Rosa Street Primary School - Long Term Plan
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Rosa Street Primary School – Long Term Plan
Y4 Term 1a Term 1b Term 2a Term 2b Term 3a Term 3b
How my local area is changing? Spennymoor through ages Anglo Saxons - Who were they and how do Vikings – What did they want
Theme
including: the Railway, Mining and the Roman Fort Binchester we know what was important to them? What and how did Alfred help
to stop them getting it?
Romulus and Remus Beowulf There’s a Viking in my Bed/Toki
Fiction from our literary past – Romulus and Remus Fantasy and Adeventure Stories - Beowulf (Literacy Shed)
Issues and dilemmas - Was Romulus right to kill his twin brother? Character description Class text – There's a Viking in my
Recount in Newpaper Report – Romulus killing Remus Adventure story writing Bed
Persuasive letter/leaflet - linked to science - Recognise Stories from other cultures –
Poems with figurative language/Calligram - Mount Vesuvius eruption
that environments can change and that this can Literacy Shed – Toki
sometimes pose dangers to living things. Character Description
RRS: Interview/biography
Article 13 - The right to have information. Instructions – DT – Saxon Bread
Re-tell a story from another culture
Article 17 – The right to honest and reliable information. Haiku – to describe a Saxon Settlement Non-chronological report linked to
Article 28 – The right to learn Non-sense poems – Creatures linked to class text Beowulf Science (Solids, liquids and gases).
Article 29- Your right to be the best that you can be. Discussion: Debates for and against
Local/International: Changing Spennymoor, County Durham Romans in the RRS: – History – After studying the
Northeast and their travel Article 13 - The right to have information. Romans, Anglo-Saxons and Vikings
English
Eco: Mount Vesuvius eruption Article 17 – The right to honest and reliable information. who would we they rather be?
Educate and Celebrate: Gender Equality – the role of men and women. Article 28 – The right to learn
Article 29- Your right to be the best that you can be. RRS:
Local/International: Saxon Settlement around the United Article 13 - The right to have
Kingdom. information.
Eco: Where do the ingredients come from to make bread? Article 17 – The right to honest and
Educate and Celebrate: Religion and belief – explore reliable information.
Saxon Gods and explain why beliefs and religious Article 28 – The right to learn
practices of the Anglo-Saxons were called Pagan. Article 29- Your right to be the best
that you can be.
Local/International: Where did the
Viking Raid?
Eco: Non-chronological report –
State of matter – renewable energy
Educate and Celebrate: Gender
Equality – the role of Viking men and
women.Rosa Street Primary School – Long Term Plan
Number and place value Measurement Multiplication and division Fractions Decimals Statistics
(length and
perimeter)
Addition and subtraction Measurement - area Decimals Measurement- Geometry:
Multiplication money properties of
and division. shape
Maths
Times Tables Fractions
Problem Times Tables Measurement-
solving, time Geometry:
reasoning and Times Tables position and
algebra. direction
Times Tables
Times Tables
Times Tables
Sound- Living things and Animals Electricity- States of matter-
-identify how sounds are made, associating some of them with something vibrating habitats- including -identify common appliances -compare and group
-recognise that vibrations from sounds travel through a medium to the ear -recognise that living humans- that run on electricity materials together,
-find patterns between the pitch of a sound and features of the object that things can be -describe the -construct a simple series according to whether
produced it find patterns between the volume of a sound and the strength of the grouped in a variety simple electrical circuit, identifying they are solids, liquids
vibrations that produced it of ways functions of and naming its basic parts, or gases
-recognise that sounds get fainter as the distance from the sound source -explore and use the basic including cells, wires, bulbs, -observe that some
increases. classification keys to parts of the switches and buzzers materials change state
Working Scientifically help group, identify digestive -identify whether or not a lamp when they are heated
and name a variety system in will light in a simple series or cooled, and measure
of living things in humans circuit, based on whether or or research the
their local and wider -identify the not the lamp is part of a temperature at which
Science
environment different types complete loop with a battery this happens in
-Recognise that of teeth in -recognise that a switch opens degrees Celsius (°C)
environments can humans and and closes a circuit and -Identify the part played
change and that this their simple associate this with whether or by evaporation and
can sometimes pose functions not a lamp lights in a simple condensation in the
dangers to living -construct and series circuit water cycle and
things. interpret a -recognise some common associate the rate of
Working variety of food conductors and insulators, evaporation with
Scientifically chains, and associate metals with temperature.
identifying being good conductors. Working Scientifically
producers, Working Scientifically
predators and
prey.
