Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

ESCAPADES IN EUROPE

SPARKS AND SPITFIRES

MUMMIES & MYSTERIES

DANGER DOWN UNDER

WHAT DID THE ROMANS EVER DO FOR US?

LOCAL STUDY

Science

Sound and Pitch

Plan experiments and test hypotheses.

Electricity

Construct a circuit. Identify components and appliances.

Living things and their habitats: Classification keys. Food chains

Group according to characteristics.

Living things and their habitats: Changing environments.

Field work and habitat study

States of matter

Plan and test hypotheses including heating and cooling

Sort by properties

Animals including humans: , teeth, digestion.

Classify and explain functions of body parts

History

Turning points in British history WW2

Ancient Egyptians

Romans invasion of Britain.

Geography

Europe– A journey from London to Istanbul.

Map-work skills with an EU focus

The River Nile

Agriculture, climate and human influences.

Locality study of Rome

Local study and fieldwork

RE

Buddhism – Is it possible for everyone to be happy?

Christianity – symbolism

Buddhism – Could the Buddha’s teachings make the world a better place?

Christianity – Is forgiveness always possible for Christians?

Buddhism – What is the best way for a Buddhist to lead a good life?

Christianity – Do people need to go to church to show they are a Christian?

Art

Sketching trains with perspective. Klimt collage

Blitz collage

Ancient Egyption- papyrus leaf replica.

Sketching and Printing Rome 3D Cityscapes

Digital  media

Computing

Programming

Scratch

Database

Programming treasure hunt

E-safety

Networks

Multimedia

D/T

Electrical tree decoration Jinx structure

Mechanisms levers

Salad Making

Deconstruct, design and make a purse

Music

Glocks

Recorders : Christmas performance

Singing - Egypt composing Listening

Beat box exploring rhythm

Exploring singing and song structure

Explore pitch, pulse and performance

French

Where in the World

Where in the World

Our Sporting Lives

Our Sporting Lives

Holiday and Hobbies

Holiday and Hobbies

PE

Dodgeball

Netball

Dance

Hockey

Dance

Orienteering

Gym

Tag rugby

Circuits

            Cricket

Athletics

Tennis

S

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Electricity

Identify a number of common appliances and equipment use electricity.

Know the dangers of mains electricity and how to avoid them.

Understand that electricity will flow only when there is a complete loop of conducting material.

Construct simple circuits involving batteries

Know some materials let electricity flow through and others don’t

Recognise conductors and insulators

Incorporate a circuit into a technology model

Animals including Humans

Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

Identify that humans and some other animals have skeletons and muscles for support, protection and movement (Y3)

Materials

Introducing solids, liquids and gases

Identify materials as solids, liquids or gases

Begin to assign properties to different states of matter

Solids and liquids

Describe the properties of solids, liquids and gases

Know that solids consisting of very small pieces (e.g. sand) behave like liquids in some ways

Gases

Know that there are gases all around us but they are invisible

State the properties of gases

Melting and freezing

Know how to use a thermometer

Know that the same material can exist as both solid and liquid

Name the changes of state

Evaporation

Set up simple comparative and fair tests to establish the factors that affect evaporation

Record findings using simple scientific language, bar charts and/or tables

Use results to draw simple conclusions

The water cycle

Describe the water cycle in terms of changes of state

Sound

Introduction to sound

Associate sound with vibrating objects

Describe a range of ways of getting things to vibrate

Create sounds in a variety of ways

How we hear

Use their ears to listen to and identify sounds

Describe how the shape of our ears helps us hear

Describe the basic structure of the ear

Louder and quieter

Establish that sounds get fainter as the distance increases

Know that sound travels through solids and liquids as well as air

Associate loudness with stronger vibrations

Muffling Sound

Investigate the effectiveness of different materials to muffle sound

Changing Pitch

Understand what pitch is

Describe some ways of changing the pitch of a vibrating object

Making musical instruments

Use their knowledge of how sound is made to make and play a musical instrument

Living things and their Habitats

Using and making keys

Use a key to identify an unknown plant or animal

Understand how keys are constructed

Create a key to identify a number of plants or animals

Classification of animals – vertebrates and invertebrates

Describe the classification of vertebrates into fish, amphibians, reptiles, birds, and mammals

Identify the characteristics of each class

Correctly place unfamiliar vertebrates into one of these classes Describe the classification of invertebrates into snails/slugs, worms, insects, crabs and spiders

Plants and animals in the locality

Identify, using support materials where necessary, the common animals and plants in the local area

Recognise that these animals and plants vary widely but that they can be sorted into different groups

Recognise that environments can change and that this can sometimes pose dangers to living things. 

