• Mental Maths (Section A)

• Mental Maths (Section B)

• Mental Maths (Section C)

• Spellings Revision

• Spellings Revision

• Spellings Revision

• Spellings Revision

• Reading

• Reading

• Comprehension

• Numeracy Homework

Literacy

Talking and Listening:

• Engage in class debates on various 'Would You Rather?' scenarios.
• Have discussions through acknowledging and responding to comments made by others in class.
• Sustain conversations linked to the Vikings WAU topic with other pupils in the classroom and adults.

Reading:

• Independently use reading strategies during whole class work, small group guided reading and independent activities in the context of Vikings WAU topic and in class novel How to Train Your Dragon.
• Explore understanding and demonstrate ability to summarise information though guided reading of Oxford Reading Tree scheme.

Writing:

• Use inference clues to understand character's feelings by completing emotions graphs.
• Describe the dragon's nursery using prepositional phrases.
• Use expanded noun phrases to add descriptive detail about a dragon.
• Use similes and metaphors to describe a dragon they have designed.
• Write a punctuated conversation between two of the characters from How to Train Your Dragon.
• Retell the events of a story from a character's perspective.
• Use technical vocabulary in a non-chronological report about their own dragon.

Numeracy

PLACE VALUE:

• Read Roman numerals to 1,000 and recognise years written in Roman numerals.
• Read, write, order, and compare numbers to at least 1,000,000 and determine the value of each digit.
• Solve number problems and practical problems.
• Count forwards and backwards in steps of powers of 10 for any given number up to 1,000,000.
• Round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000.

ADDITION AND SUBTRACTION:

• Add and subtract numbers mentally with increasingly large numbers.
• Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
• Round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000, and 100,000.
• Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.

MULTIPLICATION AND DIVISION (A)

• Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.
• Solve problems involving multiplication and division, including using their knowledge of factors and multiples, squares, and cubes.
• Know and use the vocabulary of prime numbers, prime factors, and composite numbers.
• Establish whether a number up to 100 is prime and recall prime numbers up to 19.
• Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3).
• Multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000.

THE VIKINGS:

• Explore Anglo-Saxon life in England prior to the first Viking invasions.
• Consider the impact of one of the earliest Viking invasions i.e., Lindisfarne in AD 793.
• Review the continued raids of Anglo-Saxon England by the Vikings, and the peace accord they eventually agreed.
• State fascinating facts about the reign and achievements of Alfred the Great.
• Learn about life for Vikings settled in Britain and compare the control of a Viking king.
• Reproduce intricate Viking knots and build on prior learning about Viking art, drawing animal heads in the Viking style.
• Locate Scandinavia and begin to identify some of its features.
• Compare the physical geography of Norway to that of Sweden and Denmark.
• Research, compare the human geography of three Scandinavian countries.
• Describe and consider differences between Scandinavia and the UK.
• Test and improve methods for preserving dairy foods.
• Discover how micro-organisms can be helpful or harmful for humans.
• Make an adhesive (glue) and devise an effective test of its strength.
• Assemble oil lamps, then ask and answer scientific questions about how they work.
• Test, measure and compare the absorbency of a variety of materials including those in disposable nappies.
• Using models, test, and measure Viking longboats, identifying improvements to their design.

UNIT 1 - WHO AM I? / UNIT 2 - DEALING WITH FEELINGS

• Ask for what they need.
• Be cooperative when working with a group.
• Begin to recognise what they need in order to improve.
• Understand that the majority view is not always right.
• Develop confidence to cope with challenges they face.
• Have an opportunity to talk about feelings that matter to them.
• Know to how to appropriately express various feelings.

DIGITAL STORYTELLING - PUBLISHING, FILM AND ANIMATION

• Plan a document that they will create.
• Change the position of text on a page and add bullet points, numbers, and paragraphs.
• Add text boxes to digital storybook platform.
• Add colour, borders, and page numbers to enhance document.
• Use a digital spellchecker.
• Search for information and pictures on the internet and insert embed these to pieces of work.
• Understand that not all information on the internet is reliable and will talk about where their information has come from.
• Save and print pieces of work.
• Add websites to their favourites in any given search engine.
• Plan and make a storyboard for a short animation.
• Use various digital platforms to create a short film or animation and add narration, sounds or music.
• Add features such as titles, transition, and effects.

THE LIFE OF JESUS

• Explore the geography during the time of Jesus and how it has changed over time.
• Examine the history impact of the world of Jesus and how this has shaped modern history.
• Compare the religions during the time of Jesus and the population various religions has developed over time.
• Investigate culture during the time of Jesus and how modern society has come to be influenced by the culture in the time of Jesus.

FOOTBALL:

• Apply basic principle for attacking – Use a variety of tactics to keep possession of the ball.
• Apply basic principles for defending – Defend by marking, covering, and tracking opponents as appropriate.
• Participate in competitive games, modified where appropriate.
• Understand the positions in a team and the roles they play; and choose different formations to suit the needs of the game.
• Develop control and confidence whilst performing skills at speed. Change speed and direction to get away from a defender.
• Keep possession of the ball when faced with opponents.
• Adapt games and activities making sure everyone has a role to play.

GYMNASTICS:

• Explore, improvise, and combine movement ideas fluently and effectively, using skills in different ways, performing confidently with clarity and a sense of rhythm.
• Perform movements accurately with a sense of rhythm.
• Make up longer sequences and perform them with fluency and clarity of movement, choosing skills that meet the needs of the situation.
• Develop your own gymnastics sequences by understanding, choosing, and applying a range of compositional principles; varying direction, level, and pathways to improve the look of a sequence.
• Develop flexibility, strength, control, technique, and balance.
• Use combinations of dynamics using the space effectively.