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 meet.

Reading Comprehenshion

• 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, giving 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; prepares 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, discussing their understanding and exploring the meaning of words in context; ask questions to improve their understanding
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence; predicts what might happen from details stated and implied
• Summarises the main ideas drawn from more than one paragraph, identifies 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; explains and discusses 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
• When writing narratives, consider how authors have developed characters and settings in what pupils have read, listened to or seen performed
• Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
• Recognise narratives, describes settings, characters and atmosphere and integrating dialogue to convey char-acter and advance the action
• Précise longer passages
• Uses 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

Number and Place Value

• Use negative numbers in context, and calculate intervals across zero
• Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit (appears also in Reading and Writing Numbers)
• Identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1 000 where the answers are up to three decimal places (copied from Fractions)
• Round any whole number to a required degree of accuracy
• Solve problems which require answers to be rounded to specified degrees of accuracy (copied from Fractions)
• Solve number and practical problems that involve all of the above

Addition and Subtraction

• Perform mental calculations, including with mixed operations and large numbers
• Use their knowledge of the order of operations to carry out calculations involving the four operations
• Use estimation 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
• Solve problems involving addition, subtraction, multiplication and division

Multiplication and Division

• Perform mental calculations, including with mixed operations and large numbers
• Associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8)(copied from Fractions)
• Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
• Divide numbers up to 4-digits by a two-digit whole number using the formal written method of short division where appropriate for the context divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context
• Use written division methods in cases where the answer has up to two decimal places (copied from Fractions (including decimals))
• Identify common factors, common multiples and prime numbers
• Use common factors to simplify fractions; use common multiples to express fractions in the same denomination (copied from Fractions)
• Calculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm3) and cubic metres (m3), and extending to other units such as mm3 and km3 (copied from Measures)
• Use their knowledge of the order of operations to carry out calculations involving the four operations
• Use estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy
• Solve problems involving addition, subtraction, multiplication and division
• Solve problems involving similar shapes where the scale factor is known or can be found (copied from Ratio and Proportion)

Fractions (including Decimals and Percentages)

• Solve problems involving similar shapes where the scale factor is known or can be found (copied from Ratio and Proportion)
• Identify the value of each digit in numbers given to three decimal places
• Solve problems which require answers to be rounded to specified degrees of accuracy
• Use common factors to simplify fractions; use common multiples to express fractions in the same denomination
• Associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8)
• Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
• Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
• Multiply simple pairs of proper fractions, writing the answer in its simplest form (e.g. 1/4 × 1/2 = 1/8)
• Multiply one-digit numbers with up to two decimal places by whole numbers
• Divide proper fractions by whole numbers (e.g. 1/3 ÷ 2 = 1/6 )
• Multiply one-digit numbers with up to two decimal places by whole numbers
• Multiply and divide numbers by 10, 100 and 1000 where the answers are up to three decimal places
• Identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1000 where the answers are up to three decimal places
• Associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8)
• Use written division methods in cases where the answer has up to two decimal places

Ratio and Proportion

• Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts
• Solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison
• Solve problems involving similar shapes where the scale factor is known or can be found
• Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

Algebra

• Express missing number problems algebraically
• Find pairs of numbers that satisfy number sentences involving two unknowns
• Enumerate all possibilities of combinations of two variables
• Use simple formulae
• Recognise when it is possible to use formulae for area and volume of shapes(copied from Measurement)
• Generate and describe linear number sequences

Measurement

• Calculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm3) and cubic metres (m3), and extending to other units such as mm3 and km3.
• Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate (appears also in Converting)
• Recognise that shapes with the same areas can have different perimeters and vice versa
• Calculate the area of parallelograms and triangles
• Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [e.g. mm3 and km3].
• Recognise when it is possible to use formulae for area and volume of shapes
• Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places
• Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate (appears also in Measuring and Calculating)
• Convert between miles and kilometres

Properties of Shapes

• Recognise, describe and build simple 3-D shapes, including making nets (appears also in Drawing and Constructing)
• Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius
• Draw 2-D shapes using given dimensions and angles
• Recognise, describe and build simple 3-D shapes, including making nets (appears also in Identifying Shapes and Their Properties)
• Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
• Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles

Position and Direction

• Describe positions on the full coordinate grid (all four quadrants)
• Draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

Statistics

• Interpret and construct pie charts and line graphs and use these to solve problems
• Calculate and interpret the mean as an average

Knowledge

Physics – Light and Electricity

• Recognise that light appears to travel in straight lines.
• Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye.
• Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then 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.
• Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit.
• Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.
• Use recognised symbols when representing a simple circuit in a diagram.

Biology – Animals, Including Humans

• Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
• Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
• Describe the ways in which nutrients and water are transported within animals, including humans

Biology – Living Things and Their Habitats

• Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.
• Give reasons for classifying plants and animals based on specific characteristics.