Working
ScientificallyRosa Street Primary School – Long Term Plan
RRS: Career Links:
Article 13 - The right to have information. Musician
Article 17 – The right to honest and reliable information. Environmentalist
Article 28 – The right to learn Doctor/Dentist
Article 29- Your right to be the best that you can be. Electrician
ECO: living things in Weather Forecaster
their local and wider environment (Sp.1)
the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
(Su.2)
Local:Construct and interpret a variety of food chains of local animals (Au.1)
International: identify producers, predators and prey of animals around the world (Au2).
Educate and Celebrate: Gender equality in Science
IT- Bridge Design (CAD) Computer science - Make a Saxon invasion game IT- Select a variety of software
select, use and combine a variety of software (including internet services) on a Design, write and debug programs that accomplish (Publisher/Word) to accomplish
range of digital devices to design and create a range of programs, systems and specific goals. Use repetition in programs. Use logical given goals, select, use and
content that accomplish given goals, including collecting, analysing, evaluating and reasoning to detect and correct errors. combine internet services.
presenting data and information
Computing
Digital Literacy: Digital Literacy:
Digital Literacy: Pupils and students consider that they may get online Pupils and students learn that
Pupils and students explore what it means to be responsible to and respectful of messages from other kids that can make them feel angry, copying the work of others and
their offline and online communities as a way to learn how to be good digital hurt, sad, or fearful. Pupils and students identify actions presenting it as one’s own is called
citizens. that will make them upstanders in the face of plagiarism. They also learn about
How can you protect yourself from online identity theft? Pupils and students think cyberbullying. when and how it's ok to use the work
critically about the information they Pupils and students learn strategies to increase the of others.
share online. accuracy of their keyword searches and make inferences
about the effectiveness of the strategies.
RRS: Career Links:
Article 13 -The right to have information. Architecture
Article 16 – Your right to privacy. Animators
Article 17 – The right to honest and reliable information. Office jobs
Article 28 – The right to learn
Article 29- Your right to be the best that you can be.
ECO linked to Geography: How can we live more sustainably? (Summer term)
Local/International: Bridge designs in County Durham and other places around the world (Autumn term)Rosa Street Primary School – Long Term Plan
(G) Local - How and why is my local area changing? (G) Global - Why do so many people in the world live (G) National - How can we live
Locational knowledge in megacities? more sustainably?
· Locate the world’s countries, using maps to focus on Europe (including the National Curriculum National Curriculum
location of Russia) and North and South America, concentrating on their Locational knowledge Locational knowledge
environmental regions, key physical and human characteristics, countries and · Locate the world’s countries, using maps to focus on · Locate the world’s countries,
major cities. Europe (including the location of Russia) and North and using maps to focus on Europe
· Identify the position and significance of latitude, longitude, Equator, Northern South America, concentrating on their environmental (including the location of
Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic regions, key physical and human characteristics, countries Russia) and North and South
and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and major cities. America, concentrating on their
and night). · Name and locate counties and cities of the United environmental regions, key
Kingdom, geographical regions and their identifying physical and human
Human and physical geography human and physical characteristics, key characteristics, countries, and
Describe and understand key aspects of: topographical features (including hills, mountains, major cities.
