In English this term we will be studying the novel Pugs of the Frozen North by Philip Reeve and Sarah McIntyre. We will be focusing on a range of writing pieces, using the novel as inspiration, such as description and scene setting; information texts; poetry and letter writing.

In Maths, we will build upon the Mastery foundation that has been established previously. This means all children will learn through pace, challenge and when necessary swift interventions. During this term, the children develop their understanding of Place Value and the processes of addition and subtraction.

In Science, we will be learning about Animals and Living Things. During this term, we will focus on recognising that living things can be grouped in a variety of ways. The children will explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment. During this unit we will also investigate how environments can change and that this can sometimes pose dangers to living things.

The Romans Invasion! During this term, we will learn about Roman Warfare. The children will develop their understanding of Roman Gods and Goddesses and the belief structures. They will learn about Boudicca and her rebellion against the Roman Empire and finally, they will explore the question: What did the Romans do for us?

Using the Coventry and Warwickshire Agreed Syllabus with a focus on Christianity, Humanism and Judaism.

Unit L2.9

Key Question: What can we learn from religions about deciding what is right and wrong?

This investigation enables pupils to think about guidance that people follow to help them live their lives. It starts off by looking into the Golden Rule and how it is seen in Christianity, Humanism and Judaism. Pupils then look at guidance for living from all three of these worldviews, examining how Christians, Humanists and Jewish people might decide what is ‘right’. The unit moves on to look at teachings about temptation in Christianity and Judaism, helping pupils to think about what religious stories show about temptation. Finally, pupils investigate the life of a religious figure, looking at how teachings from religion may affect the actions of a believer. We hope to visit a Jewish synagogue to support our learning.

The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

Jigsaw 'Being Me in My World' (BM)

The children engage in a variety of mindfulness and meditative exercises. This unit focuses on the questions: 'Who am I?' and 'How do I fit in the world?'

In English this term we will be studying the novel The Iron Man by Ted Hughes. We will be focusing on a range of writing pieces, using the novel as inspiration, such as: description and scene setting; instructional writing; onomatopoeic poetry and narrative and letter writing. You can find the first two chapters on YouTube by using the link: https://www.youtube.com/watch?v=ycgfA-7udHs

Maths

In Maths, we will build upon the Mastery foundation that has been established previously. This means all children will learn through pace, challenge and when necessary swift interventions. During this term the children develop their understanding of Place Value and the processes of addition and subtraction.

In Science, we will be learning about Electricity. During this term we will focus on the difference between Renewable and Non-renewable energy; that electricity is an important component of modern living and we will also look at circuits and the associated symbols.

Using the Coventry and Warwickshire Agreed Syllabus with a focus on Christianity, Humanism and Judaism.

Unit L2.9

Key Question: What can we learn from religions about deciding what is right and wrong?

This investigation enables pupils to think about guidance that people follow to help them live their lives. It starts off by looking into the Golden Rule and how it is seen in Christianity, Humanism and Judaism. Pupils then look at guidance for living from all three of these worldviews, examining how Christians, Humanists and Jewish people might decide what is ‘right’. The unit moves on to look at teachings about temptation in Christianity and Judaism, helping pupils to think about what religious stories show about temptation. Finally, pupils investigate the life of a religious figure, looking at how teachings from religion may affect the actions of a believer. We hope to visit a Jewish synagogue to support our learning.

The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

Jigsaw - Celebrating Difference (CD)

The children engage in a variety of mindfulness and meditative exercises. This unit focuses on respect for similarity and difference; Anti-bullying and Being Unique.

English

In English this term we will be studying Arthur and the Golden Rope by Joe Todd-Stanton. We will be focusing on a range of writing pieces, using the story as inspiration, such as description and scene setting; instructional writing; kennings poetry and debate and balanced argument.

Furthermore, we will be continuing to develop their compositional and grammatical skills within their writing by explicitly teaching the functions and how to use the range of punctuation marks as specified by the National Curriculum.

In Maths we will build upon the Mastery foundation that has been established previously. This means all children will learn through pace, challenge and when necessary swift interventions. This term the children develop their understanding of the four processes with a significant focus on multiplication and division.

In Science, we will be learning about Sound. During this term, we will focus on vibrations and how sounds travel. The children will learn about the human ear and how we hear. We will develop our understanding of the features of sound such as tempo, frequency and pitch.

Using the Understanding Christianity syllabus

Unit 2a.3 – God and Incarnation

Key Question: What is the Trinity?

Christians believe that God is Trinity: God as three in one. This links to the concept of Incarnation, God coming to earth in Jesus, and the concept of Gospel — the good news of God’s rescue plan for humanity. In the context of the ‘big story’ of the Bible, God is the same throughout, Christians argue, but in broad terms, the role of God the Creator and Father, Jesus the Son and Saviour and the Spirit — Comforter and power of God — come to the fore at different parts of the story (i.e. Old Testament, Gospels, early Church). Many religions believe in one God. Belief in the Trinity, however, is distinctive to Christianity. God in Trinity is not a ‘high and mighty’ or ‘selfish’ God, demanding that humans all bow and scrape. In Christian understanding, the invisible God is right here now, by the Spirit, they say, and is also revealed in human form through the life and teaching of Jesus. So the belief in Trinity is practical: Christians too try to make God’s presence real in any situation — to make words into actions, and look for the Holy Spirit in all situations. The Bible does not use the word Trinity, but the belief that God is Father, Son and Holy Spirit arises from passages like the ones we study during this unit. Christians use the Bible to try to understand what it says about God.

