Spoken Language

• Listen and respond to statements and questions posed by adults and other learners; ask relevant questions to extend their understanding and knowledge; take opportunities to learn new vocabulary across all subjects
• Articulate and justify answers, arguments and opinions; give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
• Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments; use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
• Speak audibly and fluently with an increasing command of Standard English; participate in discussions, presentations, performances, role play, improvisations and debates; gains, maintains and monitors the interest of the listener(s)
• Consider and evaluate different viewpoints, attending to and building on the contributions of others; selects and uses appropriate registers for effective communication

Word Reading

• Apply a growing knowledge of root words, prefixes and suffixes (as listed in English Appendix 1), both to read aloud and to understand the meaning of new words that they mee

Reading Comprehension

• Read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks; read books that are structured in different ways and reading for a range of purposes
• Recommend books that they have read to their peers, give reasons for their choices
• Identify and discuss themes and conventions in and across a wide range of writing, making comparisons within and across books
• Learn a wide range of poetry by heart; prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
• Check that the book makes sense to them, discuss their understanding and explore the meaning of words in context; asks questions to improve their understanding
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence; predict what might happen from details stated and implied
• Summarise the main ideas drawn from more than one paragraph, identify key details that support the main ideas; identifies how language, structure and presentation contribute to meaning
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
• Distinguish between statements of fact and opinion; retrieves, records and presents information from nonfiction
• Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously; explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary; provides reasoned justifications for their views

Writing

Spelling

• Use further prefixes and suffixes and understand the guidance for adding them
• Spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
• Distinguish between homophones and other words which are often confused; spells of some words needs to be learnt specifically,
• Use dictionaries to check the spelling and meaning of words; use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary; uses a thesaurus

Handwriting

• Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choic-es and deciding whether or not to join specific letters; chooses the writing implement that is best suited for a task

Grammar

• Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
• Use passive verbs to affect the presentation of information in a sentence; uses the perfect form of verbs to mark relationships of time and cause
• Use expanded noun phrases to convey complicated information concisely; use modal verbs or adverbs to in-dicate degrees of possibility
• Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
• Learn the grammar for years 5 and 6
• Use commas to clarify meaning or avoid ambiguity in writing
• Use hyphens to avoid ambiguity; use brackets, dashes or commas to indicate parenthesis
• Use semi-colons, colons or dashes to mark boundaries between independent clauses; use a colon to intro-duce a list
• Punctuate bullet points consistently

Composition

• Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
• Note and develop initial ideas, drawing on reading and research where necessary
• Write narratives, consider how authors have developed characters and settings in what pupils have read, lis-tened to or seen performed
• Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
• How narratives, describes settings, characters and atmosphere and integrating dialogue to convey character and advance the action
• Précise longer passages
• Use a wide range of devices to build cohesion within and across paragraphs; using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, under-lining]
• Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
• Proof-read for spelling and punctuation errors; ensure the consistent and correct use of tense throughout a piece of writing; correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
• Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Number and Place Value

• Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero
• Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000
• Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit (appears also in Reading and Writing Numbers)
• Read Roman numerals to 1 000 (M) and recognise years written in Roman numerals.
• Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit (appears also in Reading and Writing Numbers)
• Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents (copied from Fractions)
• Round any number up to 1 000 000 to the nearest 10, 100, 1 000, 10 000 and 100 000
• Round decimals with two decimal places to the nearest whole number and to one decimal place (copied from Fractions)
• Solve number problems and practical problems that involve all of the above

Addition and Subtraction

• Add and subtract numbers mentally with increasingly large numbers
• Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
• Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
• Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

Multiplication and Division

• Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 (copied from Number and Place Value)
• Multiply and divide numbers mentally drawing upon known facts
• Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000
• Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
• Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
• Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.
• Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
• Establish whether a number up to 100 is prime and recall prime numbers up to 19
• Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)
• Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes
• Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
• Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates

Fractions (including Decimals and Percentages)

• Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents (appears also in Equivalence)
• Compare and order fractions whose denominators are all multiples of the same number
• Read, write, order and compare numbers with up to three decimal places
• Round decimals with two decimal places to the nearest whole number and to one decimal place
• Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
• Read and write decimal numbers as fractions (e.g. 0.71 = 71/100)
• Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
• Recognise the per cent symbol (%) and understand that per cent relates to “number of parts per hundred”, and write percentages as a fraction with denominator 100 as a decimal fraction
• Add and subtract fractions with the same denominator and multiples of the same number
• Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number (e.g. 2/5 + 4/5 = 6/5 = 11/5)
• Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
• Solve problems involving numbers up to three decimal places
• Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those with a denominator of a multiple of 10 or 25.

Algebra

• Use the properties of rectangles to deduce related facts and find missing lengths and angles(copied from Geometry: Properties of Shapes)

Measurement

• Calculate and compare the area of squares and rectangles including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes (also included in measuring)
• Estimate volume (e.g. using 1 cm3 blocks to build cubes and cuboids) and capacity (e.g. using water)
• Use all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation including scaling.
• Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
• Calculate and compare the area of squares and rectangles including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes
• Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)(copied from Multiplication and Division)
• Solve problems involving converting between units of time
• Convert between different units of metric measure (e.g. kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
• Solve problems involving converting between units of time
• Understand and use equivalences between metric units and common imperial units such as inches, pounds and pints

Properties of Shapes

• Identify 3-D shapes, including cubes and other cuboids, from 2-D representations
• Draw given angles, and measure them in degrees (o)
• Use the properties of rectangles to deduce related facts and find missing lengths and angles
• Distinguish between regular and irregular polygons based on reasoning about equal sides and angles
• Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
• Identify: angles at a point and one whole turn (total 360o), angles at a point on a straight line and ½ a turn (total 180o), other multiples of 90o.

Position and Direction

• Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed

Statistics

• Complete, read and interpret information in tables, including timetables
• Solve comparison, sum and difference problems using information presented in a line graph

Knowledge

Physics – Earth & Space

• Describe the movement of the Earth, and other planets, relative to the Sun in the solar system.
• Describe the movement of the Moon relative to the Earth.
• Describe the Sun, Earth and Moon as approximately spherical bodies.

Physics – Forces

• Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.
• Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
• Identify the effects of air resistance, water resistance and friction, that act between moving surfaces.

Biology – Living things in their Environment

• Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
• Describe the life process of reproduction in some plants and animals
• Use keys based on observable external features to help them identify and group living things systematically
• Recognise that feeding relationships exist between plants and animals in a habitat, and describe these rela-tionships, using food chains

Biology – Animals Including Humans

• Describe the changes as humans develop to old age.
• Use scientific names for major organs of body systems, including the circulatory system and identify these organs in the human body.

Chemistry – Properties and Changes of Materials

• Compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.
• Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.
• Demonstrate that dissolving, mixing and changes of state are reversible changes.
• Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
• Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.
• Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through fil-tering, sieving and evaporating

Working Scientifically

Plan

• plan different types of scientific enquiries to answer questions, including recognising and controlling varia-bles where necessary

Do

• Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking re-peat readings where appropriate
• Record data and results of increasing complexity using scientific diagrams and labels, classification keys, ta-bles, scatter graphs, bar and line graphs

Review

• Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
• Use test results to make predictions to set up further comparative and fair tests
• Identifying scientific evidence that has been used to support or refute ideas or arguments

Investigation/Experiments

• Solar System Video Tour – Pupils create a video tour of the solar system, introducing the audience to the planets, moon, and our sun. Astronaut Training Pupils will look at the training regimes undertaken by astronauts and test their own cardiac systems seeing who has the quickest heart rate recovery after a chosen exercise.
• Crater Investigation – Pupils will test how large a crater different objects create and discover whether changing the height of the drop changes the size of the impact.
• Which material makes the best Spacesuit? Pupils test a variety of materials for their strength, waterproof and airtightness, flexibility, and visible qualities to decide which would make the best materials for a spacesuit.
• Dissolving Investigation – Pupils will plan an experiment to test how solids are dissolved into a liquid to become a solution. Pupil led investigation.
• Frog Spawn Investigation – Pupils will look at the life cycle of Frog Spawn and their place in the food chains of a British Pond Ecosystem. Pupils will study the wider ecosystems around them and world ecosystems – comparing them to the ones found in their local environment.