· Physical geography, including: climate zones, biomes and vegetation belts, coasts and rivers), and land-use patterns; and · Identify the position and
rivers, mountains, volcanoes and earthquakes, and the water cycle. understand how some of these aspects have significance of latitude,
· Human geography, including: types of settlement and land use, economic activity changed over time. longitude, Equator, Northern
including trade links, and the distribution of natural resources including energy, · Identify the position and significance of latitude, Hemisphere, Southern
food, minerals and water. longitude, Equator, Northern Hemisphere, Hemisphere, the Tropics of
Southern Hemisphere, the Tropics of Cancer and Cancer and Capricorn, Arctic
Geographical skills and fieldwork Capricorn, Arctic and Antarctic Circle, the and Antarctic Circle, the
· Use maps, atlases, globes and digital/computer mapping to locate countries and Prime/Greenwich Meridian and time zones Prime/Greenwich Meridian and
describe features studied. (including day and night). time zones (including day and
Geography
· Use the eight points of a compass, four and six-figure grid references, symbols night).
and key (including the use of Ordnance Survey maps) to build their knowledge of Place Knowledge
the United Kingdom and the wider world. · Understand geographical similarities and Human and physical
· Use fieldwork to observe, measure, record and present the human and physical differences through the study of human and geography
features in the local area using a range of methods, including sketch maps, plans physical geography of a region of the United Describe and understand key
and graphs, and digital technologies. Kingdom, a region in a European country, and a aspects of:
region within North or South America. · Physical geography, including:
Link to History – Romans climate zones, biomes and
Compare maps through time. Look at human and physical features. Human and physical geography vegetation belts, rivers,
Changes in Spennymoor – Railway/mining. Describe and understand key aspects of: mountains, volcanoes and
· Physical geography, including: climate zones, earthquakes, and the water
biomes and vegetation belts, rivers, mountains, cycle.
volcanoes and earthquakes, and the water cycle. · · Human geography, including:
Human geography, including: types of settlement types of settlement and land
and land use, economic activity including trade use, economic activity including
links, and the distribution of natural resources trade links, and the distribution
including energy, food, minerals and water. of natural resources including
energy, food, minerals and
Geographical skills water.
· Use maps, atlases, globes and digital/computer
mapping to locate countries and describe features Geographical skills
studied. · Use maps, atlases, globes and
· Use the eight points of a compass, four and six- digital/computer mapping to
figure grid references, symbols and key (including locate countries and describe
the use of Ordnance Survey maps) to build their features studied.
knowledge of the United Kingdom and the wider · Use the eight points of aRosa Street Primary School – Long Term Plan
world. compass, four and six-figure
grid references, symbols and
Link to South America - Rio/ South Paulo key (including the use of
Ordnance Survey maps) to
build their knowledge of the
United Kingdom and the wider
world.
RRS: Career links:
Article 13 - The right to have information. Miner
Article 17 – The right to honest and reliable information. Railway worker
Article 28 – The right to learn Travel agent
Article 29- Your right to be the best that you can be. Tour guide
Article 32 - Gender Discrimination Taxi driver
Local: identify, describe and give reasons why my local environment changes (Autumn term. Delivery driver
International: Observe and describe key features of cities (Spring term). Environmental worker
Eco: Describe and explain using examples what living sustainably means. Identify, describe and explain the differences between renewable Energy Company
and non-renewable resources (Summer term).
Educate and Celebrate: Gender Equality (Autumn term)Rosa Street Primary School – Long Term Plan
(H) (H) (H)
How did the arrival of the Romans change Britain? Who were the Anglo-Saxons and how do we know What did the Vikings want and how
The Roman Empire and its impact on Britain. what was important to them? did Alfred help to stop them getting
During the enquiry pupils will have opportunities through the application and Britain’s settlement by Anglo-Saxons and Scots. it?
analysis of a wide range of historical skills and resources to: During the enquiry pupils will have opportunities through The Viking and Anglo-Saxon
the application and analysis of a wide range of historical struggle for
Identify and describe the modern-day skills and resources to: the Kingdom of England to the time
countries of Europe and North Africa which of
formed part of the Roman Empire prior to Interpret both primary and secondary sources of evidence Edward the Confessor.