Biology – Evolution and Inheritance

• Recognise that living things have changed over time and that 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 iden-tical to their parents
• Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution

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

• Creating the Scariest Shadow – How can you make the largest shadow by altering the distance of an object from a light source?
• Design a Pressure Switch to catch a burglar – Pupils use their circuit building knowledge to design a pressure switch that will light a buzzer when the circuit is closed.
• Where do Dog Breeds come from – Pupils look at how dogs have been bred to have characteristics to fulfil different roles.
• Sugar Investigation – Pupils investigate how the teachers react to cutting sugar from their diet entirely.
• Darwin’s Birds – Pupils investigate the Galapagos Island Finches and devise reasons for why their beaks have developed to be different.

An era of World History: Kings and Queens of Britain

• To build upon the learnt history from Anglo-Britain (Y4) to Tudor life (Y1) to WWII (Y2).
• To investigate the timeline of British Monarchy from 1066 to modern day.
• About the Normans, Plantagenets, Lancasters, Yorks, Tudors, Stuarts, Hanovers, Windsors.
• To re-explore the slave trade’s origin during the Stuart era.
• To debate on particular monarchs, such as Richard III.

A Local Historical Study: Hidden Histories

• To consider all learnt knowledge around the slave trade and apply this to a local case study.
• To uncover lost histories within local areas and Britain.
• To consider why Black and Asian history is not recorded to the same extent as White history locally.
• To discuss why British monarchs are learnt in school and debate whether this is right or wrong.

An investigative chronological enquiry: ‘Queen Elizabeth II is Britain’s most influential and important leader.’

• To investigate a range of leaders from history, compared to the studied Monarchs and leaders to this point.
• Heavily building upon the discovered content of Year 5.
• 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: Trade and Economy

• To describe and understand global economic activity and trade links.
• To describe and understand distribution of natural resources, including energy, food, minerals and water.
• To explore contemporary concerns over resource distribution.
• To describe how human changes have affected the Earth since the 1800s.
• To consider physical changes that are predicted to occur to the Earth by 2050 and how humans are combating this.

An Area of Physical Geography: Changing Landscapes

• To describe how physical changes have affected the Earth since the 1800s.
• To consider physical changes that are predicted to occur to the Earth by 2050.

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

• To follow routes on maps and align a map with the route.
• To use simple grids and give directional instructions up to 8 cardinal points.
• To use six-figure coordinates to locate features.
• To design a map from a description.
• To draw thematic maps for local open spaces.
• Use fieldwork and observational skills to measure, record and present physical and human features of a nearby moorland, including a range of methods: sketch maps, plans, graphs and digital technologies.
• To understand data collection and graph creation to demonstrate the green belt to city centre of London.

MFL Links: Spanish Trade and the EU

• To consider what the main goods are that Spain produces and trades.
• Where the main distribution centres (for example, ports) are.
• Consideration of being part of and leaving the EU.

Learning about Religion: The World and it’s stories

• The importance of God and their role within religious texts.
• To uncover what people understand about their own belief’s creation stories.
• To discuss what these stories tell us about our world.

Learning from Religion: ‘What can creation stories tell us about the world?’

• To explore the concept of different creation stories and how they explain the world looking and being how it is.
• What different people say about God and scriptures.

British Council Theme for Global Citizens: Rights and Responsibilities

• To engage in discussion on whether human rights can be absolute or conditional.
• To discuss prominent figures within human rights.
• How we are all responsible for upholding the rights of others.
• To discuss protests throughout history and recent years.

Computer Science

• To learn what variables are, and relate them to real-world examples of values that can be set and changed.
• To use variables to create a simulation of a scoreboard.
• To experiment with variables in an existing project, then modify them, then create their own project. To apply their knowledge of variables and design to create a working game.
• To use the four areas of programming studied so far; sequence, repetition, selection and variables To programme for a physical device — the micro:bit.
• To build and test in different programming environments, such as logo, scratch, makecode, javascript, html.
• To apply their knowledge of the programming constructs learnt and use their designs to create their own micro:bit-based applications such as step counter.