An era of World History: The Stone Age to the Iron Age

• To build upon earlier knowledge of pre-history.
• About the Neolithic hunter-gatherers of the Stone Age.
• That all modern humans can trace their ancestry to Africa, around 70,000 years before.
• To investigate the Cheddar Man and black people in Britain during this era.
• To discuss the mysteries of Stone Henge and it’s origins.
• To investigate the Bronze Age, from the religion a the time to the technology and travel invented.
• To explore the Iron Age and the impact it made on Nomadic Britain.

A Local Historical Study: Elizabethan Britain

• To discover how she earnt control of the country.
• To explore the life and reign of Queen Elizabeth I.
• Discuss what life was like for the people of the era.
• How Devon was impacted during the era.
• To explore the worldly journeys of Sir Francis Drake.

Promenade Theatre at Local Heritage Sites

• A walking theatrical re-enactment that highlights costumes, props and language of the specified era.
• About a select era of local history – that will likely change each year.

An investigative chronological enquiry: ‘Political leaders have had little impact on shaping the society we have today.’

• To investigate a range of political leaders from history, compared to the studied Monarchs and leaders to this point.
• To recognise the impact of events in the past on modern life.
• To use relevant phrases and vocabulary to support in enquiry.
• To place key events on a timeline and use this to support the retelling of past events.
• To draw comparisons between our lives today and the lives of others in the past.

An Area of Human Geography: Features of Britain

• To name and locate cities of Britain, considering their expansion and city layout.
• To identify regions and counties and their human characteristics.
• About types of settlement in Britain and how land is used.
• To locate key cities in Britain and highlight their land-use patterns.
• To discuss how settlements have changed over time and why.

Two areas of Physical Geography: Rivers, Coasts and Features of Britain

• To name and locate counties of Britain, identifying their physical characteristics.
• To highlight the key topographical features (hills, mountains, valleys, coasts, rivers) of cities for settlement.
• To discuss how topographical features may have changed over time in cities.
• To describe and understand river formation, vocabulary and flow.
• To name features of a coastline and river.
• To describe and understand coastal formation, erosion and weathering.
• To explain how erosion changes rock.

A range of Geographical skills: Map Reading, Map Making & Fieldwork

• To use thematic maps for specific purposes.
• To use simple grids and give directional instructions up to 8 cardinal points.
• To use six-figure coordinates to locate features.
• To devise a scale map of a local river and coastline, including key features and landmarks.
• To use digital maps to illustrate a story or issue.
• Use fieldwork and observational skills to measure, record and present physical and human features of nearby river and coastline, including a range of methods: sketch maps, plans, graphs and digital technologies.
• To consider the importance of qualitative and quantitative data through a river study, from source to mouth.
• To understand data collection and graph creation to demonstrate river changes.

MFL Links: Spanish Coasts & Rivers

• To explore key Spanish rivers and how they compare to a local study.
• To consider the features of the Spanish coastline, drawing comparisons and differences with Britain.

Learning about Religion: Figures of Importance

• About key figures of importance for different beliefs.
• About the role of religious leaders in their places of worship and their congregations.
• To learn about stories told, their importance and how they inspire us.

Learning from Religion: ‘Do we all have a mission in life?’

• To consider the concept of leadership and following.
• An awareness of key figures within religions, that have tales to inspire.
• To compare similarities and differences of contemporary figures.