invasion of Britain by Emperor Claudius; to describe and Explain what occurred in AD 410 that During the enquiry pupils will have
contributed to the Romans abandoning Britain forever; opportunities through the application
Understand through explanation the motives for Emperor Claudius to invade and analysis of a wide range of
and occupy Britain in AD 43; Empathise with the situation and feelings of Emperor historical skills and resources to:
Honorius in AD 410 and make a judgment about why the
Interpret primary sources of historical evidence to describe the physical Romans left Britain and the emotions the Emperor may Describe the reasons for the
Appearance of Boudica and make a judgment about the causes and effects of have expressed; attack on the Holy Island of
her harsh treatment by the Romans; Lindisfarne in 793 by people
Describe and explain why Anglo-Saxon settlers created referred to today as ‘the Vikings’;
Compare and contrast the armies of Boudica and the British Roman governor village communities in the countryside rather than living in
Paulinus and predict the likely outcome of their battle and justify their decision; the towns that the Romans had vacated when they Describe why ‘Vikings’ is not, in
withdrew from Britain, and evaluate the advantages and fact, the Correct name for these
Understand through explanation the difference between historical evidence and people and explain who.
legends and folklore; disadvantages of living in this way compared with
History
occupying the existing towns;
The attackers really were;
Distinguish between historical evidence and legend and folklore in relation to the Identify and describe a number of Anglo-Saxon gods
‘historical’ figures of King Arthur or Robin Hood; Empathise with the likely feelings
and explain why the beliefs and religious practices of the
Anglo-Saxons were called pagan; of the people of the Kingdom of
Explain what the content of letters written in the first century tells us about the Northumbria and the judgments
lives of high-status and wealthy Romans in Britain; Describe and explain why Britain converted to they might have made as news of
Christianity following the visit of Augustine and make a the attack spread;
Identify and describe the main design features of Hadrian’s Wall and explain
why it proved necessary for Emperor Hadrian to order its construction in AD 122; reasoned judgment about what the message from Pope
Gregory to King Ethelbert might have been; Identify and describe the design
Identify and describe the key features of the layout of typical Roman towns in features of a longship and explain
Recognise and describe some of the changes that why it was an ideal vessel for
Britain and explain why historians know so much about how they were designed
occurred to buildings and ways of life in Anglo-Saxon Viking raiding parties along the
and built;
Britain as a result of the country’s conversion to coast of Britain;
Describe what a gladiator was and what occurred at gladiatorial games; Christianity, and evaluate the costs and benefits for
Interpret a range of source
ordinary people compared with those of lords and
Explain who ianistae were and why they owned and trained gladiators in private evidence to explain why most
noblemen;
schools; Viking Norsemen travelled to
Identify and describe the artefacts that were discovered Britain in Anglo-Saxon times and
Understand through explanation why the Romans went to so much effort and justify their judgment;
in the Anglo-Saxon ship burial at Sutton Hoo, explain why
expense in organising gladiatorial games for the lower classes or plebeians;
they are so important to historians and, using these
Identify and describe the
Explain why some Romans held different perspectives about gladiatorial games artefacts, reach a judgment as to how the burial would
distribution of those areas of Britain
and how they justified their viewpoints. have been constructed and carried out; settled by Viking Norsemen;
Compare and contrast the homesRosa Street Primary School – Long Term Plan
Identify, interpret and make a judgment about the origin of Viking Norsemen with those of
of Anglo-Saxon place names in their own area or region of Anglo-Saxons and suggest
England. reasons for the similarities and
differences observed;
RRS: Careers Links:
Article 12 - Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered Historian
and taken seriously. Archaeologist
Article 13 - The right to have information. Museum curator
Armed Forces
Article 17 – The right to honest and reliable information.
Article 28 – The right to learn
Article 29- Your right to be the best that you can be.
ECO links: How would Spennymoor have been back in Roman times – no pollution from cars and factories etc. Early humans had very little
waste as they would aim to use everything(Au1). Look at the materials and features of longships Vikings used for raiding (Su1).
Local/International: How did the Romans move through Europe and into the UK (Au1). Identify, interpret and make a judgment about the origin
of Anglo-Saxon place names in their own area or region of England (Sp1). Identify places along the coast Vikings parties raided (Su1).
