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King George V Primary School

Long Term Curriculum Overview 2016-2017

Year Group: 5

SR Statutory requirement

PA Possible activities

Theme(s)

Autumn Term

Spring Term

Summer Term

Dig for Victory

The Final Frontier

Castaway!

The Smashing Saxons

The Times Of Our Lives Celebrating KGV!

Stunning Start:

Discovering a World War II suitcase buried in the school garden. Children to open the suitcase and read a letter from a WWII child and investigate the contents of her suitcase.

Children to discover a classroom crime scene with alien footprints.

Children to complete a journey around the world to gain a stamp in their passport.

Anglo-Saxon hoard to be discovered on the school site, containing a range of artefacts with a message from an Anglo-Saxon invader challenging children to find out more about the contents of the hoard.

Looking at original school logbooks from schools early history.

Marvellous Middle:

Visit to Shugborough Hall

Exploring the constellations using Star Walk

Survival Day at Frank Chapman Centre

Making an Anglo-Saxon meal

Visit to Sandwell Central Library

Fabulous Finish:

VE Day Street Party in school air raid shelter

Mission to Mars! Children to taste space food, complete astronaut training exercises, take part in a space quiz and record astronaut flight logs. Children to be presented with a NASA certificate, appointing them honorary astronauts!

End-of-theme beach party!

Recreating the Battle of Hastings using replica shields and weaponry on the playground!

Upper Phase Production

Visits/

Experiences:

Dartmouth Park (Aut 1 Week 6)

Visit to Shugborough Hall (Aut 2 Week 2)

Local Gudwara (Week 6)

Frank Chapman Centre (Week 5)

St Philips Church (Week 3)

Sandwell Central Library (Week 2)

Parents as Partners:

D&T Designing and building model Anderson shelters

(Autumn 2 Week 2)

End of Theme VE Day Street Party

(Autumn 2 Week 6)

End of Theme Mission to Mars

(Week 6)

Diversity Week Party

(Week 7)

Creative afternoon designing boats

(Week 4)

End of Theme Beach Party

(Week 6)

Class Assembly

125th Birthday Street Party (Upper Phase)

Upper Phase Production

(Week 6)

Modern British Values Links:

Tolerance

Mutual Respect

Individual Liberty

Democracy

Rule of Law

Modern British Monarchy

SMSC Links

Promoting social development through the sharing of resources.

Promoting cultural development by providing opportunities for pupils to engage with texts from different cultures.

Promoting social development by giving pupils the opportunity to understand the significant role played by individuals throughout history.

Promoting cultural development by exploring similarities and differences between different faiths and cultures.

Promoting moral development by exploring the moral issues surrounding the use of the internet.

Promoting moral development by considering different perspectives during class discussion.

Promoting cultural development by exploring human achievements and creativity in relation to worldwide communications.

Promoting moral development by exploring how music can convey human emotions such as sadness, joy, anger etc.

Promoting spiritual development by using tools such as Star

Walk which allow pupils to plot the stars in relation to their location and open up questions about the size of the universe and how it might have been formed.


Promoting social development by sharing of resources within the classroom, negotiating responses and group problem solving.

Promoting spiritual development by making connections between pupils mathematical skills and real life.

Promoting spiritual development by creating opportunities for pupils to ask questions about how living things rely and contribute to their environment.

Promoting spiritual development by considering how things would be different if the course of events had been different.


Promoting moral development by exploring the results of right and wrong behaviour in the past.

Promoting cultural development by asking questions about the ways in which scientific discoveries from around the world have affected our lives.


Promoting spiritual development by considering how things would be different if the course of events had been different.


Promoting social development by giving pupils the opportunity to understand the significant role played by individuals throughout history.

English

SR

Spoken Language: (Ongoing throughout the academic year):

Listen and respond appropriately to adults and their peers.

Ask relevant questions to extend their understanding and knowledge.

Use relevant strategies to build their vocabulary.