British Council Theme for Global Citizens: Fairness and Equality

• To consider equal opportunities, freedom and discrimination.
• To hold discussion around why equality should exist and an exploration of why it doesn’t.
• To suitably question guest speakers.

Computer Science

• To use physical computing to explore the concept of selection in programming through the use of the Micro:bit and Crumble programming environment.
• To programme and use Crumble controller and micro:bit and learn how to connect and program components (including output devices — LEDs and motors) through the application of their existing programming knowledge.
• To use conditions as a means of controlling the flow of actions, and explore how these can be used in algorithms and programs through the use of an input device (push switch).
• To make use of their knowledge of repetition and conditions when introduced to the concept of selection (through the ‘if… then…’ structure) and write algorithms and programs that utilise this concept.
• To design and make a working model that will incorporate their understanding of how the controller and its components are connected, and how selection can be used to control the operation of the model.
• To develop their knowledge of ‘selection’ by revisiting how ‘conditions’ can be used in programming, and then learning how the ‘if… then… else…’ structure can be used to select different outcomes depending on whether a condition is ‘true’ or ‘false’.
• To represent their understanding in algorithms, and then by constructing programs using the Scratch and Makecode programming environments.
• To write programs that ask questions and use selection to control the outcomes based on the answers given.
• To design a quiz in response to a given task and implement it as a program.
• To evaluate their programs by identifying how they meet the requirements of the task, the ways they have improved it, and further ways it could be improved.

Information Technology

• To collect data as well as access data captured over long periods of time.
• To read and understand data points, data sets, and logging intervals.
• To use a computer to review and analyse data
• To pose questions and then use data loggers to automatically collect the data needed to answer those questions.
• To create short videos on their own and in groups.
• To develop the skills of capturing, editing, and manipulating video.
• To record using a green screen
• To know that vector images are made up of shapes.
• To use the different drawing tools and how images are created in layers.
• To explore the ways in which images can be grouped and duplicated to support them in creating more complex pieces of work.
• To develop their understanding of computer systems and how information is transferred between systems and devices.
• To consider small-scale systems as well as large-scale systems.
• To explain the input, output, and process aspects of a variety of different real-world systems.

Digital Literacy

• To use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

• Experiment with graded pencils and other implements to achieve variation in tone
• Use view finders to develop close observation skills
• Use recycled, natural and man-made materials to create sculptures
• Develop skills in using clay, including slabs, coils and slips
• Produce intricate patterns and textures in a malleable media

Cautionary Tales

• The children are inspired by the work of German expressionists – August Macke, Kirchner. Alongside Edvard Munch to investigate how mood, and feelings are depicted though line and print.

Symbolism

• Children focus on symbolism found within the Pre-Raphaelite Brotherhood, Frida Kahlo, Gustav Klimt, Odilon Redon, Paul Gauguin
• Children design and create their symbol in relief using mod rock and card.

Dale Chihuly

• Children select colours to represent sea forms and create a collaborative piece from created out of plastic bottles
• This will lead to a collaborative hanging sculpture using recycled materials

Environmental Art

• Artists that use plastics: Alejandro Durán: Washed Up & Shoots, Max Liboion: Sea Globes, Sue Lipscombe: Bristol Whales, Calder Kamin, Plastic Planet
• Children focus on the creation and reduction of plastic waste and how it impacts on the planet discuss how artists have made comment on this in their art and what is the impact
• Children design and create a 2D/3D artwork commenting on our impact on the environment

Art Exhibition

• Use sketchbooks to explore and develop ideas based on the theme of ‘depicting a narrative in art,’ using Symbolism as a stimulus for creativity

Knowledge

• Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
• Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.
• Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
• Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

Project

• Eggy Challenge: Catapults – Pupils will make catapults using their knowledge of pulleys and levers to create mechanisms to fire their egg the furthest.
• Practical Action: Pulley system – Create a pulley system that could carry tomatoes from point to point. Focuses on the challenge people in Nepal face as they transport their crops down mountains to the market.