Educate and Celebrate: Gender equality – the roles of men and women (Au1/Su1). Religion and belief – explore Saxon Gods and explain why
beliefs and religious practices of the Anglo-Saxons were called Pagan (Sp1).Rosa Street Primary School – Long Term Plan
(DT) (A) (DT) (A) (DT) (A)
Mechanisms – War –Roman Catapult Drawing and Make – Saxon Bread Sculpture and Make Longboat Drawing and
Design- Collage - -select from and use a wider range of Printing - including sketching
-use research and develop design criteria to inform the design Architecture tools and equipment to perform Saxon Runes electrical (biro) – Viking
of innovative, functional, appealing products that are fit for (Bridges) practical tasks [for example, cutting, Inspired by systems Longboats
purpose, aimed at particular individuals or groups. Linked to using the work shaping, joining and finishing], ceramic artists -select from and using
Roman topic. of Norman accurately Hans Coper, use a wider range techniques
Make Foster, Robert Evaluate Bernard Leach of tools and used by artist
- select from and use a wider range of materials and Venturi and -understand how key events and and Michael equipment to Mark Powell to
components, including construction materials, textiles and Denise Scoot individuals in design and technology Cardew perform practical add detail.
ingredients, according to their functional properties and Brown have helped shape the world -to create tasks [for -Learn about
aesthetic qualities -to create sketch books to example, cutting, great artists,
Evaluate sketch books to record their shaping, joining architects and
- investigate and analyse a range of existing products record their observations and finishing], designers in
Technical knowledge observations and use them to accurately. history.
-understand and use mechanical systems in their products [for and use them to review and Linked to Durham -to create
example, gears, pulleys, cams, levers and linkages] review and revisit ideas topic - Bridges. sketch books to
revisit ideas -to improve their Evaluate record their
-to improve mastery of art -evaluate their observations
Art/
their mastery of and design ideas and and use them
DT
art and design techniques, products against to review and
techniques, including their own design revisit ideas
including drawing, criteria and
drawing, painting and consider the
painting and sculpture with a views of others to
collage with a range of improve their
range of materials [for work
materials [for example, pencil, Technical
example, charcoal, paint, knowledge –
pencil, clay] Can we make our
charcoal, paint, Bridge move?
paper] Technical
knowledge
-apply their
understanding of
how to
strengthen, stiffen
and reinforce
more complex
structuresRosa Street Primary School – Long Term Plan Art Career Links: RRS: ART Article 28 – The right to learn. Architect Article 29- Your right to be the best that you can be. Artist Article 31 – The right to relax, play and take part in a wide range of cultural and artistic activities. Museum curator Local: Exploring local buildings and architecture. Art gallery curator International: links through the different artists. Sculptor ECO: Exploring eco-friendly, green buildings (Au1) Was pottery more eco-friendly than some modern-day Illustrator materials? (Sp1) Biro- What is it? Where does it come from? Eco-friendly or not? (Su1) Designers (vehicle) Educate and Celebrate: Gender equality - Who is often depicted in the sculptures? How do we know that society was different in Ancient Saxon times? (Sp1) DT RRS: DT Article 28 – The right to learn. Builder Article 29- Your right to be the best that you can be. Architect Article 31 – The right to relax, play and take part in a wide range of cultural and artistic activities. Engineer Local/International: links to ancient Rome and the structures they made (Au2) What influenced Saxon recipes and Chef where did the ingredients come from? (Sp2) School cook ECO: Can we grow all the ingredient in our garden? (Sp2) What natural resources did Vikings use to create longboats? Builder What renewable source of energy could be used to power their long? (Su2) Engineer Educate and Celebrate: Gender equality and social status, role and jobs (Au2/Sp2) Electrician
Rosa Street Primary School – Long Term Plan
Games (Invasion) – Gymnastics: Dance: Indian delight (QCA) O+A: Athletics
On the Attack (QCA) Partner work The ‘Indian delight’ core task involves children creating a Communication (Durham Core
The ‘On the attack’ core task involves children trying to score (QCA) group dance inspired by the classical Indian dance style. challenge Task):
goals using throwing and catching, kicking or striking The ‘Partner work’ They explore and improvise dance movements inspired by (Durham Core Faster, Higher,
techniques. core task involves pictures and video of Indian dance. They work with a Task) further.
