Science: ROCKS (see scheme of work for more detail)

• Compare and group together different kinds of rocks on the basis of their appearance and simple properties.
• Describe in simple terms how fossils are formed when things that have lived are trapped within the rock.
• Recognise that soils are made from rocks and organic matter.

Science: LIGHT (see scheme of work for more detail)

• Recognise that children need light in order to see things and that dark is the absence of light.
• Understand that light is reflected from surfaces.
• Recognise that light from the sun can be dangerous and there are ways to protect their eyes.
• Recognise that shadows are formed when the light source is blocked by a solid object.
• Find patterns in the way that the size of the shadows changes.

Digital Data: Collect data on shadow length and make a table and bar chart using Purple Mash 2 Graph

• Create bar charts, pie charts and tables with software
• Choose an appropriate way to show data in graphical formSCIENCE VOCABULARY: hard  soft  texture   appearance  particles  erosion  permeability   granite  marble  slate  chalk  limestone  organic  decompose

SCIENCE VOCABULARY: forces  speed up  slow down   change shape   change direction    friction  rub  forcemeter  newtons  attract  repel  poles  contact

History: PREHISTORIC TIMES

• Understand what prehistory means.
• Describe what prehistoric Britain was like.
• Explain how hunter-gatherers lived.
• Identify animals which lived in prehistoric Britain.
• Investigate what we can learn about prehistoric life through cave paintings.
• Describe what the first farms were like in the Neolithic period.
• Use evidence from Skara Brae to learn about Neolithic life.
• Recognise monuments built in prehistoric times including Stonehenge.
• Describe what life was like in the Bronze Age.
• Know how people travelled in the Bronze Age.
• Understand why hill forts were built in the Iron Age times.
• Describe what life was like in an Iron Age hill fort.
• Know what religion was like in Iron Age times including the four main festivals.
• Use sources from prehistoric times to deepen our understanding of prehistoric times.

Digital Publication: Complete Purple Mash Stone Age/Bronze Age Writing projects to publish reports etc – read and give feedback on classmates published work

• Use appropriate templates, layouts, and formatting tools
• Use tables, text boxes, and borders to layout content
• Evaluate and annotate their own work, give reasons for choicesGeography: TIME ZONES
• Know there are different time zones across the world.
• Locate the different time zones on a map.
• Understand that when you travel, you travel through different time zones.
• Know that day and night are different across the world.
• Know the links between the position of the sun and the earth’s rotation.
• Identify where it is day or night in different areas.
• Identify the prime meridian and know that every place on earth is measured from this line in terms of its distance.
• Know that the prime meridian divides the earth into East and West.
• Realise the importance of Greenwich and the prime Meridian
• Recognise that the world is split into two hemispheres and identify countries in each hemisphere.
• Investigate if countries in different hemispheres have different time zones.

Digital Research: Compare information on selected websites to answer questions about time zones, day length etc

• Use search tools to find specific information effectively/safely
• Use selected digital resources to answer questions
• Compare the same information on different websites and booksHISTORY VOCABULARY: agriculture hunter-gatherer pelt  prehistory  long barrows   stone circles  druid  bronze  clans  warrior lings  hill fort   wattle and daub 

GEOGRAPHY VOCABULARY:  shadow  nocturnal  diurnal  axis  sphere  face  longitude  hemisphere  time zone  rotation  position  prime meridian

Region  daylight saving time  hemisphere  orbit  gravity  local time

CHALLENGE ACTIVITIES FOR MORE ABLE PUPILS – prehistoric times

• Can you ask someone from the Stone/Bronze/Iron Age questions about their life?
• Look at some sources – what do they tell us about each age? What are the similarities and differences between these ages?
• What information do the sources NOT tell us?
• Rank the changes in Britain between the Stone and Iron Age in order of importance.
• Explain why farming was so important and how it changed people’s lives.
• Would you like to be a hunter-gatherer? Why/why not?
• Plan your own prehistoric monument – what is it going to be used for? What will it look like? Where will it be?CHALLENGE ACTIVITIES FOR MORE ABLE PUPILS – Time Zones
• Why is the prime meridian so important?
• Use technical vocabulary to explain the earth’s rotation.
• Would you rather live in a country near the equator or far away? Explain your reasoning.
• Can you predict time zones in some known countries? Explain how you came up with your predictions.
• Plan a diagram to show different time zones.
• How does a globe help us better understand time zones than a map?