Singing

• Sing a broad range of songs from an extended repertoire with a sense of ensemble and performance. This should include observing phrasing, accurate pitching and appropriate style.
• Sing three-part rounds, partner songs, and songs with a verse and a chorus.
• Perform a range of songs in school assemblies and in school performance opportunities.

Listening

The following styles of music will be introduced as well as recapping on styles that have been taught in previous years. 

Western Classical Tradition and Film:

• 20th Century- Vaughan Williams
• 20th Century – Coleridge-Taylor
• 20th Century- Britten

Popular Music:

• 90s Singer/Songwriter- Björk
• 80s Synth/Popi- Bronski Beat

Musical Traditions:

• Nigeria- Drumming- Babatunde Olatunji
• South Africa- Choral- Ladysmith Black Mambazo

Improvise

• Improvise freely over a drone, developing sense of shape and character, using tuned percussion and melodic instruments.
• Improvise over a simple groove, responding to the beat, creating a satisfying melodic shape; experiment with using a wider range of dynamics, including very loud (fortissimo), very quiet (pianissimo), moderately loud (mezzo forte), and moderately quiet (mezzo piano).

Compose

• Compose melodies made from pairs of phrases in either C major or A minor or a key suitable for Recorders/Toots.
• Working in pairs, compose a short ternary piece.
• Use chords to compose music to evoke a specific atmosphere, mood or environment.
• Capture and record creative ideas using any of: graphic symbols, rhythm notation and time signatures, staff notation and technology.

Performing

• Play melodies on tuned percussion, melodic instruments or keyboards, following staff notation written on one stave. This should initially be done as a whole class.
• Understand how triads are formed and play them. Perform simple, chordal accompaniments to familiar songs.
• Perform a range of repertoire pieces and arrangements combining acoustic instruments to form mixed ensembles, including a school orchestra.
• Develop the skill of playing by ear on tuned instruments, copying longer phrases and familiar melodies.

Reading Notation

• Further understand the differences between semibreves, minims, crotchets and crotchet rests, paired quavers and semiquavers.
• Understand the differences between 2/4, 3/4 and 4/4 time signatures.
• Read and perform pitch notation within an octave (e.g. C–C′/do–do). • Read and play short rhythmic phrases at sight from prepared cards, using conventional symbols for known rhythms and note durations.

Relationships: Friendships; relationships; becoming independent; online safety

• About the different types of relationships people have in their lives
• How friends and family communicate together; how the internet and social media can be used positively
• How knowing someone online differs from knowing someone face-to-face
• How to recognise risk in relation to friendships and keeping safe
• About the types of content (including images) that is safe to share online; ways of seeking and giving consent before images or personal information is shared with friends or family
• How to respond if a friendship is making them feel worried, unsafe or uncomfortable
• How to ask for help or advice and respond to pressure, inappropriate contact or concerns about personal safety

Health and Wellbeing: Identity; personal attributes and qualities; similarities and differences; individuality; stereotypes; basic first aid, accidents, dealing with emergencies; drugs, alcohol and tobacco; healthy habits