Working in groups of five, the children create a playing area children creating a partner and in small groups to create short dance phrases, In small groups
up to 25 metres long with two goals at one end and three at gymnastic which are then incorporated into the longer class dance. Carry out this investigate and
the other. They decide whether to use a football, uni-hoc sequence on floor, task with a compare the
equipment or a basketball (with hoops as goals). Three of mats and This core task could easily be adapted to reflect another partner. effectiveness of
the group play as attackers and two as defenders. The apparatus cultural dance style. One of you put on different styles
attackers start at the back line and aim to move the ball focusing on how a blindfold. of:
towards the end with two goals. After at least three passes they work with a The person • Running,
and once all three attackers have touched the ball, they can partner. without a eg short
attempt to score by shooting the ball through the goal (if Working in pairs, Net and wall games (Durham Core Tasks) steps, long
blindfold should
using a football or uni-hoc equipment) or by bouncing it in a the children then lead his or strides,
hoop (if using a basketball). The defenders try to intercept choose six Swimming straight
-swim competently, confidently and proficiently over a her partner
the passes without touching the attackers and if they get the different actions around a safe arms, bent
PE
ball can attack towards the three goals. They have to pass and devise a distance of at least 25 metres arms and
-use a range of strokes effectively area given by the
the ball at least once before shooting. Once a shot has been sequence on one teacher. swinging
taken, the attackers return to the back line and play starts of the following -perform safe self-rescue in different water-based arms
situations. You can only use
again. The aim is to score as many goals as possible. themes: leading your voice and • Jumping,
and following, fingertip contact eg off one
meeting and to lead your foot off two
parting, side by partner (without feet
side. They show pushing or • Throwing, eg,
an understanding pulling). overarm,
of mirroring and pushing, pulling
matching, and use and slinging
changes of level When you have
Decide which
and direction. both had a go,
you like best
repeat the task
and see if you
without using
can go faster,
your voice and
higher or
using your own
further.
signalling system.Rosa Street Primary School – Long Term Plan
RRS: Career Links:
Article 23: A child with a disability has the right to live a full and decent life with dignity and, as far as possible, independence and to play an Professional athlete
active part in the community. Coach/trainer
Article 24: Children have the right to be healthy (in body and mind). Physiotherapist
Article 28: The right to learn. Dietician
Article 29: Children have the right to be the best they can be. Statistician
Article 31: Children have the right to rest and play. Sports journalist
Sports club manager
Educate and celebrate: PE teacher
Gender Equality – equal pay for athletes, sports where genders are mixed and gender specific sports (netball, gymnastics has some events
that only men or women do e.g. Rings and uneven bars).
Disability – Paralympics and sports specifically created for those with a physical disability.
Age – Sport/exercise should be for all ages. For example, look at masters events that are designed for competitors over a certain age.
Race and Nationality – Competing for you home country. Is it okay for athletes to move to a different country and compete for them?
Pregnancy – How do pro athletes have to alter their training when pregnant (e.g. Serina Williams).
Religion or belief - Look at inclusion in sport through changes to equipment/kit e.g. wetsuits/burkini for modesty whilst swimming (Muslim
women) and Hijabs made from sports materials.
Eco: Look at the value of walking to places whenever possible (e.g. walk to school) to reduce the use of cars and the pollution they cause as
well as helping increase your general fitness and wellbeing.