Articulate and justify answers, arguments and opinions.

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Consider and evaluate different viewpoints, attending to and building on the contributions of others.

Select and use appropriate registers for effective communication.

PA

Writing and reading aloud a diary entry in the role of a child being evacuated

Writing and performing a list poem describing a Blitz raid

Class discussion recreating a UN debate Should we go to war with Germany?

Creating a propaganda film on how to stay safe during a Blitz raid

Recording a non-chronological report reporting on the end of World War II as a wireless broadcast

Creating a persuasive film persuading women to join the Land Army

Discussion on how to avoid another world war

Interviewing the witnesses to a classroom crime

Writing and performing a dialogue between NASA and an alien

Class debate Do aliens really exist?

Delivering instructions for making astro cookies orally

Role play recreating the first moon landing

Class debate Should Michael and his family go sailing around the world?

Performing an interview as a TV news broadcast

Writing and performing Viking warrior chants

Producing a role play and freeze-frame to show understanding of a Viking raid

Creating an estate agent advert to sell a Viking house

Reading aloud and performing Viking sagas

Class debate Should the Anglo Saxons have invaded Britain?

Creating a persuasive advert to sell an Anglo-Saxon house

Writing and performing a play script set in an Anglo-Saxon village

Writing and performing a list poem to describe the Battle of Hastings

Recreating the Battle of Hastings

Taking on the role of a Victorian child at KGV and performing a diary entry.

Performing a playscript set at KGV through the ages.

SR

Reading: (Ongoing throughout the academic year):

Word Reading:

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) both to read aloud and to understand the meaning of new words that they meet.

Comprehension:

Maintain positive attitudes to reading and understanding of what they read by:

Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

Reading books that are structured in different ways and reading for a range of purposes.

Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

Recommending books that they have read to their peers, giving reasons for their choices.

Identifying and discussing themes and conventions in and across a wide range of writing.

Making comparisons within and across books.

Learning a wide range of poetry by heart.

Preparing poems and plays to read aloud and perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Understand what they read by:

Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

Asking questions to improve their understanding.

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.

Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

Identifying how language, structure and presentation contribute to meaning.

Discuss and evaluate how authors use of language, including figurative language, considering the impact on the reader.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction.

Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously.

Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

Provide reasoned justifications for their views.

PA

Guided reading tasks

Retrieval of information from non-fiction texts (research-based lessons)

Using the internet to gather research

Summarising key information

Reading aloud to the class

Performing original compositions and published works in front of an audience.

SR

Writing: (Ongoing throughout the academic year):

Plan their writing by:

Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing models for their own.

Noting and developing initial ideas, drawing on reading and research where necessary.

In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Draft and write by:

Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.

Prcising longer passages.

Using a wide range of devices to build cohesion within and across paragraphs.

Using further organisational and presentational devices to structure text and to guide the reader.

Evaluate and edit by:

Assessing the effectiveness of their own and others writing.

Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

Ensuring the consistent and correct use of tense throughout a piece of writing.

Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.

Handwriting and presentation:

Write legibly, fluently and within increasing speed by choosing which shape of letter to use when given choices and deciding whether or not to join specific letters.

Choose the writing implement that is best suited for a task.

Writing Transcription:

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Writing Vocabulary, grammar and punctuation:

Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.

Using passive verbs to affect the presentation of information in a sentence.

Using the perfect form of verbs to mark relationships of time and cause.

Using expanded noun phrases to convey complicated information concisely.

Using modal verbs or adverbs to indicate degrees of possibility.

Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.

Using commas to clarify meaning or avoid ambiguity in writing.

Using hyphens to avoid ambiguity.

Using brackets, dashes or commas to indicate parenthesis.

Using semi-colons, colons or dashes to mark boundaries between independent clauses.

Using a colon to introduce a list.

Punctuating bullet points consistently.

Use and understand the terms modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion and ambiguity accurately and appropriately in discussing their writing and reading.