Information Technology

• To develop their knowledge and understanding of using a computer to produce 3D models.
• To combine 3D objects to make a house and examining the differences between working digitally with 2D and 3D graphics.
• To progress to making accurate 3D models of physical objects, such as a pencil holder, which include using 3D objects as placeholders.
• To examine the need to group 3D objects, then go on to plan, develop, and evaluate their own 3D model of a photo frame.
• To identify what makes a good web page and use this information to design and evaluate their own website builds.
• To learn about and use the aesthetics of the site, and navigation paths including about the process learners pay specific attention to copyright and fair use of media.
• To learn about the World Wide Web as a communication tool, how we find information on the World Wide Web
• How search engines work (including how they select and rank results) and what influences searching, and through comparing different search engines.
• To investigate different methods of communication, before focusing on internet-based communication.
• To evaluate which methods of internet communication to use for particular purposes.
• To organise data into columns and rows to create their own data set.
• To format data to support calculations, while also using formulas and how they can be used to produce calculated data.
• To apply formulas that include a range of cells, and apply formulas to multiple cells by duplicating them.
• To use spreadsheets to plan an event and answer questions.
• To create graphs and charts, and evaluate their results in comparison to questions asked.

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.

• Complementary, Primary and Tertiary Colours

  • Understand how the colour wheel works and that colours can be categorised.
  • Identify various colours within a project.
   

  Christmas Card Design

  • Use mixed media such as printing and drawing techniques to create a finished piece.
  • Press-printing experimentation with multicoloured prints using the same printing plate.
   

  What is Art, Exploring how Art has Changed and is Perceived with the Rise of Digitisation.

  • Challenging the idea of visual art as an important discipline within our society.
  • Explore how it art has evolved.
   

  Street Art Canvas Painting

  • Look at local artists work, liaise with them and adopt their style to create individual pieces of work.
  • Work collaboratively to create a painting on canvas using large and small brushes.
   

  Art and Merchandise – Printing (Royal Monarchy/Evolution)

  • Extend the printing project to another form of printing technique – collagraph combined.
  • Extend their learning of Year 4s facial expression illustrations.
  • How to create a display of a collection of interesting, printed images.
   

  The Role of a Gallery

  • Portraiture related to the Project on the Monarchy.
  • Revisit the subject of portraiture from, children look at how portraiture has changed through the years.
  • How certain people are portrayed such as royalty and celebrities and a chronology of art history, a variety of styles and genres.
  • Details of facial features which will be developed from previous years.
   

  Artists that Changed our Way of Thinking- The Power of Art and Global Matters Through Art

  • About an artist and style of art such as photorealism and Chuck Close.
   

  Photography and Post Digital

  • Create negative images on photosensitive paper.
  • Photocopy art – natural objects
   

  Dutch Art: Delftware

  • Create Delftware spoons using modelling clay.
  • Draw inspiration from Dutch artworks, create own delftware spoon and also a painting/drawing in the typical Dutch style
  • Focus on contrasting light and dark areas in a still life.
   

  Still Life Painting

  • Build upon still life drawings and paintings earlier years, completing larger scale still life.
  • Look closely at choosing and arranging objects and enhancing their images through clever use of light and dark paint.

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.
• Understand and use electrical systems in their products.
• Understand and apply the principles of a healthy and varied diet.
• Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
• Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Project

• Eggy Challenge: Motorised cars: Pupils build and develop their understanding of materials and electricity to create a motorised car. The car must be able to transport an egg.
• Cook off: Pupils cook multiple dishes as part of a school competition. Pupils look at the different ingredients and equipment needed to make a variety of meals.

Singing

• Sing a broad range of songs, including those that involve syncopated rhythms. This should include observing rhythm, phrasing, accurate pitching and appropriate style.
• Continue to sing three- and four-part rounds or partner songs, and experiment with positioning singers randomly within the group.
• Perform a range of songs as a choir in school assemblies, school performance opportunities and to a wider audience.

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:

• Romantic- Tchaikovsky
• 21st Century – Anna Meredith

Popular Music:

• 90s RnB- Destiny’s Child

Musical Traditions:

• Middle East- Folk- Reem Kelani
• England- Folk- Sea Shanties
• Poland- Folk- Chopin
• Argentina- Tango- Piazzolla

Improvise

• Create music with multiple sections that include repetition and contrast.
• Use chord changes as part of an improvised sequence.
• Extend improvised melodies beyond 8 beats over a fixed groove, creating a satisfying melodic shape.

Compose

• Plan and compose an 8- or 16-beat melodic phrase using the pentatonic scale (e.g. C, D, E, G, A) and incorporate rhythmic variety and interest. Play this melody on available tuned percussion and/or orchestral instruments. Notate this melody.
• Compose melodies made from pairs of phrases in either G major or E minor or a key suitable for the instrument chosen.
• Either of these melodies can be enhanced with rhythmic or chordal accompaniment.
• Compose a ternary piece; use available music software/apps to create and record it, discussing how musical contrasts are achieved.

