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Curriculum - Spring term 1



This term our main focuses will be on consolidation of multiplication and division measurement: money and statistics.


Children will have to know the 2, 5, and 10 times tables by now and be able to divide by 2, 5 and 10.

Children will learn and understand that the 4 and 8 times tables rely on deep knowledge of the 2 times tables. Children are introduced to the multiplication and division symbols. They should be able to link multiplication to repeated addition using stem sentences to support their understanding.  Children will be taught various methods to support their understanding of multiplication such as arrays and repeated addition.


Children are taught to divide by sharing into equal groups.  This is done by using manipulatives and concrete resources to help share numbers out evenly. Children will then begin to see the link between multiplication and division and how they are the inverse to one another.

Counting money in pounds and pence is revisited here before children start looking at them sis by side. Children will continue counting money, but this time it will be in pounds, not pence. The £ symbol will be introduced. Children must be aware that both coins and notes are used to represent amounts in pounds. Children will count in £1, £2, £5, £10 and £20s. In this year group, children work within 100, therefore they will not count in £50s.

Tally charts and pictograms will be revisited as this content may have been missed in 2020.


Children are introduced to tally charts as a systematic method of recording data. Children draw pictograms where the symbols represent 2, 5 or 10 items. The children will need to interpret part of a symbol, for example, half of a symbol representing 10 will represent 5 Children count in twos, fives, and tens to complete and draw their own pictograms.


To practice your times tables at home you can visit this website:



English - Story writing & persuasive writing 

This half term will focus on arrange of Anthony Browne books:  such as ‘The Tunnel’ and ‘Little Beauty’. We will read the story, analyse character traits (physical and personality) and write setting descriptions.  Further down the line, children will write their own stories.


In Reading Pupils will be taught to:

  • develop positive attitudes to reading, and an understanding of what they read by:
    • ​​​​​​​reading books that are structured in different ways and reading for a range of purposes
    • using dictionaries to check the meaning of words that they have read
    • identifying themes and conventions in a wide range of books
    • discussing words and phrases that capture the reader’s interest and imagination.
  • understand what they read, in books they can read independently by:
    • checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context
    • asking questions to improve their understanding of a text.
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
    • predicting what might happen from details stated and implied.


To begin with, we will look at the different features of a non-fiction texts.  Children will learn how to identify these features and learn the importance of how they help us locate information.  We will then go on to research and write about Ancient Egypt.


These are some of the key sills we will be teaching in writing:

  • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • discussing and recording ideas/ proof-read for spelling and punctuation errors / read aloud their own writing to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear  
  • increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
  • using conjunctions, adverbs and prepositions to express time and cause
  • discussing words and phrases that capture the reader’s interest and imagination
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • organising paragraphs around a theme
  • using fronted adverbials
  • using commas after fronted adverbials
  • using and punctuating direct speech
  • using the present perfect form of verbs in contrast to the past tense -in narratives, creating settings, characters and plot
  • identifying main ideas drawn from more than one paragraph and summarising these


To practise English skills, visit this website:




What we are learning:

We see objects because our eyes can sense light. Dark is the absence of light. We cannot see anything in complete darkness. Some objects, for example, the sun, light bulbs and candles are sources of light. Objects are easier to see if there is more light. Some surfaces reflect light. Objects are easier to see when there is less light if they are reflective.


The light from the sun can damage our eyes and therefore we should not look directly at the sun and can protect our eyes by wearing sunglasses or sunhats in bright light.


Shadows are formed on a surface when an opaque or translucent object is between a light source and the surface and blocks some of the light. The size of the shadow depends on the position of the source, object and surface.



History The Indus Valley

What we are learning:

About eight thousand years ago, the people of the Indus Valley began to farm the fertile land around the River Indus. By 3000 BCE, cities had begun to grow around markets. We call these cities, the Indus Valley civilisation. In the Indus Valley, archaeologists have found over 400 symbols that might be writing. But no one has worked out what the symbols mean! Historians everywhere are amazed by the technology of the Indus people. They had well-built cities and ways of moving water and sewage at least three thousand years before these things were normal here in England.


People in the Indus Valley made beautiful jewellery to wear as ornaments. They also used to barter goods because they had no coins. The Indus people even travelled by sea to trade goods in Mesopotamia. But many puzzles about the Indus Valley Civilisation remain. Can you solve them?




Geography - Settlements

What we are learning:

A settlement can be very small or very big. There are four types of settlements: a hamlet, a village, a town and a city. A village will contain a church, a post office and a primary school. Towns are larger and have secondary schools as well as primary schools. A town will often have a hospital too. A town is an urban settlement that often has a railway station.


In the UK, if a town has a cathedral, it is called a city. Cities have many more facilities than towns. Cities have universities. Many cities will have an airport. The city of London today is a collection of many smaller towns and villages that have been joined together over many years to form one huge, sprawling city. Cardiff is the capital city of Wales. It lies on the river Taff and is smaller than London. 



RELiving with Hindu Traditions

Hinduism originated near the river Indus over 5,000 years ago, but there is evidence that shows the traditions began well before that. It represents a complete way of life and is practised by over 900 million followers. Eighty per cent of the population of India is Hindu. Hindus believe in one God and worship that one God under many manifestations, deities or images. Examples of Hindu deities are Krishna, Shiva, Rama and Durga.


Hindus believe that existence is a cycle of birth, death and rebirth, governed by karma (a complex belief in cause and effect). 


Hindus believe it is important to spend time away from the hustle and bustle of the world and this is done through meditation. They try to get very still and quiet. Then they can focus on God.




This term, children will build skills around dance and gymnastics.


This half term we will have two PE sessions each week.  One lesson will focus on Gymnastics which will involve creating sequences with partners using the apparatus. 

The other lesson will be Dance.   



Art/Design & Technology   

Children will:

Develop practical skills by experimenting with and testing the qualities of a range of materials and techniques Select and use appropriately a variety of materials and techniques in order to create their own work. Be excited by the potential to create and feel empowered to begin to undertake their own exploration. Children will work on drawing and sketch ‘a cheerful orchestra’- a variety of musical instruments.       




Health & Relationships EducationCaring and responsibility (boundaries)​​​​​​​

This topic focuses on special people. It explores why they are special and how they care for and keep one another safe. It examines pupils’ increasing responsibilities towards themselves and others as they get older, including the role they can play and the difference they can make within their communities.  




Click here to find home learning resources and useful websites to support the curriculum.