PA

Diary entry in the role of a child being evacuated

Persuasive advert persuading parents to evacuate their children

Setting description comparing wartime London with the countryside

List poem describing a Blitz raid

Discussion text Should injured German soldiers be looked after by Britons?

Historical narrative

Informal letter home in the role of an evacuated child

Instructions How to build an Anderson shelter

Non-chronological report reporting on the end of World War II

Interviewing witnesses to a classroom crime

Newspaper report reporting on the alien who broke into the classroom

Character description of an alien

Persuasive letter to the head teacher persuading her to let the class go to space

Information text A survival guide for an alien visiting school

Dialogue between NASA and an alien

Balanced argument - Should Michael and his family go sailing around the world?

Interview with Michaels family and friends

Log book in the role of Michael on board the Peggy Sue

Persuasive letter applying for a job as a sailor

Survival guide on how to survive on a desert island

Setting description describing a desert island

Biography of Captain Cook

Letter of complaint from Michaels school to his parents

Narrative Adventure story

Non-chronological report reporting on Michaels reunion with his family

Poem Haiku

Recount reflecting on the school year

Information page about the Anglo-Saxons

Discussion text: Should the Anglo-Saxons have invaded Britain?

Persuasive advert to sell an Anglo-Saxon house

Play script set in an Anglo-Saxon village

List poem describing the Battle of Hastings

Writing a diary entry in the role of a Victorian child at KGV.

Writing a playscript set at KGV through the ages.

Science

SR

Properties and changes of materials:

Compare and group together materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets

Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

Give reasons, based on evidence from comparative and fair tests, for the articular uses of everyday materials, including metals, wood and plastic

Demonstrate that dissolving, mixing and changes of state are reversible changes.

Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda

Earth and space:

Describe the movement of the Earth, and other planets, relative to the Sun in the solar system

Describe the movement of the Moon relative to the Earth

Describe the Sun, Earth and Moon as appropriately spherical bodies

Use the idea of the Earths rotation to explain day and night and the apparent movement of the sun across the sky

Forces:

Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object

Identify the effects of air resistance, water resistance and friction that act between moving surfaces

Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.

Living things and their habitats:

Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird

Describe the life processes of reproduction in some plants and animals

Animals, including humans:

Describe the changes as humans develop to old age

PA

Recapping the properties of a range of everyday materials

Carrying out an enquiry to find out more about solubility using salt and water

Using magnets, filtering, sieving and evaporating to separate a range of mixtures

Carrying out enquiries with insulators for warm water and cold ice cream

Comparing and contrasting reversible and irreversible changes, setting up an enquiry over a few days with a rusty nail.

Investigating burning, demonstrating the burning of many common materials and identify what is formed.

Discussing fire safety.

Researching about the scientist Spencer Silver

Drawing scale models of the Earth, Sun and moon and using a trundle wheel to measure scaled distances between them

Researching Copernicus and Galileos theory of a heliocentric solar system

Discovering why day and night occur on Earth

Investigating movement and length of shadows during a sunny day

Researching the lunar cycle

Studying the life of Neil Armstrong and finding out about the first men to walk on the Moon

Identifying common constellations and take a safe look at sun spots on the surface of the sun

Investigating the distance of each planet from the Sun, collecting data for a fact file to report back to the rest of the class

Creating a simple mobile orrery to show understanding of the solar system

Measuring forces using force meters

Researching about Sir Isaac Newton

Using a range of PE equipment to investigate the balancing of forces, setting up an enquiry to investigate which surface their sports shoe will perform best on

Repeat some enquiries that Galileo carried out in the 16th century and carry out their own enquiry into factors which affect the forces acting on paper spinners

Carrying out enquiries about the weight of objects in water, boat designs and the effect of different waters

Recapping on life cycles of flowering plants and planting some seeds to germinate and grow during the unit.

Planting bulbs, corms, tubers and cuttings of roots, stems and leaves to see if they can propagate new plants

Studying the life cycles of some non-flowering plants, making careful observational drawings of representative plants, enlarging some details.