G
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G
R
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P

H
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Use maps, atlases, globes and digital mapping to locate countries and their features in Europe

Explain your own views about locations giving reasons. Compare and contrast a region of the UK to a region in Europe linked to a historical topic eg Romans – focusing on Rome.

Ask and answer geographical questions about human and physical features of places – Link back to the questions prompted around Rolleston.

Understand some of the reasons for geographical similarities and differences between countries.

Eight points of the compass

4 figure grid references

Make decisions on preference for human/physical features of places.

Begin to use conventional symbols to represent direction and for recording key features of a place.

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National Curriculum Expectations

The Roman Empire and its impact on Britain

A study of an aspect of a theme in British history that extends’ pupils knowledge beyond 1066 (non-statutory)– a significant turning point in British history – (world war 2)

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt

Events people and changes in the past

Know and understand about some of the main events, people and changes in the periods of time that they have studied.

Give reasons for main events and changes in time period studied using evidence to support

Recognise similarities  and differences between two time periods studied (Celts and Romans)

Chronological Understanding

Note connections and contrasts between two time periods studied (Celts and Romans)

Understand that a timeline can be divided into BC and AD

Order significant events and dates on a timeline

Establish a clear narrative within the time period studied

Understand how some historical time periods occurred concurrently in different locations Bronze age, Iron Age, Ancient Egypt, Ancient Rome

Develop the appropriate use of historical terms

Historical Enquiry

Regularly address and sometimes devise historically valid questions

Find answers from the past by using sources of information.

Historical Interpretation

Understand the difference between primary and secondary sources and evaluate their usefulness.

Know that people in the past represented events and ideas differently.

Look at different versions of the same event in history and identify differences.

Organisation and communication

Recall, select and organise historical information

Communicate their own understanding of the past in different ways e.g. writing, drama, debates, art, discussion, storytelling, computing

R

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Autumn 1

Buddhism – Is it possible for everyone to be happy?

Autumn 2

Christianity – What is the most significant part of the Nativity story for Christians today?

Spring 1

Buddhism – Could the Buddha’s teachings make the world a better place?

Spring 2

Christianity – Is forgiveness always possible for Christians?

Summer 1

Buddhism – What is the best way for a Buddhist to lead a good life?

Summer 2

Christianity – Do people need to go to church to show they are a Christian?

Green

Personal resonance with or reflection on

I can start to show an understanding of why people think it is difficult to be happy all of the time.

I can design a symbolic object to show the significance of Christmas or the Christmas holiday to me.

I can suggest why there are problems in the world and how people could help to solve them

I can give my opinion as to why showing forgiveness may be important and what sort of help I might need to show forgiveness.

I can describe/ identify the values and reasons that guide me to make my decisions.  I can also explain the consequence of making a different choice/ decision (not good).

I can explain some of the feelings my special place gives me and suggest why that is.

Blue

Knowledge and understanding

I can tell you some of the things Siddhatta did to try to be happy and explain why I think they didn’t work for him.

I can start to explain which Christmas symbols tell Christians something about the incarnation (Jesus being God on earth)

I can recall one of the Buddha’s stories and start to explain what he Buddha was teaching through it.

I can describe what a Christian might learn about forgiveness from a Biblical text.

I can describe how aspects of the 8 – fold path would help Buddhists know how to live good lives.

I can describe some of the ways Christians use churches to worship/ celebrate Holy Communion or participate in Baptism.

