Curriculum: Autumn Term 2017

In Maths the Children will be

  • Finding pairs with a total of 100
  • Adding to the next multiple of 100 and subtracting to the previous multiple of 100
  • Subtract by counting up to find a difference
  • Adding several numbers
  • Read, write 4-digit numbers and know what each digit represents
  • Compare 4-digit numbers using < and > and place on a number line
  • Add 2-digit numbers mentally
  • Subtract 2-digit and 3-digit numbers
  • Learn × and ÷ facts for the 6 and 9 times-table and identify patterns
  • Multiply multiples of 10 by single-digit numbers
  • Multiply 2-digit numbers by single-digit numbers (the grid method)
  • Find fractions of amounts
  • Tell and write the time to the minute on analogue and digital clocks
  • Calculate time intervals
  • Measure in metres, centimetres and millimetres
  • Convert lengths between units
  • Record using decimal notation
  • Add two 3-digit numbers using column addition
  • Subtract a 3-digit number from a 3-digit number using an expanded column method (decomposing only in one column)

Non-fiction Wanted: Space Explorer!

In this unit, the children select applicants to be trained as astronauts for a mission to Mars. They read about Neil Armstrong in the interactive eBook, using the eBook’s features to find out about Neil Armstrong’s personal qualities. They focus on effective use of pronouns and fronted adverbials, and use these in their writing tasks: to write a diary entry and a biography.

Fiction Christophe’s Story
The children start by listening to Christophe’s Story, responding to questions that stretch their comprehension and questioning skills. They use discussion, drama and role play to understand more about the characters. They look at the author’s use of language: her choice of memorable words and phrases. Children draw on their understanding of conjunctions, adverbs and prepositions to express time and cause to tell their own oral recounts, and then turn these into written recounts. Children use a letter as a model to write their own, applying their ability to write multi-clause sentences. Children repeat the same task for a book blurb, if required. In the main writing task, children write their own stories, drawing on their own personal experiences and a shared model text.

This unit focuses on the digestive system in humans and animals and the functions of teeth. Children will learn more about herbivores, carnivores and omnivores in the context of teeth, digestion and the food chain. Children will be experimenting and observing how different liquids affect our teeth by using the shell of boiled eggs to compare with the enamel on our teeth. In addition, they will extend their understanding of food chains to more complex chains and food webs

Basic simple sentence structure. Children will learn how to translate, write, spell and say simple sentences. Children will work from the Madinah Book 1 and learn vocabulary according to their work.

We are teaching Qaidah and concentrate on Arabic letters and their fluency, Quran surah and supplications.

Wudhu and Salah Practicals

In PE, we are learning:

Tennis: This tennis unit provides the basic skills of tennis. Competition is not the main focus of the course, rather skill acquisition. Children will learn the name of the lines on a tennis court. They will also learn fundamental movement combinations such as run/catch; catch/throw and dribble pass. Children will follows rules and safety procedures while participating in a variety of physical activities.

Ice-skating: This ice-skating unit is about basic skills of ice-skating. Children will also learn the rules and safety procedures while doing so.

Curriculum: Spring Term 2017

  • Place 4-digit numbers on landmarked lines; 0–10 000 and 1000–2000; round 4-digit numbers to the nearest 10, 100 and 1000; mentally add and subtract to/from 4-digit and 3-digit numbers using place-value; count on and back in multiples of 10, 100 and 1000; count on in multiples of 25 and 50; add and subtract multiples of 10 and 100 to/from 4-digit numbers
  • Add and subtract 1s, 10s or 100s from numbers with up to 4 digits crossing multiples of 10, 100, or 1000
  • Use mental multiplication and division strategies; find non-unit fractions of 2-digit and 3-digit numbers; find equivalent fractions and use them to simplify fractions (halves, thirds, quarters)
  • Recognise and show families of common equivalent fractions and begin to compare fractions with unlike denominators
  • Recognise and compare acute, right and obtuse angles; draw lines of a given length; identify perpendicular and parallel lines; recognise and draw line symmetry in shapes; sort 2D shapes according to their properties; draw shapes with given properties and explain reasoning; draw the other half of symmetrical shapes
  • Identify acute and obtuse angles and compare and order angles up to 2 right angles by size
  • Draw shapes with given properties and explain reasoning
  • Identify lines of symmetry in 2D shapes presented in different orientations
  • Complete a simple symmetric figure with respect to a specific line of symmetry
  • Understand how to divide 2-digit and 3-digit numbers by 1-digit numbers using place value and mental strategies; divide numbers by 1-digit numbers to give answers between 10 and 25, with remainders; identify factor pairs and use these to solve multiplications and divisions with larger numbers; use Frog to find complements to multiples of 1000; use Frog to find change from £10, £20 and £50
  • Recall multiplication and division facts for multiplication tables, for 2, 3, 4, 5, 6, 7, 8, 9 and 10 times tables
  • Recognise and use factor pairs and commutativity in mental calculations, to solve multiplications and divisions involving 2-digit and 3-digit multiples of 10
  • Use doubling and halving to multiply and divide by 4
  • Recognise and use factor pairs and commutativity in mental calculations, to solve multiplications and divisions involving 2-digit and 3-digit multiples of 10
  • Recall multiplication and division facts for multiplication tables, for 2, 3, 4, 5, 6, 7, 8, 9 and 10 times tables