• How to recognise and respect similarities and differences between people and what they have in common with others
• That there are a range of factors that contribute to a person’s identity (e.g. ethnicity, family, faith, culture, gender, hobbies, likes/dislikes)
• About stereotypes and how they are not always accurate, and can negatively influence behaviours and attitudes towards others
• How to challenge stereotypes and assumptions about others
• How to carry out basic first aid including for burns, scalds, cuts, bleeds, choking, asthma attacks or allergic reactions
• That if someone has experienced a head injury, they should not be moved
• When it is appropriate to use first aid and the importance of seeking adult help
• The importance of remaining calm in an emergency and providing clear information about what has happened to an adult or the emergency services
• How drugs common to everyday life (including smoking/vaping – nicotine, alcohol, caffeine and medicines) can affect health and wellbeing
• That some drugs are legal (but may have laws or restrictions related to them) and other drugs are illegal (illegal drugs are not explored specifically or in depth, but referred to under the bracket term ‘illegal drugs’ and discussed in relation to health and caution)
• How laws surrounding the use of drugs exist to protect them and others
• Why people choose to use or not use different drugs
• How people can prevent or reduce the risks associated with them
• That for some people, drug use can become a habit which is difficult to break
• How to ask for help from a trusted adult if they have any worries or concerns about drugs
• How to be physically active and measure this by pulse rate and how much rest and sleep they should have everyday
• How everyday health and hygiene rules and routines help people stay safe and healthy (including how to manage the use of medicines, such as for allergies and asthma, and other household products, responsibly)
• How to react and respond if there is an accident, including CPR, recovery position and choking
• What to do in an emergency, including calling for help and speaking to the emergency services
• About puberty and how bodies change during puberty, including menstruation and menstrual wellbeing, erections and wet dreams
• How puberty can affect emotions and feelings
• How personal hygiene routines change during puberty
• How to ask for advice and support about growing and changing and puberty

Living in the Wider World: Money; making decisions; spending and saving; careers; aspirations; role models; the future

• How people make decisions about spending and saving money and what influences them
• How to keep track of money so people know how much they have to spend or save
• How people make choices about ways of paying for things they want and need (e.g. from current accounts/savings; store card/ credit cards; loans)
• How to recognise what makes something ‘value for money’ and what this means to them
• That there are risks associated with money (it can be won, lost or stolen) and how money can affect people’s feelings and emotions
• That there is a broad range of different jobs and people often have more than one during their careers and over their lifetime
• That some jobs are paid more than others and some may be voluntary (unpaid)
• About the skills, attributes, qualifications and training needed for different jobs
• that there are different ways into jobs and careers, including college, apprenticeships and university
• how people choose a career/job and what influences their decision, including skills, interests and pay
• how to question and challenge stereotypes about the types of jobs people can do
• how they might choose a career/job for themselves when they are older, why they would choose it and what might influence their decisions

• Use running, jumping, throwing and catching in isolation and in combination, applied to a game situation.
• Play competitive games, identifying appropriate positions and apply principles suitable for attacking and defending.
• Use a wider range of jumping and throwing techniques in Athletics.
• Create and perform a series of controlled movement patterns of increasing length in Dance.
• Participate in outdoor and adventurous activity challenges individually.
• Compare their performances with previous ones and identify areas of improvement to achieve their personal best.
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• Use keys based on observable external features to help them identify and group living things systematically.
• Use maps, atlases, globes and digital/computer mapping.
• Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
• Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps).
• Grow the necessary vegetables to create this to create a main meal to eat.
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Language Knowledge

• Numbers to 100 (revisiting Y4 Obj.)
• To hold a conversation about themselves (including topics from previous years)
• Sports
• Healthy eating
• Keeping fit
• Clothes
• Going shopping – shops (butcher, corner shop, clothes shop, supermarket etc.)
• Weather – temperature, dressing for the weather, extreme conditions, weather reports.
• Opposites
• Illnesses

Speaking and Listening

• I can listen carefully to spoken Spanish and respond.
• I can speak in basic sentences, using familiar vocabulary and phrases.
• I can lead in and appreciate stories, songs, poems and rhymes in Spanish.
• I can pronounce and intonate most words accurately so that others understand me when I am reading aloud or using familiar words and phrases.
• I can engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.
• I can present ideas and information orally to the class.
• I can describe people, places, things and actions orally.

Reading and Writing

• I can link the spelling, sound and meaning of words.
• I can spell basic vocabulary, forming simple Spanish sentences.
• I can read carefully and show understanding of words, phrases and simple writing in Spanish.
• I can write phrases from memory.
• I can describe people, places, things and actions in writing.
• I can understand basic Spanish grammar to include the correct form of the verb (I, you, he/she, we, they etc.), masculine/feminine agreements for nouns and articles.