Reading:
We will be using three different texts to drive our English lessons next half term.
We will be studying Alvaro Villa’s ‘Flood’ and Jon Scieszka and Lane Smith’s ‘The True Story of the Three Little Pigs’ as our narratives and we will be studying ‘Poems Aloud’ by Joseph Coehelo.
As we study these texts, the children will be practising their ability to retrieve key information from texts, use evidence to draw inferences about characters and use evidence to support their responses to questions.

Writing:
We will continue to use the Talk 4 Writing approach to help us write in a range of genres, including a scene description, a story summary, a newspaper report and a river poem. We will focus imitating the text’s structure, innovating our versions of its grammar and vocabulary before writing our own ‘Hot Task,’.

In maths, we will begin by consolidating and building upon our learning of multiplication and division from last half term. The children will then explore recognising and using money, using and reading simple charts and graphs and finding and calculating length and perimeter. Finally, the children will look at fractions, including recognising and counting in these. 

Number – Multiplication and Division 

• Review/consolidation of learning from last half term – using timetables knowledge to solve these calculations and using strategies for unknown tables.
• Using grid method to calculate multiplication calculations beyond our timetables knowledge e.g. 25 x 3 =

Measurement – Money

• Understanding and converting £ and pence 
• Adding and subtracting money and calculating change

Statistics

• Interpret and present data using tally charts, pictograms, bar charts and tables
• Solve one-step and two-step questions using information presented in scaled bar charts, pictograms and tables e.g. How many more…?

• name the nutrients found in food
• state that to be healthy we need to eat the right - types of food to give us the correct amount of these nutrients
• describe the main function of the skeleton
• name some of the main bones

• Our key question for the half term is: ‘What is the Trinity?’
• During this topic, pupils are expected to be able to:
• Identify the difference between a ‘Gospel’, which tells the story of the life and teaching of Jesus, and a letter.
• Offer suggestions about what texts about baptism and Trinity might mean.
• Give examples of what these texts mean to some Christians today.
• Describe how Christians show their beliefs about God the Trinity in worship (in baptism and prayer, for example) and in the way, they live.
• Make links between some Bible texts studied and the idea of God in Christianity, expressing clearly some ideas of their own about what the God of Christianity is like.

Indoor – Gymnastics
In this unit pupils focus on improving the quality of their gymnastic movements. They are introduced to the terms: ‘extension’ and ‘body tension.' They develop the basic skills of rolling, jumping and balancing and use them individually and in combination. Pupils develop their sequence work, collaborating with others to use matching and contrasting actions and shapes and develop linking sequences smoothly with actions that flow. Pupils develop their confidence to perform, considering the quality and control of their actions.

Outdoor – Invasion Skill through Football
Pupils will be encouraged to persevere when developing competencies in key skills and principles such as defending, attacking, sending, receiving and dribbling a ball. They will start by playing uneven and then move onto even sided games. They learn to work one on one and cooperatively within a team, showing respect for their teammates, opposition and referee. Pupils will be given opportunities to select and apply tactics to outwit the opposition.

• Julius Caesar’s attempted invasion in 55-54 BC
• The successful invasion by Claudius and following conquest, including Hadrian’s Wall
• British resistance to the Romans, for example, Boudicca and Caratacus
• The ‘Romanisation’ of Britain: the impact of technology, culture and beliefs, including early Christianity.

• To recognise most of the instruments and name them in English when I hear the name in French.
• They can name approximately five instruments in French with the correct gender.
• To be able to match most of the French spellings to their appropriate picture.

• Experiment with different grades of pencils
• Draw familiar things from different viewpoints e.g. still life
• Make initial sketches in preparation for painting.

• Being responsible.
• Responsibility and personal space.
• Caring and empathy.