Non-fiction

The Most Incredible Sport

In this unit, the children explore the Big Question: What is the world’s most incredible sport? They read the interactive eBook, finding information and distinguishing between fact and opinion. They answer the Big Question, planning and writing their own newspaper report.

Poetry

Exploring Poetic Form

In this unit, the children enjoy listening and responding to a range of poetry, exploring and comparing the work of two poets. They learn about poems including kennings and raps, exploring the meaning and form of poems written in a Caribbean dialect. They compose class and individual poems based on familiar fairy tales, editing and improving their work as part of the process.

Fiction 

The Spiderwick Chronicles

In this unit, the children explore fantasy fiction. They read the interactive eBook, asking questions and developing understanding of inference. They use drama to explore characters and suspense. They develop editing and proof-reading skills. They plan, edit and write a new episode of the fantasy story they have studied.

Word Detectives

In this unit, children will take on the role of word detectives to investigate spelling patterns and generate their own spelling rules.

Grouping Living Things

To recognise that living things can be grouped in a variety of ways by sorting living things into a range of groups.

Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions by using a range of methods to sort and group living things.

Classifying Vertebrates

To explore and use classification keys to help group, identify and name a variety of living things in our local and wider environment by generating questions to sort vertebrates in a classification key.   

Identifying differences, similarities or changes related to simple scientific ideas and processes by identifying vertebrates by their similarities and differences.

Invertebrate Hunt  

To explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment by using keys to identify invertebrate found in the local environment.

Using straightforward scientific evidence to answer questions by explaining how they have identified an invertebrate.

Classification Keys

To explore and use classification keys to help group, identify and name variety of living things in their local and wider environment by creating classification keys.

Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions by creating tables and keys showing the characteristics of living things.

Local Habitat Survey

To recognise that environments can change and that this can sometimes pose dangers to living things by identifying changes and dangers in the local habitat.

Recordings findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and table.

Environmental Changes

To recognise that environments can change and that this can sometimes pose dangers to living things by learning about environmental dangers and endangered species.

Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions by writing about and orally presenting findings from research.

Safar Academy Book Topics

  • Prophet Ibrahim AS 2
  • Model ghusl
  • Model Tayammum

Quran

  •  Parah 3
  • 3 Ruku

Surahs

  • Surah Jin
  • Tabarak
  • Yaseen
  • Lahab

Duas

  • Dua e Qunut
  • Dua after Witr Salaah
  • On seeing the new moon

Tajweed

  • Level 17c – 17b
  • Ra Sakinah – 17c
  • Ra Mutaharrikh – 17b

In this unit children will be learning about the religion of Sikhism, focusing on its origins, core beliefs, festivals, special places. Further they will explore the different holy books and identify key Sikh symbols and understand their meanings.

This term we are concentrating on games. We will be looking at the following objectives:

  • Can choose the most appropriate throw to use within a game
  • Can call out for a catch in a game showing they know they are in the best place
  • Can hit a ball into a space to help increase the score within a game; can dribble a ball in different directions and avoid obstacles
  • Can help other members of the team to find space within the team game
  • Can use a range of attacking and defending skills when playing a team game.