Performing

• Play a melody following staff notation written on one stave and using notes within an octave range (do–do); make decisions about dynamic range
• Accompany this same melody, and others, using block chords or a bass line. This could be done using keyboards, tuned percussion or tablets, or demonstrated at the board using an online keyboard.
• Engage with others through ensemble playing (e.g. school orchestra, band, mixed ensemble) with pupils taking on melody or accompaniment roles. The accompaniment, if instrumental, could be chords or a single-note bass line

Reading Notation

• Further understand the differences between semibreves, minims, crotchets, quavers and semiquavers, and their equivalent rests.
• Further develop the skills to read and perform pitch notation within an octave (e.g. C–C/ do–do).
• Read and play confidently from rhythm notation cards and rhythmic scores in up to 4 parts that contain known rhythms and note durations.
• Read and play from notation a four-bar phrase, confidently identifying note names and durations.

Relationships: Different relationships, changing and growing, adulthood, independence, moving to secondary school

• That people have different kinds of relationships in their lives
• That people who are attracted to and love each other can be of the same or opposite sex; ethnicity or faith
• That marriage should be wanted equally by both people and that forcing someone to marry against their will is a crime
• How puberty relates to growing from childhood to adulthood
• About the reproductive organs and process – how babies are conceived and born and how they need to be cared for
• How growing up and becoming more independent comes with increased opportunities and responsibilities
• How friendships may change as they grow and how to manage this
• How to manage change, including moving to secondary school; how to ask for support or where to seek further information and advice regarding growing up and changing

Health and Wellbeing: Looking after ourselves; growing up; becoming independent; taking more responsibility

• How mental and physical health are linked
• How positive friendships and being involved in activities such as clubs and community groups support wellbeing
• How to make choices that support a healthy, balanced lifestyle including: » how to plan a healthy meal (alongside school nurses and chefs)» how to stay physically active » how to maintain good dental health, including oral hygiene, food and drink choices » how to benefit from and stay safe in the sun
• That habits can be healthy or unhealthy; strategies to help change or break an unhealthy habit or take up a new healthy one
• How legal and illegal drugs (legal and illegal) can affect health and how to manage situations involving them
• How to recognise early signs of physical or mental ill-health and what to do about this, including whom to speak to in and outside school
• That health problems, including mental health problems, can build up if they are not recognised, managed, or if help is not sought early on
• That anyone can experience mental ill-health and to discuss concerns with a trusted adult
• That mental health difficulties can usually be resolved or managed with the right strategies and support

Living in the Wider World: Media literacy and digital resilience; influences and decision-making; online safety

• How the media, including online experiences, can affect people’s wellbeing – their thoughts, feelings and actions
• That not everything should be shared online or social media and that there are rules about this, including the distribution of images
• That mixed messages in the media exist (including about health, the news and different groups of people) and that these can influence opinions and decisions
• How text and images can be manipulated or invented; strategies to recognise this
• To evaluate how reliable different types of online content and media are, e.g. videos, blogs, news, reviews, adverts
• To recognise unsafe or suspicious content online and what to do about it
• How information is ranked, selected, targeted to meet the interests of individuals and groups, and can be used to influence them
• How to make decisions about the content they view online or in the media and know if it is appropriate for their age range. Discussion around creating a positive culture around body image
• How to respond to and if necessary, report information viewed online which is upsetting, frightening or untrue
• To recognise the risks involved in gambling related activities, what might influence somebody to gamble and the impact it might have
• To discuss and debate what influences people’s decisions, taking into consideration different viewpoints

• Use running, jumping, throwing and catching in isolation and in combination appropriately in a game situation.
• Play competitive games, identifying and apply positions and principles suitable for attacking and defending in a range of situations.
• Create and perform controlled sequences moving between floor and apparatus in order to develop flexibility, strength, technique, control and balance.
• Run for shorter and longer distances, adapting to maintain a suitable pace in Athletics based on the event.
• Perform dances using a range of movement patterns and sequences.
• Take part in outdoor and adventurous activity challenges both individually and within a team.
• Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
•  

• Make emergency phone calls.
• Use beaches safely.
• Maintain good levels of hygiene.
• Act responsibly around electricity.
• Avoid creating fire hazards.
• Take part in outdoor and adventurous activity challenges both individually and within a team.
• Grow the necessary vegetables to create this to create a main meal to eat.

Language Knowledge

• Numbers to 100 (revisiting Y4/5 Obj.)
• Ordinal numbers
• To hold a conversation about themselves (including topics from previous years)
• Celebrations/festivals
• Musical instruments
• Technology – computers, games, music, video
• Continents
• Around the town – places/points of interest

Speaking and Listening

• I can listen carefully to spoken Spanish and respond.
• I can speak in advanced sentences, using familiar vocabulary and phrases.
• I can lead in and appreciate stories, songs, poems and rhymes in Spanish.
• I can pronounce and intonate 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 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 and how these differ from or are similar to English.
• 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 broaden my vocabulary through the use of a dictionary (online/physical) and through written texts.