Comparing and contrasting the life cycle of humans and other mammals

Drawing the life cycle of a bird

Comparing and contrasting the life cycles of butterflies and frogs and look at examples of other insect and amphibian life cycles.

Becoming naturalists in the school environment

Researching and writing a biography of a well-known scientist

Observing flowering plants and plant propagation and writing a report of their findings

Drawing graphs of gestation periods and life spans.

Drawing timelines of their lives so far.

Measuring and drawing graphs of head to body length ratio

Sketching children and adults in proportion.

Computing

SR

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Understand computer networks, including the internet; how they can provide services, such as the World Wide Web; and the opportunities they offer for communication and collaboration.

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.

Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

PA

Creating a World War II-inspired interactive game using a range of inputs and outputs programmed using algorithms in Scatch

Testing each others interactive games, debugging them (if necessary)

Creating a persuasive pitch for their World War II interactive game

Designing a webpage about World War II

Adding text, images and other media to their webpage, editing and improving each others content before the website is published

Children to decode and send messages using semaphore

Children to receive and send messages using Morse code, taking on the role of NASA and the International Space Station

Using the Caesar to intercept and decode messages between potential earth invaders

Investigating password security, identifying ways to keep themselves safe online

Creating a video to show other classes what they have learnt during our theme using iMovie

Creating a simple 3D structure using SketchUp

Designing and building their own 3D Viking house using SketchUp

Delivering a persuasive pitch to sell the Viking house which they have designed

Identifying the features of a blog and how to use a blog safely

Adding and editing text and images using WordPress

Creating their own film about the Anglo-Saxons and uploading to their blog using embedding tools

Producing a live blog for a sporting event using CoveritLive

History

SR

A local history study

Britains settlement by Anglo-Saxons and Scots

The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.

PA

Studying maps to assess the changes to West Bromwich since World War II

Producing a timeline of the Vikings

Writing a diary entry in the role of a Viking warrior

Researching Viking warrior raids, producing a role play and freeze frames

Complete an archaeological dig, discovering and researching about a range of Viking artefacts

Researching Viking gods, producing an iMovie trailer of a Viking god

Using the Viking futhark (alphabet) to decode messages between Viking warriors

Producing a timeline of the Anglo-Saxon invasion of Britain

Writing a letter home in the role of an Anglo-Saxon invader

Decoding messages written in Anglo-Saxon Runes

Researching Alfred the Great

Researching Anglo-Saxon daily village life

Re-enacting the Battle of Hastings

Comparing West Bromwich in 1892 with modern-day West Bromwich

Discovering the impact of nationwide events, such as WWII on KGV.

Researching what life was like for a child at the turn of the century.

Geography

SR

Name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.

Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution and natural resources including energy, food, minerals and water.

Use the eight points of a compass, four and six-figure grid references, symbols and keys to build their knowledge of the United Kingdom and the wider world.

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

Locate the worlds countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environment regions, key physical and human characteristics, countries, and major cities.

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

PA

Locating countries involved in World War II on a map

Using compass directions to identify key cities in the UK

Identifying key features on World War II aerial maps using six-figure grid references

Comparing an aerial map of West Bromwich during World War II with a recent map

Identifying continents and oceans on a map of the world

Researching and identifying the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime and Greenwich Meridian.

Identifying Anglo-Saxon kingdoms in the UK

Identifying Anglo-Saxon countries of origin on a map of Europe

Comparing West Bromwich in 1892 with modern-day West Bromwich using a range of maps and aerial photographs.

Studying the change in land use over time.

Researching the impact of industrialisation on West Bromwich.

Art & Design

SR

Create sketchbooks to record their observations and use them to review and revisit ideas.

Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.