Art: CAVE AND ROCK  PAINTINGS

• • Study ancient arts – cave paintings of Lascaux, Huashan cliffs in China, Anhem Land (Australia); North American scenes and hunting scenes from Tanzania.
  • Look at how different animals are represented in cave paintings and how they were created.
  • Develop drawing skills of animals using charcoal.
  • Mark make using different objects.
  • Develop knowledge of colour mixing to create different tones of browns using yellow, blue and red paint.
  • Experiment with different effects, including colour wash, colours, tools, sponging.
  • Create cave paintings using hands and fingers.
  • Produce a booklet about cave painting.
  • Work collaboratively.T:

FOSSILS AND ROCKS (1^st HALF TERM)

• • Create observational drawings of fossils and rocks (using pencil and/ or biro)
  • Develop design skills through continuous line making and thoughtful mark making.
  • Sketch fossils and rocks using a wide range of media ( pencil, oil pastel, soft pastel, charcoal, pen etc.)
  • Make a printing plate using a polystyrene block.
  • Print fossil designs using a printing plate and inks.
  • Use clay to design a fossil for the future ( make a small pebble shape, and using a small stone, shells or twigs, make an impression)
  •  

DT: CREATING AN IRON AGE ROUNDHOUSE

• Understand how iron age roundhouses were created.
• Design and build an Iron Age roundhouse.
• Use a range of materials such as clay, willow, straw and cardboard.
• Use a range of joining techniques.
• Work collaboratively.
• Use tools correctly.

Music: FOCUS STUDY – WORLD MUSIC.

• 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 of sounds.
• Appreciate and understand a wide range of high-quality live and recorded music.
• Develop an understanding of the history of music.P.E:

(follow Val Sabin’s scheme of work –located in the PPA room)

• Games, gymnastics and danceR.E: Signs, symbols and sayings
• What do these everyday signs and symbols mean?
• What symbolism can we see in Muslim artefacts?
• How do Muslims use art and symbols in their place of worship?
• What symbols can be found in a Christian story?
• Why is the cross important to Christians?
• How can we create a piece of Christian art?

Jesus and Buddha

• What stories, sayings and events have really made us stop and think?
• What is the challenge in the story of the Pharisee and the tax collector?
• Why do some of Jesus’s stories make us think?
• Who is the Buddha?
• What stories did the Buddha tell?
• What stories, sayings and events can we use to make other people think? Computing

Using Technology Safely

• • Communicating Online
  • Personal Information
  • Staying Safe/Getting Help

Computing

Coding and Programming

• Algorithms and Decomposition
• Programming on screen
• Sequence, Repetition, Selection
• De-bugging Entitlement and enrichment: Greenwich observatory and maritime museum. British museum.  Natural history museum. 

Topic writing links: (please teach during Friday’s literacy lesson and work in topic/Science books:

• Write a description of people from the different eras.
• Write a fact file about someone from Bronze age/stone age/Iron age – what they wore/where they lived/ what they ate/who they worshipped.
• Write a diary from a hunter-gatherer’s and early farmer’s point of view.
• Write a brochure about Stonehenge
• Write a guide to Skara Brae.
• Write about a typical day living in an Iron Age hill Fort.
• Write a report on a prehistoric animal.
• Write a diary from someone travelling in the Bronze Age about their journey.Write a letter about one of the Iron Age festivals.
• Write a simple report about cave paintings.
• Choose a country from a different time zone and write a postcard.
• Retell ‘At the same moment around the world’ (Clotilde Penn)
• Write an explanation about the sun’s position and the earth’s rotation (make a book for a younger child)
• Write a contrast between what happens at daytime and what happens at night times.
• Write an explanation of how an animal becomes fossilised.
• Write a poem about the dark.

Literacy books which link to the topic:

• At the same moment around the world.
• Stone Age Boy
• Ug
• Cavemen Dave
• Minnow and the Bear