Red

Evaluation/ critical thinking to the enquiry question

I can begin to show an understanding of what being happy means to Buddhists (8 – fold path)

I can ask questions about what Christmas and the incarnation means to Christians and compare this with what it means to me.

I can give an example of how Buddhist could learn from this and put the teaching into practise to make the world a better place.

I can show an understanding of how Christians believe God can help them to show forgiveness.

I can start to tell you which aspects of the 8 – fold path might be hard to stick to for some Buddhists.

I can start to understand the impact a Christian’s special place has on him/ her.

COMPUTING

Programming

Communication

Digital Literacy

Scratch Coding (Europe Game)

Big  question

 Decompose the game

 Create algorithms to make the sprite move  in a given way

 Build an instruction Sprite using

 Debug the program  to remove any clitches/mistakes

 Play the game

2D Animation

Big  question

· Plan, Create, sequence, organise and improve a 2D animation using an ipad app to create a stop motion animation. Crop animation and link together Add narration. Share.

Common Sense Media Units

Big  question

·My Media choices

·Private and Personal Information

Our Online Tracks

Keeping games Fun and Friendly

Super Digital Citizen

Creator’s Rights and Responsibilities

Scratch Coding (Maths Quiz)

Big  question

· Use the given algorithms to produce a maths quiz which uses time constraints. Then use the skills learnt to create own topic. Science based quiz.

· Use the Modelling resources of Espresso (based on water use) to model/simulate and explore various scenarios.

Branching Data Base

Big  question

· Create an unplugged branching database with maths or science theme

· Create a computer-based version using powerpoint with YES/NO hyperlinks taking children to the next question. 

· Writing for a purpose

· Use Google Docs to create a collaborative piece of writing where children can use their own computer to collaborate on a document each writing a different section of a non-chron report linked to a current topic.

Digital Literacy

Big  question

· What does it mean if someone steals our identity? Computer Viruses - how can they be avoided?

· What happens when a search engine searches? Know what URLS mean  when searching? Efficient searching

· Teach children to use “sticky notes” to use to make notes when searching

ART

Exploring and Developing Ideas

Evaluating and Developing Work

Select and record from first hand observation, experience and imagination, and explore ideas for different purposes.

Question and make thoughtful observations about starting points and select ideas to use in their work – model in sketchbook

Explore the roles and purposes of artists, craftspeople and designers working in different times and cultures.

Discuss techniques used by artists and relate to own work

Compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.

Adapt their work according to their views and describe how they might develop it further.

Annotate work in sketchbook.

Drawing

Experiment with ways to represent figures and forms in movement.

Create moods through body language

Use sketchbooks to collect and record visual information from different sources.

Draw for a sustained period of time at an appropriate level.

Lines and Marks

Make marks and lines with a wide range of drawing implements e.g. charcoal, pencil, crayon, chalk pastels, pens etc.

Experiment with different grades of pencil and other implements to create lines and marks.

Form and Shape

Experiment with different grades of pencil and other implements to draw different forms and shapes.

Begin to show an awareness of objects having a third dimension.

Experiment with reflections.

Tone

Experiment with different grades of pencil and other implements to achieve variations in tone.

Apply tone in a drawing in a simple way.

Texture

Create textures with a wide range of drawing implements.

Apply a simple use of pattern and texture in a drawing.

Digital Media

Printing

Collage

Record and present visual information using digital cameras and video recorders

Combine graphics and text based on research of an artist Use a graphics package to create images and effects with;

Lines by controlling the brush tool with increased precision

Changing the type of brush to an appropriate style e.g. charcoal

Create shapes by making selections to cut, duplicate and repeat

Experiment with colours and textures by making an appropriate choice of special effects and simple filters to manipulate and create images for a particular purpose

Combine digital prints and artwork

Design and create printing blocks using a relief or impressed method

Print onto different surfaces

Create repeating patterns

Print with two/three colour overlays

Mosaic and montage by experiment with a range of collage techniques such as tearing, overlapping and layering to create images and represent textures

Cut accurately

Use collage as a means of collecting ideas and information and building a visual vocabulary

