We begin the term by doing an in-depth study of Queen Victoria and the history of the Monarchy in Great Britain. We investigate whether or not she was a great monarch and her legacy.
After SATs, we look at the changes that occurred as we moved from an agrarian society to an industrial nation. We use this to investigate how the industrial revolution impacted on Broughton. To put this learning in context, we visit Ironbridge Gorge for our residential. Linked to this topic, we have a visit from a local artist to create our very own bridges from newspaper.
We finish the term with a scientific study of the heart and body, by investigating how we can stay healthy as well as the effects of drugs and alcohol.
As historians, we:
- place the Victorian era on a historical timeline to understand where it sits in the bigger picture of British history;
- study the significance of the Monarchy and how that has changed over time;
- study local primary sources (including the school logs and local workhouse census) to extract data;
- investigate what life was like for Victorian children;
- look at how crime and punishment has changed;
- understand how Britain has influenced the world as well as the local area.
As scientists, we:
- study the pulmonary, circulatory and respiratory systems;
- investigate the functions of the heart, blood and blood vessels;
- find out about the effects of drugs, smoking and alcohol on the body;
- investigate how we can affect electrical circuits.
As mathematicians, we will continue to practise and increase our fluency in the areas we have previously learnt whilst preparing for the next steps in our mathematical learning at secondary school, including:
- using written methods for division calculations where the answer has up to two decimal places;
- beginning to use algebra in, for example, the form of simple formulae; creating number sequences; writing missing numbers algebraically or in finding solutions to unknown number problems;
- learning how to convert between miles and kilometres;
- learning how to construct and interpret pie charts and use them to solve problems.
As writers, we:
- create a haiku;
- record an experiment, using clear instructions;
- recount an experience of being in a Victorian classroom;
- write an explanation about what we believe would make a good Monarch.
As readers, we:
- study fiction and non-fiction texts on the Victorians.
As artists, we:
- study and recreate work by William Morris;
- learn how to draw using perspective.
As responsible citizens, we:
- learn the difference between good and bad relationships;
- discuss what makes a good friend;
- find out about human reproduction;
- study the effects of drugs, alcohol and smoking on the body;
- are able to recognise exploitation;
- discuss what makes a good leader.
As computer users, we:
- learn how to retrieve and organise data;
- learn how to use graphics and to experiment with images;
- create a presentation.
As linguists, we:
- learn vocabulary that would be useful of holiday;
- learn how to understand a short Spanish text;
- revise regular verbs and learn the irregular verb ‘to be’.
We don’t study geography discretely in this term.
As theologians, we:
- compare Christianity and Judaism.
As musicians, we:
- consider the music of the Victorian era, from Music Hall songs to Romantic composers;
- use the idea of machinery from the Industrial Revolution as a starting point for composing work;
- have the opportunity to sing in a musical production.
As sports people, we:
- will be participating in a variety of track and field events, which will go hand in hand with our Sports' Day. We will understand the contrast between stamina and speed in regards to track events and the importance that technique and execution plays on a variety of field events.
- will explore the basic skills of striking a ball and improving on our hand eye coordination. We will further develop on our grip technique and start to use the correct concept of bowling.