Science: LIVING THINGS, FOSSILS AND EVOLUTION (see Southwark scheme of work for more detail)

• Recognise that living things have changed over time and fossils provide information about living things that inhabited the Earth millions of years ago.
• Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to the parents.
• Identify how some animals and plants are adapted to suit their environment in different ways and that this may lead to evolution.
• Digital Publication: Use Purple Mash 2 Connect to create a mind map showing information about adaptation and evolution
• Use a range of different tools to present information
• Understand how to change and use settings, layout and formatting in a digital tool or application

Science: LIGHT

• Recognise that light travels in straight lines.
• Understand that light travels from light sources to objects and to our eyes.
• Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
• Explain that we see things because light travels from light sources to our eyes or from a light source to objects and then to our eyes.SCIENCE VOCABULARY :  evolution  inheritance  adaptation  habitat  advantage  disadvantage  generation  characteristic  evolutionist gene  offspring

SCIENCE VOCABULARY:  light  source   reflect  refract  straight line   shadow  opaque   light beam  mirror   light travelling   periscope

History:  CRIME AND PUNISHMENT

• Place major historical periods on a timeline – Romans to today.
• Create a glossary of terms associated with crime and punishment throughout the ages (e.g. judge/jury etc)
• Recap the importance of the Roman gods
• Recap some of the main features of the Roman, Anglo-saxon and Viking eras.
• Recap the Anglo-Saxon laws and justice.
• Identify common Roman crimes and how they were punished.
• Understand the influences the Romans had on the justice system today.
• Know how the Anglo-Saxons and the Vikings dealt with criminals.
• Complete a study of Robin Hood.
• Know how the laws changed with the Norman invasion.
• Look at the link between crime and religion during Tudor times.
• Identify reasons for the rise of the Highwayman, poachers and smugglers.
• Learn about the bloody code.
• Investigate the link between crime and punishment in the 19^th century and the transportation of criminals to Australia. Identify how laws have changed over the last century.
• Compare crimes today with crimes in the past.

Digital Research: Use Online Research skills to search for sources, check them for accuracy. make notes and write a report on an aspect of Crime and Punishment

• Use research tools/skills to make notes to support a point of view
• Understand that information sources should be credited
• Explain simple ways to check the accuracy of online infoHISTORY VOCABULARY:  decade   circa   era   causation  colony  court   execution   peasant   rebellion   revolt   torture  victim   criminal  perpetrator   punishment  justice  influence  suspect  defence  outlaw  workhouse  jury  verdict  beheading  treason  poacher smuggler  death penalty 

CHALLENGE FOR THE MORE ABLE:

• Compare the punishments across the time periods. Which has the fairest punishments? Give your reasons why.
• Explain how the Romans have had an impact on today’s justice system.
• Select a time period. Devise 5 questions to a judge/ criminal from this period.
• Look at the sources. What do they tell us about crime and punishment in the past?
• Which sources are the most reliable? Why do you think this?
• Rank the reasons in order of importance for the increase in the number of highwaymen/ smugglers/
• Create suitable punishments for a selection of crimes. Which time period are these most similar to?
• Argue why our justice system is fair.

Art: CREATING PORTRAITS (LINK TO ALFRED NOYES’ ‘ THE HIGHWAY MAN.’)

• Draw facial features.
• Visit the National Portrait Gallery to learn about different styles and techniques when creating portraits.
• Create a numbered grid and use the grid method to create a self portrait.
• Use different lines and tones to create effect.
• Use different painting techniques.
• Distinguish between realistic and abstract self-portraits.
• Select different media and techniques to create a self portrait.
• Create a portrait of the Highway Man.
• Work collaboratively.
• Evaluate the finished product. T: RICE DISHES FROM AROUND THE WORLD.
• Understand that some produce is grown seasonally.
• Know where and how a variety of ingredients are grown.
• Understand that diets vary around the work but still consist of the same food groups.
• Learn about the nutritional benefits of brown rice.
• Explain why rice is a good staple food.
• Learn how to prepare and cook selected rice dishes from around the world
• Choose a specific rice dish from a different region of the world (e.g. Mexico/ China/ S.E Asia) and recreate it.
• Demonstrate good food hygiene.

Demonstrate a range of food skills and techniques.Music: FOCUS STUDY: Understanding the history of music.

• Play and perform in solo and ensemble context, using their voices and playing instruments with increasing fluency, control and expression
• Improvise and compose music for a range of purposes using the interrelated dimensions of music.
• Listen with attention to detail and to recall sounds with increasing aural memory.
• Use and understand staff and other musical notations.
• Appreciate and understand a wide range of high-quality live and recorded music from different traditions and great composers and musicians.E : (See Val Sabin scheme of work in the PPA room)

Gymastics, netball and basketballR.E: (Please follow the Southwark agreed syllabus)- Art in Christianity.

• How do people express their faith through art?
• How can colour express religious ideas or feelings?
• How is sculpture used in religion?
• How might music be used as worship?
• How might drama express faith?
• What is similar and different about Christian arts to other religions?

How do religions create celebrations?

• Why do we have celebrations?
• What is special about celebrations in Islam?
• What is special about celebrations in Christianity?
• Can I compare and contrast a Muslim celebration with a Christian celebration?
• Is it ok to take part in the celebrations of other religions?
• How can we make a celebration inclusive to everyone? Computing

Using Technology Safely

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

Coding and Programming

• Algorithms and Decomposition
• Programming on screen
• Sequence, Repetition, Selection
• De-bugging Entitlement and enrichment: The Clink museum/ Royal courts of justice/ London Dungeon (check age limit)/ Tower of London/ self guided tour around London related to crime.

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

• write a description of a Highway man.
• Write a guide to the Roman gods.
• Write an eyewitness account about a Highway robbery.
• Write a job advert for a Highwayman.
• Write an explanation of Roman crimes.
• Retell the Robin Hood myth.
• Write a diary entry about the destruction of the Tudor monasteries from Henry VIII’s perspective/ the monks’ perspective
• Write a letter home from someone who has been deported from Australia
• Write a newspaper article about Guy Fawkes.
• Write a letter explaining the journey to from Newgate to Tyburn.
• Write an eye witness account of a court scene.
• Write a prosecution speech about why Dick Turpin should be hanged.
• Write a description of a chosen habitat
• Create a fact file that thrives in the above habitat
• Write a biography about Charles Darwin/ Mary Anning or Alfred Wallace.
• Write instructions for making a periscope.
• Create a playscript for a shadow puppet performance.
• Create a story about a portrait which comes to life.
• Create a recipe for a rice dish. Literacy books which link to the topic:
• Fire, Bed and Bone
• The Highway man poem
• Dick Turpin – legends and lies
• Highwaymen, outlaws and bandits of London.