Overview of the term's work.

Term Overview of work.

As Historians we will

  • study of an aspect or theme in British history that extends our chronological knowledge beyond 1066

  • study a significant turning point in British history-the industrial revolution especially in Shropshire

  • continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods we study.

  • note connections, contrasts and trends over time and develop the appropriate use of historical terms.

  • address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.

  • construct informed responses that involve thoughtful selection and organisation of relevant historical information.

  • understand how our knowledge of the past is constructed from a range of sources

As Geographers we will

  • As learners we will ask and answer geographical questions about the physical and human characteristics of a Shropshire

• As learners we will explain own views about locations, giving reasons.

• As geographers we will use maps, atlases and digital/computer mapping to locate other counties and describe features.

• As explorers we will use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.

•As researchers we will use a range of resources to identify the key physical and human features of a location.

• As learners we will name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time … as a result of the effects of the Industrial Revolution.

 

We will investigate patterns

  • As investigators we will describe how the locality of the school has changed over time.

As Geographers we will describe key aspects of:

• physical geography, including: rivers, hills, and the water cycle.

• human geography, including: settlements and land use in Shropshire.

• Use the eight points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world.

 

As Scientists we will

  • Identify that humans and some other animals have skeletons and muscles for support, protection and movement.

  • Identify animals without internal skeletons/backbones (invertebrates) and describe how they have adapted other ways to support themselves, move & protect their vital organs.

  • Know that the heart is a major organ and is made of muscle and it pumps blood around the body through vessels and this can be felt as a pulse.

  • Know that the heart pumps blood through the lungs in order to obtain a supply of oxygen.

  • Learn that blood carries oxygen/essential materials to different parts of the body.

  • Discover that during exercise muscles need more oxygen so the heart beats faster and our breathing and pulse rates increase.

  • Describe the changes as humans develop to old age.

  • Explore how humans grow bigger as they reach maturity by making comparisons linked to body proportions and skeleton growth – e.g. do people with longer legs have longer arm spans? Understand 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 eyes.

• Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them, and to predict the size of shadows when the position of the light source changes.

• 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.

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.

 

As Designers we will

  • Design with the purpose in mind, motivated by looking at existing designs.

  • Combine elements of design from a range of inspirational designers throughout history, giving reasons for choices. (Iron Bridge, Welsh bridge, English bridge, toll bridge, Greyfriars foot bridge, suspension bridge.)

  • Make products through stages of prototypes, making continual refinements .

  • Cut materials with precision and refine the finish with appropriate

  • Apply our understanding of how to strengthen, stiffen and reinforce more complex structures

  • Evaluate the design of products so as to suggest improvements to the user experience.

As Artists we will

  • Observe the features of animals and create sketches in different media.

  • Create patterns to give the illusion of texture

  • Create sculpture or textile work to represent animals.

 

Christian Theme of the Month

The Christian theme for this half term is 'Thankfulness'.

In school we will be:

Exploring the concept of being thankful.

Encouraging pupils to develop further an appreciative and thankful attitude.

Encouraging pupils to show thankfulness in practical ways.

Parents and carers, please help us at home to support your child in their understanding of the above concepts.