Kadeena Cox is an amazing athlete from Leeds, England, who has achieved incredible things in two different sports. She is a Paralympian who competes in both cycling and athletics (running), which is something very special! Kadeena started out as a talented able-bodied runner but was diagnosed with multiple sclerosis (MS) in 2014. MS is a condition that affects the brain and nerves.

Instead of giving up, Kadeena worked hard to adapt to her new challenges. This shows her resilience and determination. She discovered a passion for para-sports and quickly became one of the best in the world. She won gold medals at the Rio 2016 Paralympic Games and again at the Tokyo 2020 Paralympic Games. Her victories were particularly impressive because she became the first British Paralympian to win a gold medal in two different sports at the same Games since 1984.

Kadeena is not just a champion on the track and in the velodrome; she’s also a role model for her resilience and determination. She shows everyone that with a positive attitude and hard work, you can overcome obstacles and achieve your dreams. Her story teaches us all to be brave, stay strong, and never give up. She’s a true inspiration!

PE days: Wednesday and Friday.

Homework expectations: Handed out every Friday and will be due on Thursday.

Reading: Children are expected to read at least three times a week.

Knowledge Organisers

Module 1
  • Transdisciplinary Theme: Who We Are
  • Central Idea: Beliefs and values can influence how we live our lives
  • Core Text: Pig Heart Boy
  • Line of Inquiry 1: An ancient civilisation (Form)
  • Line of Inquiry 2: How beliefs have informed medical development (Causation)
  • Line of Inquiry 3: Modern belief and knowledge regarding medicine (Perspective)
  • Related Concepts: Behaviour, Belonging, Citizenship
  • Engagement Goal: Good Health and Well-being

Geography:

  • Students will be able to locate where Maya was (eg Mexico) on both a globe and in an atlas, recognising its position in relation to other countries (UK).
  • Students will be able to identify and discuss examples of continuity and change in Mexico’s geography and human activity (e.g. ancient Maya settlements compared to modern cities), and explain causes and effects, such as how the climate change and landforms.

History:

  • Students will be able to explain who the Ancient Maya were, describe key aspects of their daily life, beliefs, and achievements, and make connections between Maya civilisation and how it compares to life today.

English:

  • Diary entry
  • Narrative
  • Persuasive letter

Art/DT:

The Vitruvian Man – by Leonardo da Vinci

Maths:

  • Place Value
  • Addition, Subtraction, Multiplication

PSHE:

  • Relationships

Science:

  • Animals including humans (parts one and three – circulatory system)

RE:

  • What do religions say to us when life gets hard? (Christians, Hindus and non-religious.)

PE:

  • Dodgeball and carnival (dance)

Spanish:

  • Useful phrases

Music:

  • Hey Mr Miller

Computing:

  • Computing systems and networks – Communication and collaboration
  • Transdisciplinary Theme: Sharing the Planet
  • Central Idea: Environmental issues may shape lives
  • Core Text: Floodland – Marcus Sedgwick
  • Line of Inquiry 1: Local & Global Causes of Conflict (Change)
  • Line of Inquiry 2: Social developments caused by conflict (Causation)
  • Line of Inquiry 3: Points of view of children towards global conflict (Perspective)
  • Related Concepts: Behaviour, Belonging, Citizenship
  • Engagement Goal: Industry, Innovation and Infrastructure

Geography:

  • Sustainability & Flooding
  • Use of maps to observe, measure and record floodplains and where houses are being built on the peninsula
  • Global issues in regards to flooding and what we can do to support flooding disasters.

History:

  • Life Before the Steam Engine: Traditional Living and Resource Use
  • The Great Coal Rush: Powering the Factory System
  • Smoke and Sludge: The Birth of Mass Pollution
  • Concrete and Canals: How Urbanisation Changed Our Rivers
  • The Past’s Footprint: Connecting Industrialisation to Modern Flooding and Climate Change
  • Designing a Green Future: Sustainable Solutions to a Historical Problem

English:

  • Formal debate letter, 
  • Explanation text, 
  • Narrative, 
  • Prediction.

Art/DT:

L.S Lowry – painting of the industrial revolution -L1

Maths:

  • Fractions
  • Converting Units.

PSHE:

  • Keeping Safe

Science:

  • Light

RE:

  • Is it better to express your beliefs in arts and architecture or in charity and generosity?

PE:

  • Netball and Tag Rugby

Spanish:

  • More about foods and mealtimes

Music:

  • Shadows

Computing:

  • Creating Media – Web Page Creation
  • Transdisciplinary Theme: How the World Works
  • Central Idea: People use technology to develop society
  • Core Text: The Boy Who Harnessed the Wind – William Kamkwamba & Bryan Mealer 
  • Line of Inquiry 1: Human actions changing Earth (Causation)
  • Line of Inquiry 2: Creations on our Earth (Function)
  • Line of Inquiry 3: Geographical changes to the Earth (Change)
  • Related Concepts: Peace, Conflict, Perception
  • Engagement Goal: Knowledgeable, Reflective
  • Approaches to Learning: Thinking Skills

Geography:

This term, children will learn about the UK’s key geographical features and how its economy works, using maps, data and digital tools to explore where different industries are located and how sustainable our resources are.

They will also interpret information using averages, present their findings in charts.

History:

This term, children will learn to place key historical events in order on a timeline and compare life in Victorian Britain with life today.

They will also explore important inventions that transformed industry.

English:

  • Change in formality
  • Narrative
  • Explanation

DT:

Make a product that incorporates cams or pulleys using electrical components (Science)

Maths:

Algebra and Decimals

PSHE:

Understanding the law

Science:

This term, children will learn how to draw and understand simple electrical circuits, exploring how batteries and components like bulbs, buzzers and switches behave.

RE:

What can be done to reduce racism? Can religion help?

PE:

OAA (Leadership) & Badminton

Spanish:

Around the house

Music:

Dona nobis pacem*

Computing:

Programming A – Variables in games

  • Transdisciplinary Theme: How the World Works
  • Central Idea: Organisations may support wellbeing
  • Core Text: Rose Blanche – Roberto Innocenti and Ian McEwan
  • Line of Inquiry 1: Human Health (Form)
  • Line of Inquiry 2: Organisations that keep us healthy (Responsibility)
  • Line of Inquiry 3: Physical Health and Mental Health (Connection)
  • Related Concepts: Community, War, Gender Roles
  • Engagement Goal:Peace, Justice and Strong Institutions

Geography:

  • Mapwork: Allies and Axis Powers, 
  • Maps of Germany and UK for key events in WW2
  • Significant events that happened during WW2.

History:

British history: Healthcare and the NHS

  • Exploring the history of the NHS and how it has developed over time.
  • Pressures the NHS faces and how this impacts us nationally.
  • Consider modern day experiences and how that affected the NHS.

English:

  • Autobiography, 
  • Setting description, 
  • Diary entry, 
  • 1st person narrative.

DT:

  • Durable materials, 
  • Stiff and flexible sheet materials – Anderson shelters

Maths:

Skill based maths (preparing for SATS)

PSHE:

Well-being

Science:

Animals including humans (part two)

RE:

What matters most to Christians and Humanists?

PE:

Handball and Triathlon

Spanish:

Music and celebrations

Music:

You to me are everything, twinkle variations

Computing:

Data and information – Introduction to Spreadsheets