Combine visual and tactile elements

DT

Technical Knowledge

Textiles

Making products work: know how to use learning from science and mathematics to help design and make products that work  •know that materials have both functional properties and aesthetic qualities  •know that materials can be combined and mixed to create more useful characteristics  •know the correct technical vocabulary for the projects undertaken

Project 1: •know that a single fabric shape can be used to make a 3D textiles project - 2d shape to 3d product (Possible art link – big food / stuffed animals/glove puppet)

Mechanisms

Making products work: know how to use learning from science and mathematics to help design and make products that work  •know mechanical and electrical systems have an input, process and outcome •know the correct technical vocabulary for the projects undertaken

•know how simple electrical circuits and components can be used to create functional products •know how to program a computer to control their products

Project 2:

Electrical system – simple circuits and switches including programming and control

(series circuits using switches, bulbs, buzzers and motors).

Structures:

Materials & Construction

Making products work:

Cooking and Nutrition

Where food comes from:

Understand and apply the principles of a healthy and varied diet. • Prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source •know how to use a range of cooking techniques – peeling, chopping, slicing, grating, mixing, spreading, kneading, baking • Understanding seasonality and know where and how a variety of ingredients are grown, reared, caught and processed

Food preparation, cooking and nutrition: 

know that food ingredients can be fresh, prepacked and processed •know that a healthy diet is made up from a variety and balance of different food and drink, as depicted in The Eat Well Plate •know that to be active and healthy, food and drink are needed to provide energy for the body

Project 3:  Healthy snack

Year 4 Music

Core skills:

1.              Recognise & explore how sounds can be combined & used expressively.

2.             Sing in tune rhythmically and expressively, performing with a limited range of notes (approx. 1 octave) with increased control.

3.              Improvise repeated patterns, combine layers of sound with  awareness of the effect.

4.              Recognise how musical elements (dynamics, pitch, tempo, duration) are combined and used expressively to create effects

5.              Begin to recognise and use notations on a stave (linked to learning to play an instrument)

6.              Use own notation to record musical compositions in small groups and individually (either as musical notation on a stave or as symbols)

7.              Improve work by commenting on the intended effect.

8.              Explain why silence/pauses are needed in music, use this effect in compositions

9.              Listen to music and identify the different purposes.

10.            Experiment with different ways of producing sounds with voice, instruments, 'body' sounds (tapping, clapping, stamping), and simple music technology (Audacity, Isle of Tune, GarageBand, Loopseque)

11.             Listen with increased concentration, responding  appropriately to a variety of live and recorded music, making statements and observations about the music and through movement, sound-based and other creative responses.

12.            In compositions demonstrate increased understanding and use of basic musical elements (pitch, duration, dynamics, tempo) as appropriate related  to a specific music context (e.g. graduation of  sound – getting louder, softer, higher, lower, faster, slower).

13.            Demonstrate understanding of the differences  between pulse and rhythm through physical  movement, playing, singing.

14.            Demonstrate an awareness of the need for good posture and diction whilst singing to maintain a pleasing sound.

15.            Begin to understand how changes in pitch can be shown on a stave (through learning an instrument learn the notes on a stave)

Term

Aut 1

Aut2

Spring 1

Spring 2

Summer 1

Summer 2

Skills covered

3,5,7,8,10,13, 15

2, 7, 14

1,2,3,6,7,8,9,10,12

1,3,4,6,7,8,10, 13

1,2,4,8,9,11,13, 14

1,2,3,4,7,9,11,13, 14

Planning

Charanga: Glockenspiel Stage 1/2

Notes covered: C D E F G

Christmas performance - Silent Night on recorders undeliverable in 2020 due to COVID restrictions

Complete listening map: A Christmas song of your choice (genre: pop)

Charanga Freestyle: Ancient Egypt. (linked to English)

Listening and performing songs about Egypt.  Composition based on the journey/discovery by Howard Carter of Tutankhamen.

Music Express 4 CD: Beat Box. Exploring rhythm.

Upload Copy of planning in Subject Leaders Resources folder pls

Optional unit: Charanga: Mamma Mia (Autumn 1) and Benjamin Britten – Cuckoo (spring 2 previous scheme)  Exploring singing and song structure.