About great artists, architects and designers in history









PA

Creating war imagery inspired by the British official war artist Evelyn Dunbar

Sketching a World War II spitfire, focussing on shading, hatching, crosshatching, stipping and scrumbling

Creating Blitz skyline pictures using chalk

Producing an annotated sketch of an Anderson shelter

Creating a space picture using chalk on black paper, recreating recognisable constellations

Producing a space-inspired painting based on the distinctive techniques of artist Peter Thorpe

Producing an annotated sketch of a rocket

Creating a seascape collage

Studying the work of Ivan Konstantinovich Aivazovsky, recreating his work using oil pastels, focussing on the techniques of shading and blending

Observational drawings of shells, focussing on shading and blending

Using clay to sculpt a shell

Using watercolours to create a landscape, focussing on brushstrokes

Producing an annotated sketch of a boat

Creating a collage using natural materials which could be found on a desert island

Using the Anglo-Saxon technique of loom frame weaving with natural materials

Sketching and designing an Anglo-Saxon clay pot

Creating a replica Anglo-Saxon shield/weapon

Observational drawings of King George V.

Perspective drawing of the school building.

Designing a new stain glass window to commemorate the schools 125th birthday.

D&T

SR

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

Select from and use a wider range of tools and equipment to perform practical tasks.

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Evaluate their own ideas and products against their own design criteria and consider the views of others to improve their work.

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

Apply their understanding of computing to program, monitor and control their products

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.











Select from and use a wider range of tools and equipment to perform practical tasks





PA

Producing an annotated sketch of an Anderson shelter, labelling materials and colours

Designing a basic 3D model of an Anderson shelter using Minecraft

Building their own Anderson shelters, evaluating the finished product and the design process

Cooking World War II recipes using rationed ingredients.

Planting vegetable seeds, discussing seasonality and the growing process (linked to the Dig for Victory campaign)

Designing a rocket, producing an annotated sketch and labelling materials and colours

Building and evaluating rockets

Sketching, designing and building a 3D space landscape as a class

Cooking astro cookies

Producing an annotated sketch of a boat, labelling materials and colours

Constructing a prototype of boat design

Testing and evaluating finished product

Creating a 3D island as a class

Cooking a Viking stew

Sketching and designing an Anglo-Saxon clay pot

Sculpting and evaluating Anglo-Saxon clay pot

Cooking Anglo-Saxon sourdough bread

Designing a model of the school clock tower.

Using boiled sweets to create stain glass window biscuits.

Music

SR

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.

Improvise and compose music for a range of purposes using the inter-related dimensions of music.

Listen with attention to detail and recall sounds with increasing aural memory.

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.





Improvise and compose music for a range of purposes using the inter-related dimensions of music.



PA

Composing own World War II-inspired music using a graphic score

Singing World War II songs, adding additional instrumentation

Composing own music to accompany a video clip of a rocket taking off using a range of instruments

Interpreting Gustav Holsts The Planets, identifying the instruments they can hear and using shapes, colour and descriptive language

Listening to examples of music from different countries and traditions, identifying the instruments they can hear and the mood and story of the music

Composing own music to match a beach setting using a graphic score

Rehearsing and performing original compositions using a range of instruments

Listening to Viking warrior chants and writing and performing original warrior chants.

Listening to a range of music from the past 125 years, identifying likes and dislikes.

PE

SR

Swimming and water safety:

Swim competently, confidently and proficiently over a distance of at least 25 metres.

Use a range of strokes effectively.

Perform safe self-rescue in different water-based situations.

PA

Children to take part in weekly swimming lessons over the course of the academic year.

MFL

SR

Listen attentively to spoken language and show understanding by joining in and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help

Speak in sentences, using familiar vocabulary, phrases and basic language structures

Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases

Present ideas and information orally to a range of audiences

Read carefully and show understanding of words, phrases and simple writing

Appreciate stories, songs, poems and rhymes in the language

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

Write phrases from memory, and adapt these to create new sentences, to express ideas clearly

Describe people, places, things and actions orally and in writing Languages

Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

PA

Planned by L. Long

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