them.
• Define migration, discussing push and pull factors.
• Explain why some people have no choice but to leave their homes.
• Describe the causes of climate change, explaining its impact on the global population.
• Suggest an action they can take to fight climate change.
• Calculate the length of a route to scale.
• Follow a selected route on an OS map.
• Use a variety of data collection methods, including using a Likert scale.
• Collect information from a member of the public.
• Create a digital map to plot and compare data collected from two locations.
• Suggest an idea to improve the environment.

This term in Maths, children will cover the following topics:

• Number and place value to a million.
• Rounding numbers to a million.
• Comparing and ordering numbers to a million including decimals.
• Multiplying by 10's, 100's and 1,000's.
• Multiplying numbers by 1 digit and 2 digit numbers using long multiplication.
• Dividing by 1 digit and 2 digit numbers using bus-stop method and long multiplication.
• Solving word problems using all four operations.
• Finding common multiples.
• Finding common factors.
• Finding and understanding prime numbers.

This terms topic for PSHE is Relationships and Family 

Children will:

• Understand that everyone can expect a level of respect but this can be lost.
• Understand what respect is and how they should be respected.
• Understand how stereotypes influence our ideas and opinions.
• Understand a range of stereotypes and share this information effectively.
• Create a resolution guide that includes strategies to manage conflicts and describes situations where conflict is likely to arise.
• Understand the term grief and describe some of the associated emotions

This terms RE topic Creation stories and Christianity.

Children will look at the Christian creation story before comparing it to other creation stories, looking at the similarities and differences from different religions around the world. They will then being to look at the concept of belonging in both a religious and non-religious aspect before looking at Baptism in Christianity.

This terms Science topic is Living things: Classifying big and small.

Students learn about classifying animals and plants, a topic that helps them understand the diversity of life on Earth. They explore how scientists group living things based on shared characteristics, using classification systems that organise organisms into categories like kingdoms, species, and families. Students study the major groups of animals, such as mammals, reptiles, birds, fish, and insects, along with different plant types like flowering plants, ferns, and mosses. By examining features like body structure, reproduction methods, and habitats, they learn why certain organisms are similar and how they differ. This topic encourages curiosity about the natural world and highlights the importance of classification in biology, helping students see patterns in nature and understand how scientists make sense of the vast variety of life around us.

• Use a classification key to group and identify organisms.
• Make a simple classification key.
• Define the term ‘organism’ and name the seven life processes of all living things.
• Describe the work of Carl Linnaeus. 
• Define the term ‘vertebrate’ and name the vertebrate groups.
• Describe the characteristics of fish, amphibians, reptiles, birds and mammals.
• Compare the characteristics of the vertebrate groups. 
• Define the term ‘invertebrate’. 
• Describe the characteristics of worms, snails, spiders and insects. 
• Compare the characteristics of the invertebrate groups. 
• Name the plant groups. 
• Describe the characteristics of flowering plants, ferns, mosses and conifers. 
• Define the term ‘micro-organism’ and name some examples.