Curriculum: Summer Term 2017

  1. Read, write and compare 4-digit numbers and place on a line; find 1000 more or less than any given number; read, write and compare 5-digit numbers; recognise what each digit represents in a 5-digit number; read, use and compare negative numbers in the context of temperature
  2. Multiply and divide numbers by 10 and 100 including decimals (tenths and hundredths); read and write decimals (to 1 and 2 places), understanding that these represent parts (tenths and hundredths) of numbers; mark 1- and 2- place decimals on a line; count in tenths (0.1s) and hundredths (0.01s); multiply numbers with up to 2 decimal places by 10 and 100, and divide numbers by 10 and 100; say the number one tenth and one hundredth more or less than a given number; round decimal numbers to the nearest whole number
  3. Learn 11 and 12× tables; develop and use effective mental multiplication strategies; use a vertical written method to multiply 3-digit numbers by 1-digit numbers; use rounding to estimate answers; use a written method to multiply 3-digit numbers, including amounts of money by 1-digit numbers; multiply 2-digit and 3-digit numbers by 1-digit numbers; understand how division ʻundoesʼ multiplication and vice versa; divide above the tables facts using multiples of 10
  4. Recognise and read Roman numerals to 100; begin to know the history of our number system including 0; calculate area and perimeter of rectilinear shapes using multiplication and addition, or counting; recognise, name and classify 2D shapes identifying regular and irregular polygons; sort 2D shapes according to properties including types of quadrilaterals and triangles; revise 3D shapes, consider 2D-shaped sides on 3D shapes, and sort shapes
  5. Understand, read and write 2-place decimals; compare 2-place decimals in the context of lengths; add and subtract 0·1 and 0·01 and say a number one-tenth (0·1) or one-hundredth (0·01) more or less than a given number; revise equivalent fractions; write fractions with different denominators with a total of 1; recognise decimal and fraction equivalents
  1. To identify how sounds are made, associating some of them with something vibrating, by identifying and explaining sound sources around school. • I can describe and explain sound sources.
  2. To identify how sounds are made, associating some of them with something vibrating, by performing a dramatisation of how sounds travel. To find patterns between the volume of a sound and the strength of the vibrations that produced it, by performing a dramatisation of how sounds travel. To recognise that vibrations from sounds travel through a medium to the ear, by performing a dramatisation of how sounds travel. • I can explain how different travel sounds.
  3. To recognise that vibrations from sounds travel through a medium to the ear, by exploring how high and low sounds are created. To find patterns between the pitch of a sound and features of the object that produced it, by exploring and creating musical instruments, and explaining how they change pitch. • I can explore ways to change the pitch of a sound.
  4. To recognise that sounds get fainter as the distance from the sound source increases, by exploring how sounds change over distance. To recognise that vibrations from sounds travel through a medium to the ear, by making string telephones. • I can investigate ways to absorb sound.
  5. To recognise that vibrations from sounds travel through a medium to the ear, by investigating the best material for absorbing sound. • I can investigate ways to absorb sound.
  6. To recognise that vibrations from sounds travel through a medium to the ear, by making a musical instrument and explaining how it works. To find patterns between the pitch of a sound and features of the object that produced it, by making a musical instrument and explaining how it works. • I can make a musical instrument to play different sounds.
  • Quran
  • Rules of Tajwid
  • Grade 4 Duas 50 – 60
  • Quran Surah’s
  • Islamic studies book
  1. Sins and Shirk
  2. Islamic calendar
  3. The story of Dhul Qarnayn
  4. Good character and brotherhood
  5. Companions of the Prophet(PBUH)
  6. Revision of Sirah
  7. Battle of the trench
  8. Hudaybiyyah
  9. Love of the Prophet (PBUH)
  10. Fasting and Ramadan

According to the topic children will be creating their own piece of art work.

Geography

  1. To identify the position and significance of the Equator, Northern Hemisphere, Southern Hemisphere in the context of researching countries in different hemispheres. To explain the position and significance of the Equator, the Northern Hemisphere, and the Southern Hemisphere.
  2. To identify the position and significance of latitude and longitude in the context of using co-ordinates to read maps. To  identify lines of latitude and longitude. To use maps, atlases and globes to locate countries in the context of using co-ordinates to find locations. To use longitude and latitude to find places on maps, atlases and globes.
  3. To identify the position and significance of the Arctic and the Antarctic Circle in the context of comparing polar regions to the UK. To describe the key features of the polar regions and compare them to the UK.
  4. To identify the position and significance of the Tropics of Cancer and Capricorn by comparing the climate of the tropics with that of the UK. To compare the climate of the tropics with the UK climate.
  5. To identify the position and significance of the Prime/ Greenwich Meridian by exploring countries on the Meridian Line. To explain the position and significance of the Prime Meridian.
  6. To identify the position and significance of time zones (including day and night) by comparing times in different countries. To explain the position and significance of time zones.

In this term children will learn to enjoy being in water and become more confident. They will learn how to keep afloat, move in the water, meet challenges and breathe when swimming. At first they use swimming aids and support – in time, some children will manage without these. In all swimming activities, children have to keep afloat and propel themselves through water. Learning to swim enables them to take part in a range of water based‐activities.

Class Teachers

Apa Parveen Akhtar
Class Teacher
Apa Maria Khan
Quran & Islamic Studies