Complete listening map: Mamma Mia & Cuckoo (Comparing different genres of music.)

Mamma Mia Step 2: Glocks as performance.

Charanga: Revisit, Rewind, replay (summer 2) Composition focus using Music explorer through Charanga using glocks

Explore pitch, pulse and performance.

Complete listening map: La Quinta Estampie Real (anon 13th C) – genre: Early music (step 1)

Year 4

Autumn 1

Autumn 2

PSHE - Big Questions

What strengths, skills and interests do we have ?

How do we treat each other with respect? 

• how to recognise personal qualities and individuality 

• to develop self-worth by identifying positive things about themselves and their achievements 

• how their personal attributes, strengths, skills and interests contribute to their self-esteem 

• how to set goals for themselves 

• how to manage when there are set-backs, learn from mistakes and reframe unhelpful thinking

• how people’s behaviour affects themselves and others, including online 

• how to model being polite and courteous in different situations and recognise the respectful behaviour they should receive in return 

• about the relationship between rights and responsibilities 

• about the right to privacy and how to recognise when a confidence or secret should be kept (such as a nice birthday surprise everyone will find out about) or not agreed to and when to tell (e.g. if someone is being upset or hurt) 

• the rights that children have and why it is important to protect these 

• that everyone should feel included, respected and not discriminated against; how to respond if they witness or experience exclusion, disrespect or discrimination 

• how to respond to aggressive or inappropriate behaviour (including online and unwanted physical contact) – how to report concerns

Spring 1

Spring 2

How can we manage our feelings?

How will we grow and change?

• how everyday things can affect feelings 

• how feelings change over time and can be experienced at different levels of intensity 

• the importance of expressing feelings and how they can be expressed in different ways 

• how to respond proportionately to, and manage, feelings in different circumstances 

• ways of managing feelings at times of loss, grief and change 

• how to access advice and support to help manage their own or others’ feelings

• about puberty and how bodies change during puberty, including menstruation and menstrual wellbeing, erections and wet dreams 

• how puberty can affect emotions and feelings 

• how personal hygiene routines change during puberty 

• how to ask for advice and support about growing and changing and puberty 

Summer 1

Summer 2

How can our choices make a difference to others and the environment? 

How can we manage risk in different places?

• how people have a shared responsibility to help protect the world around them 

• how everyday choices can affect the environment 

• how what people choose to buy or spend money on can affect others or the environment (e.g. Fairtrade, single use plastics, giving to charity) 

• the skills and vocabulary to share their thoughts, ideas and opinions in discussion about topical issues 

• how to show care and concern for others (people and animals) 

• how to carry out personal responsibilities in a caring and compassionate way

• how to recognise, predict, assess and manage risk in different situations 

• how to keep safe in the local environment and less familiar locations (e.g. near rail, water, road; fire/firework safety; sun safety and the safe use of digital devices when out and about) 

• how people can be influenced by their peers’ behaviour and by a desire for peer approval; how to manage this influence 

• how people’s online actions can impact on other people 

• how to keep safe online, including managing requests for personal information and recognising what is appropriate to share or not share online 

• how to report concerns, including about inappropriate online content and contact 

• that rules, restrictions and laws exist to help people keep safe and how to respond if they become aware of a situation that is anti-social or against the law 

Year 4

Grammar coverage

gender / imperative verbs / conjunctions / present tense

Listening

Chn can understand and respond personally to a wider range of familiar spoken words and short phrases.

Eg. Basic phrases concerning

naming countries

sports and hobbies

giving simple opinions

Speaking

Chn will be able to:

Answer simple questions and give a personal response about basic information and– e.g.

naming countries

sports and hobbies

giving simple opinions

Reading

Chn will be able to:

Understand and pick out the main points in familiar written phrases with the help of growing word lists - e.g.

naming countries

sports and hobbies

giving simple opinions

Writing

Chn will be able to:

Write one or two short sentences to a model and fill in the words on a simple form- e.g.

naming countries

sports and hobbies

giving simple opinions