Local: Links made to local clubs Tudhoe Cricket Club, Spennymoor Football Club, SSP, Any taster days on offer
National Links: Links to National sport competitions - Wimbledon
International: Link in activities if possible to major competitions: Euro 2021, Tokyo 2021
SEAL: New Beginnings SEAL: SEAL: Good to Be Me! SEAL: Going For SEAL: SEAL:
Key concepts: Getting On Key concepts: Goals Key Relationships Changes
Belonging. and Falling Knowing myself. Understanding concepts: Key concepts: Key concepts:
Understanding feelings. Managing feelings. Out my feelings Knowing myself Understanding Knowing
Social skills. Key concepts: Managing my feelings Making Setting a realistic my feelings. myself
Making choices. Friendship choices goal Managing my Understanding
Seeing things Planning to reach a feelings my feelings
PSHCE
from someone goal. Resilience. Understanding Understanding
else’s Making choices. the feelings of the feelings of
perspective Evaluation and others. others
Working review. Social skills
together Making choices
Managing
feelings –
anger.
Resolving
conflictRosa Street Primary School – Long Term Plan
RRS: Career Links:
Article 12 - Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have New Beginnings: Discuss starting a new job role or
their views considered and taken seriously. school.
Article 13 – Every child has the right to have information.
Article 15 – Every child has the right to meet with other children and join groups and organisations. It’s Good to be Me:
Article 16 – Every child has their right to privacy. Social care – compliment showers
Article 17 – Every child has the right to honest and reliable information.
Article 28 – Every child has the right to be educated. Relationships:
Article 29- Every child has the right to be the best that they can be. Explore working as a team to complete challenges.
Educate & Celebration: Explore diversity through the 9 protected characteristics. Healthy Relationship: Gender
equality. It’s Good to be me: Celebration of diversity and uniqueness. Changes:
Discuss career progression/promotion.Rosa Street Primary School – Long Term Plan
What do we know about the Bible and why is it important Why do What do Christians believe Why is Lent How and why do Durham
to Christians? Christians call about Jesus? important for people show Cathedral
Jesus the light -show understanding of the link Christians? care for others?
-explore what makes a text sacred of the world? between beliefs and actions in -develop critical
-who wrote the Bible -explore the religious traditions thinking e.g. are the
-stories, songs and pslams beliefs of - develop critical thinking e.g. are beliefs true? Why are
-speaking in stories religious the beliefs true? Why are beliefs beliefs important?
-How do Christians use the Bible traditions and important? -explore some
-What is sacred to you secular world -reflect on own expressions of religious teachings
views beliefs, values and commitments. and stories
-develop critical -explore some religious teachings -reflect on own
thinking e.g. are and stories expressions of
the stories true? beliefs, values and
Why is there commitments.
disagreement -explain how the
about where impact of religious
authority lies? beliefs can vary for
RE
Why are holy individuals and
books differing religious
interpreted communities
differently?
-describe and
show
understanding
of differing
forms of
worship and
make links to
the beliefs and
feelings behind
them
-explore some
religious
teachings and
storiesRosa Street Primary School – Long Term Plan
RRS: Career links:
Article 12: Every Child has the right to express their views, feelings and wishes in all matters affecting Religious leader (e.g. Pastor/vicar…)
them, and to have their views considered and taken seriously. Teacher
Article 13: Every child must be free to express their thoughts and opinions and access all kinds of Volunteer
information, as long as it is within the law. Charity work
Article 14: Every child has the right to think and believe what they choose and also to practice their
religion, as long as they are not stopping other people from enjoying their rights. Government must respect
the rights and responsibilities of parents to guide their children as they grow up.
Article 28: Every child has the right to an education.
Article 29: Education should help children use and develop their talents and abilities. It should also help
them learn to live peacefully, protect the environment and respect other people.
Eco: Lent – Giving up food and reducing the waste.
Local/International: Identify places of worship within our locality – Durham Cathedral. Discuss diversity
and why some places of worship are more popular in our local area compared to others.