Jigsaw - Dreams and Goals (DG)

The children engage in a variety of mindfulness and meditative exercises. This unit focuses on aspirations, how to achieve goals and understanding the emotions that go with successes and failures.

In English this term we will be studying The Tinderbox by Hans Christian Anderson. We will be focusing on a range of writing pieces, using the picture book as inspiration, such as description and scene setting; writing in role; letters to advise, explanation and persuasive argument.

Furthermore, the children will continue to develop their compositional and grammatical skills within their writing by explicitly teaching the functions and how to use the range of punctuation marks as specified by the National Curriculum.

In Maths, we will build upon the Mastery foundation that has been established previously. This means all children will learn through pace, challenge and when necessary swift interventions. This term the children develop their understanding of the four processes with a significant focus on fractions.

Using the Understanding Christianity Syllabus

Unit 2a.4 - Gospel

Key Question: What kind of world did Jesus want?

In the ‘big story’ of the Bible, God is seen to be forging a relationship with humanity, taking into account human sinfulness demonstrated in the ‘Fall’. He does this in a number of ways. For example, he shows in his relationship with the People of God what it is like to have a relationship with him. Also, God comes to earth as a human, Jesus, is crucified and resurrected — significant as God’s rescue mission for humanity, and written about in the Gospels. Although Jesus’ crucifixion and resurrection can be seen as the climax of the Gospels, it is important to remember that before he died, Jesus spent three years preaching. During this time, he taught God’s salvation message to those around him. Many of his teachings, stories and actions from this time are recorded in the New Testament. They give Christians guidance on how God wants them to live in the world. Many Christians will try to follow Jesus’ teachings and emulate his actions in order to come into a deeper relationship with God and know how to live well in a world where sin has an impact. Christians are inspired by the example and the stories of Jesus.

• Jigsaw - Healthy Me (HM)

  The children engage in a variety of mindfulness and meditative exercises. This unit focuses on being healthy and keeping safe.

In English this term we will be studying The Tempest by William Shakespeare. We will be focusing on a range of writing pieces, using drama as inspiration, such as description and scene setting; writing in role; letters to advise, explanation and persuasive argument. This will be complemented with regular drama workshops with The Rugby School leading to a class performance of The Tempest at the Macready Theatre.

In Maths, we will build upon the Mastery foundation that has been established previously. This means all children will learn through pace, challenge and when necessary swift interventions. This term the children develop their understanding of the four processes with a significant focus on fractions and decimals.

The Measly Middle Ages - We will learn about the line of succession from William the Conqueror down to Henry VIII; we will explore the importance of religion in the middle ages; discover the impact of The Black Death and cures and learn about Geoffrey Chaucer.

Using the Understanding Christianity Syllabus

Unit 2a.6 – Kingdom of God

Key Question: When Jesus left what was the impact of Pentecost?

This unit helps pupils to explore The Book of Acts which describes what happened in the early days after Jesus’ resurrection. It describes the struggle of the disciples (who still saw themselves as part of the Jewish community) and the first followers, as they began to share the message with people outside of the Jewish community. They had to decide how much the new converts needed to fit into Judaism, and how much this new movement was a new direction, an offshoot, rooted in Judaism but distinct and different. Some of the struggles are reflected in the letters written to some of the churches that are described in Acts.

The Bible talks in terms of God’s ‘Kingdom’ or rule having begun in human hearts through Jesus. People still needed the forgiveness of God through Jesus, and the power of the Holy Spirit to enable them to love God and their neighbour. This is still necessary for Christians today. Christians look forward to a time when God’s rule is fulfilled, in a restored, transformed heaven and Earth. Meanwhile, they seek to make the world look more like the Kingdom of God, following Jesus’ example, inspired and empowered by God’s Spirit — to make God’s invisible Kingdom visible through their loving actions. Christians use Acts to learn about how the early Church put Jesus’ teachings into practice. They use the New Testament letters to work out how to apply the Gospel to issues they face in their own lives.

Jigsaw - Relationships (RL)

The children engage in a variety of mindfulness and meditative exercises. This unit focuses on building positive, healthy relationships and what this looks like.

In this unit, you will learn about geographical similarities and differences through the study of the human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America.

Using the Coventry and Warwickshire Agreed Syllabus with a focus on Christianity and Sikhism

Unit L2.6

Key Question: Why do some people think that life is a journey?

This investigation enables pupils to learn in depth from different religious and spiritual ways of life relating to milestones on the journey of life. Through learning about Christian and Sikh ceremonies of commitment pupils explore how and why people choose to mark significant moments in life.

The investigation implements the principal aim of RE, which is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

Growing Up

The children engage in a variety of mindfulness and meditative exercises. This unit focuses on the human lifecycle, puberty and reproduction and respect in relationships.