Stone Age to Celts

As geographers, we will:

• Learn how to define physical and human features.
• Define a settlement, learning about some famous settlement sites.
• Consider the features that people looked for when developing a settlement in prehistoric times.
• Learn how land was used in prehistoric times, understanding how it changed from the Stone Age to Celts. 
• Learn how to read four and six-figure grid references and identity ordinance survey symbols.
• Consider what features would be useful in a new settlement, creating a sketch map of our own designs. 

As digital creators, in computing we will:

• Learn the terminology that is relevant to databases.
• Learn how paper and computerised databases compare, considering the advantages and difficulties of each.
• Learn how to sort, filter and interpret data.
• Learn how to represent data from a spreadsheet using graphs and charts.
• Sort data for a purpose.
• Create our own databases to represent Stone Age-themed data. 

As religious explorers, we will:

• Learn what kind of world Jesus wanted.
• Learn how 'Fishers of Men' applies to Christians today.
• Learn what an evangelist is.
• Learn how Jesus wants people to act.
• Learn what the Good Samaritan teaches Christians.
• Learn the value and purpose behind stained-glass windows in churches.

As scientists, we will:

• Learn who Robert Boyle is and what Boyle's law is.
• Investigate and compare the properties of solids, liquids and gases.
• Observe what happens to water when it melts and freezes.
• Define condensing and evaporating.
• Learn the stages of the water cycle. 
• Investigate how temperature affects evaporation rates.

As children who value our health and well-being, in PSHE we will:

• Learn how I can keep physically and emotionally safe in our environment.
• Learn who is part of our community and what roles they have.
• Learn what I would do if I was asked to share information online. 
• Consider how online actions can impact on other people. 
• Learn how I can deal with disappointment and changes in my life. 
• Learn which drugs are common in every-day life and the effects they can have on our body.
• Learn how bacteria and viruses affect health and how I can reduce their spread?

As writers, we will:

• Enjoy the book 'Gorilla' by Anthony Browne.
• Expand noun phrases by the addition of modifying adjectives.
• Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
•  Use fronted adverbials.
• Organise paragraphs around a theme. 
• Use commas after fronted adverbials.
• Write an animal-themed narrative.
• Use inverted commas for direct speech. 

As design technologists we will:

• Learn about stories of the Old Testament people of God, including Noah and Abram.
• Explore what it was like for Noah to follow God and how he showed trust.
• Understand the idea of a covenant (a special promise) and how it links to the rainbow.
• Make links between the story of Noah and the promises Christians make at weddings.
• Discover how Abram trusted God when asked to leave his home.
• Reflect on whether it is always easy for Christians to follow God today.
• Share our own ideas about promises, trust and following what we believe is right.

As linguists we will:

• Identify and say numbers 13 - 31
• Ask and answer questions about the months of the year 
• To identify and say dates in Spanish
• To ask and answer questions about significant dates
• To identify and give dates of specific events

As historians we will:

• Understand what prehistory means and how we find out about it.
• Explore different types of evidence such as artefacts, fossils, cave paintings and settlements.
• Learn what an archaeologist does and practise handling evidence like archaeologists.
• Place the three periods of the Stone Age (Palaeolithic, Mesolithic, Neolithic) on a timeline.
• Describe how life changed across the Stone Age periods.
• Compare tools and technology from the Stone Age, Bronze Age and Iron Age.
• Investigate how the discovery of bronze and iron changed people’s lives.
• Learn about Stonehenge and explore different theories about why it was built.
• Compare life in the Stone Age, Bronze Age and Iron Age using similarities and differences.
• Use a Venn diagram to sort information about how life was similar and different across periods.
• Debate which period – Stone Age, Bronze Age or Iron Age – was the best to live in.
• Give reasons and evidence to support personal interpretations about the past.

As musicians we will:

• Learn about instruments used in the Stone Age and how they were made.
• Create our own Stone Age-style instruments using simple materials.
• Perform rhythms and chants together around a pretend campfire.
• Learn and perform the song Living in the Stone Age with actions.
• Explore musical notation, including the stave, treble clef, and notes A–G.
• Use rhymes and patterns (FACE, EGBDF) to remember musical notes.
• Begin recorder lessons, learning posture, tonguing and the notes B, A and G.
• Play simple tunes on the recorder using B, A and G.
• Understand note lengths (long and short) and use them in performances.
• Learn about rests and include them in music-making.
• Perform simple group pieces with rhythm, rests and steady timing.

As athletes, we will:

• Send a netball in a variety of ways
• Pass a netball to bypass a defender
• Attack by being fluid in our positioning 
• Shoot using learnt techniques
• Track an opponent on court 
• Use a sideways stance in cricket
• Bowl a cricket ball underarm with a straight arm
• Throw accurately and powerfully
• Bat successfully with a partner
• Bowl with a run-up
• Back up my fellow fielders on the field
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