Educate and Celebrate: Focus on the protected characteristic ‘belief and religion’. Explain to children that
people around the world all believe in different things and that is okay. People are allowed to choose what
they do and don’t believe in. Remind children that we have to respect others religions and beliefs even if
we believe in something else.
cumpleaños en al cafe faces - Picasso
Learning Objectives: Learning Objectives: Learning Objectives:
Children will revise numbers and days of the week as well as months of the year. Children revise the hungry caterpillar vocabulary Children learn the nouns for the
parts of the face
Children learn the seasons and join in with a song (San Fermin) Children learn some words for snacks
Children combine nouns and
Children will ask and answer about dates of birthdays and sing happy birthday in Children learn to ask “what do you want?’ and ‘I want’ adjectives to describe faces
Spanish
Children role play cafe using memory to apply vocabulary They use this language to describe
Children will watch a video story about a birthday celebration Picasso faces (revising shapes from
Children write menus previous year)
fiestas Learning Objectives:
Children use days and dates to make a party invitation mi familia Learning Objectives: story-telling el nabo gigante
Children learn nouns for family members Learning Objectives:
MFL
Children learn about a typical celebratory custom from Mexico and make a piñata Children listen to and follow the
Children learn the alphabet in Spanish to be able to spell Giant Turnip in Spanish
Learn about christmas for Spanish people out names
Children learn the verbs ‘planta’,
Learn a christmas carol in Spanish Ask and answer about siblings and pets using ‘tienes’, ‘rega’, ‘llega’
‘tengo’ and revising ‘como se llama’ and ‘como se escribe’
Children use connectives to move
Children learn adjectives to describe eyes and hair their stories on ‘un dia,’, luego’,
‘despues’, ‘al final’
They retell the story using actions
They use the vocabulary to describe
a famous familyRosa Street Primary School – Long Term Plan
RRS: Career Links:
Article 2 – rights apply to all children (including children in Spain). Travel agent
Article 8 – language can be part of a child’s identity. Vet
Article 28 – The right to learn artists
Article 29 – to develop children’s talents (a language).
International: Comparing features of Spain with those in the UK.
Educate and celebrate: Discuss inclusion and tolerance of different nationalities/languages.
First Access Provision – Djembe Drumming Mamma Mia – Charanga Blackbird by The Beatles -
All the learning in this unit is focused around one song a Charanga
timeless Pop song from the 70s by ABBA. All the learning in this unit is focused
around one song: Blackbird by The
This unit includes; Listen & Appraise apps, new Beatles - a song about civil rights.
progressive Warm-up Games, Flexible Games, new
progressive improvisation resources, and a new compose This include new Listen & Appraise
tool. apps; new progressive Warm-up
Games, Flexible Games and
As well as learning to sing, play, improvise and compose improvisation resources, and a
with the well-known song Mamma Mia, children will listen compose tool.
Music
and appraise more ABBA hits.
The material presents an integrated
approach to music where games,
the dimensions of music (pulse,
rhythm, pitch etc), singing and
playing instruments are all linked.
Blackbird by The Beatles - play
musical games, sing, play
instruments, improvise, compose,
listening and appraising and share
performances
RRS Career Links:
Article 28: The right to learn. Musician
Article 29: Children have the right to be the best they can be. Singer
Article 31: Children have the right to rest and play. DJ
Music teacher
Local/National/International: Listen and appreciate music from around the world Audio recording engineer
International: Explore and play musical instruments from other countries. Learn to play the West African Djembe Drum (Au1). Listen and
appreciate music from around the world (Sweden) (Sp1).
National: Listen and appreciate music from an English rock band the Beatles (Su1).
Educate and Celebrate: Enjoy and celebrate musical instruments with cultural differences.
ECO: Think about the materials used to create instruments. Are they recyclable? Consider more environmentally friendly material where
appropriate.Rosa Street Primary School – Long Term Plan
Roman Residential The Great North Museum – Anglo Saxon Palace Green Library – The coming
School
Binchester Roman Fort display/Workshop of the Vikings
Curric.
Police Christmas Card Competition Library visit Educate and Celebrate - Event
5 Ways to Wellbeing Sports Day
School Performance
Harvest festival Anti-bullying Safer Internet Day – E-safety Easter Egg School Summer Fair
Pantomime week Assembly Competition Sports day
School
Events
Tickle Pink Coffee Afternoon Remembrance Valentines Disco Easter crafts End of year trip – Seaside
Disco Day Mother’s Day End of year show
Christmas lunch
Crafts
Carol singingYou can also read
