Termly Theme and Year National Curriculum Sequence of learning through the term covering all curriculum areas. 2021 Focus

Year LONDON AND BEYOND Week 1: 5th – 8th Jan Week 2: 11th – 15th Jan Week 3: 18th – 22nd Jan Week 4: 25th -29th Jan Week 5: 1st – 5th Feb Week 6: 8th – 12th Feb

B SPRING 1 JEWISH VALUE: JEWISH VALUE: JEWISH VALUE: JEWISH VALUE: JEWISH VALUE: JEWISH VALUE:

Literacy: Trust Resilience Appreciating others Happiness Being a leader Sharing

- Write your own PSHE: PSHE: PSHE: PSHE: PSHE: creative story based on an adventure in Discuss what we as The importance of Identify fire routes at Talk about what Play a game to London individual are ‘NO’. Role play school, what would happens when your hurt practise and identify responsible…. I am scenarios where you do in the fire? yourself, how can we emergency numbers - Historical fiction – responsible for? children can practise Draw the fire route to ensure that we don’t

stories about children saying no reinforce infections. Simple first aid Identifying risks and during the war: practise dangers including drugs, -tea stained letters alcohol and smoking - discuss if children have Maths: felt at any point that According to groups they were exposed negatively to these Science: SCIENCE: SCIENCE: SCIENCE: SCIENCE: SCIENCE: SCIENCE: Electricity Introductory into electricity Investigating simple Investigating simple Designing a circuit Making own circuits Geography: circuits and all its parts circuits and all its parts

Place knowledge

History: GEOGRAPHY: GEOGRAPHY: GEOGRAPHY: GEOGRAPHY: GEOGRAPHY: London history, evacuation, blitz etc Introduction into Learning how to use a locate different Discuss possible Create a poster to London and beyond tube and bus map to continents, countries, similarities and promote the local area- Art and Design: (Cross-curricula lesson get to different cities and oceans. differences to some identify key aspects with History) places/landmarks in places/landmarks in Steven Fisher Using a world map, Consolidate on the key London London atlas, globe. ideas discussed during Design and Tech: the term

Ration food menu HISTORY: HISTORY: HISTORY: HISTORY:

Look at London and Look at a timeline of Watch a video Discuss how it must its landmarks London history and depicting life in that have felt to be a child Religious Event: Lead identify key points time living in those times, Look at photos of of Kodesh to decide (including the what emotions would what London looked Roleplay life during that according needs of evacuation and blitz) you have felt children and families like years ago -discuss time, from bomb as a class Relook at the picture of shelters to food Write a letter from a Computing: London and talk about rationing child talking about

the damage it did and what happens in a day Music: what London looked like

Appreciate and afterwards. understand a wide range of music ART AND DESIGN: ART AND DESIGN: DESIGN AND TECH: Perform as a group Watch a short video Continue to draw your Look at different foods PSHE: about Steven Fisher the skyline and put on that were accessible in Keeping myself safe artist and look at his display the war through drawings of skylines pictures. How would Physical development: you feel? Explore pencil markings Invasion games to create shadings, thin Use foods accessible to and thick lines. Choose create a meal, how Trips: picture of the London would you make it Science circuit skyline and start your interesting? List workshop drawing ingredients needed.

SLT: Communication MUSIC: MUSIC: MUSIC: MUSIC: and Social explorers Listen to songs played What are the main Choose a song as a Perform song in the war including messages of these group and practise OT: Upon advice of OT ‘pack up your troubles’ songs? singing it Therapist: Dramatherapy 1:1 or What are the lyrics- Talk about the tempo group sessions discuss and write down and how does it make key points us feel?

JEWISH STUDIES: JEWISH STUDIES: JEWISH STUDIES: JEWISH STUDIES: JEWISH STUDIES: JEWISH STUDIES:

In depth Parasha Parasha and topic of Parasha and continued Parasha and Tu Bishvat Parasha and Parasha and continued learning of Shemot. introduced. 39 melachot learning on learning – the origin of Tu learning. Recapping the Purim learning about Learning about where the Shabbat. Bishvat and how we story of Purim, the connecting the story with law of Shabbat came from celebrate it. characters and lessons we the laws of the Chag and and introducing the 39 learn from Megillat Esther. Ta’anit Esther. melachot of Shabbat