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Spring 1 Learning

Exploring Africa 





SPag Targets (Based on S4A level Descriptors)

To use standard English verb inflictions accurately, e.g. ‘we were’ rather than ‘we was’, and ‘I did’ rather than ‘I don’t’.

To use the full range of punctuation from previous year groups correctly and consistently.

To spell homophones correctly.

To consistently use a neat, joined handwriting style.


Narrative Targets

To proofread confidently and amend their own and others’ writing, e.g. adding in nouns/pronouns to avoid repetition, recognising where verbs and subjects do not agree or lapses in tense.

To write a range of narratives and non-fiction pieces using a consistent and appropriate structure (including genre-specific layout devices).

To maintain an accurate tense throughout a piece of writing.


Reciprocal Reading



Looking Question Targets

  • I can identify features of different fiction genres
  • I can retrieve information from texts using skimming, scanning and text marking

Clue Question Targets

  • I can begin to identify and comment on different points of view in the text
  • I can use my background knowledge and clues in the text to justify my inferences when reading stories, poetry and non-fiction
  • I can write down my ideas about what I have read in a clear way, using evidence from the text to justify my ideas

Thinking Question Targets

  • I can use my Philosophy skills from P4C sessions to contribute to discussions about the deeper meaning, message or theme of more complex texts (fiction and non-fiction)
  • I can recommend books that I have read to my peers, giving text-based reasons for my choices.

Summariser Targets

  • I can identify main ideas drawn from more than one paragraph and can summarise these.

Clarifier Targets

  • I am always checking that what I am reading makes sense
  • I can SLOW DOWN my reading speed when it is more difficult to understand so I can read it carefully
  • I can sound out a word I do not understand, then blend it out loud to see if the sound of the word reminds me of a word I know
  • Context Clues: I can use clues in the text, including pictures, to make a good guess at the meaning of a word I do not know
  • I can stop when I do not know a word, and read the whole sentence again to see if I can make a good guess at what it might mean
  • I can ask someone for help in clarifying a word or an idea
  • I can discuss what new words mean, linking new meanings to those already known
  • I can look for chunks in words I might recognise, like prefixes, suffixes and smaller words inside bigger words (morphology
  • I can use a dictionary
  • Substitute another word: I can try using a different word that I know in the place of an unknown word in a sentence and see if it makes sense



Revision: the four operations.

Word problems and reasoning.

Fractions, decimals and money.

Properties of shapes: compare and classify shapes, acute and obtuse angles, compare and order angles, identify lines of symmetry.


States of Matter: Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in °C.

Water Cycle.


Wider study of Africa: including research and in depth study about Black Culture and history.


Exploring Africa: physical and natural landmarks.


Begin to understand about food being grown, reared or caught in the UK or wider world.

Final baking project.


To explore and understand different styles of music around the world.


Use skills learn to work towards a final piece, using clay to create tiles or objects.


Dance, gymnastics and net games.


Where, how and why do people worship?


Introduction to coding.


Respect, stereotypes and hygiene.