We will solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number. 

We will continue to practise the skills learnt last half term such as adding and subtracting fractions with the same denominator. 
 

We will recognise and write decimal equivalents of numbers of tenths or hundredths. Then we will move on to dividing a one- or two-digit number by 10 or 100, identifying the value of the digits in the answer as ones, tenths and hundredths. 
We will apply the above knowledge by solving simple money and measure problems that include fractions and decimals to two decimal places. 

• Name the components in a circuit.
• Make electrical circuits.
• Control a circuit using a switch.
• Name some metals that are conductors. 
• Name some materials that are insulators.

The big question: Why do Christians call the day Jesus died ‘Good Friday’?
By the end of the unit, the children would have developed their understanding of how:

• Christians see Holy Week as the culmination of Jesus’ earthly life, leading to his death and resurrection. 
• The various events of Holy Week, such as the Last Supper, were important in showing the disciples what Jesus came to earth to do. 
• Christians today trust that Jesus really did rise from the dead, and so is still alive today. 
• Christians remember and celebrate Jesus’ last week, death and resurrection.

Indoor – Dance
Pupils focus on creating characters and narrative through movement and gesture. They gain inspiration from a range of stimuli, working individually, in pairs and small groups. In dance as a whole, pupils think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. Pupils will develop confidence in performing and will be given the opportunity to provide feedback and utilise feedback to improve their own work.

Outdoor – Striking and Fielding – Cricket
Cricket is a striking and fielding game. In this unit pupils explore their understanding of the principles of striking and fielding. They expand on their knowledge of the different roles of bowler, wicket keeper, fielder and batter. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. In cricket, pupils achieve this by striking a ball and trying to avoid fielders, so that they can run between wickets to score runs. Pupils are given opportunities to work in collaboration with others, play fairly demonstrating an understanding of the rules, as well as being respectful of the people they play with and against.

• Identify the layers of the Earth 
• Know the Earth is made up of many tectonic plates and these move over time
• Explain the three types of plate movement
• Locate and describe the major mountain ranges (and mountains) of the world: Himalayas, Rocky Mountains, Andes, Alps + Everest
• Describe the impact on humans of living near areas where earthquakes are common
• To name some major earthquakes which have taken place on Earth. Choose from: Indian Ocean 2004, Shaanxi Earthquake of 1556. – This was the deadliest quake ever recorded. San Francisco Earthquake of 1906.
• Describe some of the effects of tourism in mountainous areas, using Mt Kilimanjaro as an example

• Select appropriate tools and components.
• Draw pictures to show what they want to make, including cross-sectional diagrams to show how their signs work.
• Explain what they are making and the tools they are using. 
• Make simple circuits including input and output devices.

• To name and recognise 15 café foods/drinks in French
• To perform short role play: ordering in a café (hello, order, bill please, goodbye)
• To write speech bubbles of a conversation between waiter and customer  

• To identify different types of relationship and appropriate boundaries and behaviours.
• To discuss belonging to a group or team and belonging within a family.
• To explore how families and others show that they care.