· Web viewAutumn 1. Autumn 2. Spring 1. Spring 2. Summer 1. Summer 2. Theme. The Stone Age....

Year Four Post Covid Curriculum Recovery

Sequential, Purposeful and Spiritual Curriculum PlannerLearning that will require greater time to recover due to missed learning during school closure.

Consideration that children had a prolonged period out of school and retention of previously taught objectives must be factored into teaching and learning.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2Theme The Stone Age Maintaining The Environment Our Locality

R.E. The Bible

Bible, Abraham, Moses, David, Jonah, Old Testament, New

Testament, Word of God,

inspired, all-powerful, trust, faith

KNOWLEDGE SEQUENCE

• The Bible tells us about God and his love

for us.• The Bible is a sacred book, containing Holy Scripture and is split

into two parts – The OldTestament and The

New Testament.• The Old Testament is

the first part of the Bible, which tells of the relationship betweenthe Jewish people and

God.• The New Testament

tells of God’s relationship with us,

Trust in God

Faith, trust, saints, Temple, Zechariah, John

the Baptist, Angel Gabriel, promises, Mary,

grace, handmaid, Joseph, conceived, Holy Spirit, King Herod, Son

of God, Bethlehem,saviour, nativity.

KNOWLEDGE SEQUENCE• Trust in God, and each other, is integral to our beliefs as Christians.• Key figures, such as Zechariah, Mary and Joseph, placed their trust in God, despiteunderstanding the

challenges this would bring.

• In our own lives, we face the same

challenges of trust, like the Holy Family.

Celebrating the Mass

Sunday, Sabbath, Bible, Resurrection, Eucharist, Mass, Church, Catholics, God’s Word,

HolyCommunion, praise, offertory, Gloria, Gospel, Bidding Prayers

(Prayer of the Faithful),forgive, Lamb of God, Body of

Christ, Blood of Christ, tabernacle, genuflect, Holy

Week,Holy Thursday, Good Friday,

Easter Sunday

KNOWLEDGE SEQUENCE• Holy Mass is central to the life

of a Catholic.• Holy Mass takes places on a Sunday and the significance of

this day.• The Mass has a clear

structure, with set responses and prayers.

• A Church contains key features, including the Altar, Tabernacle, Sanctuary Lamp,

Crucifix,Statue or Stained Glass

Jesus the Saviour

Man, God, saviour, Son of God, miracle,

resurrection, sacrament, Lamb of God, Palm

Sunday, Messiah, king, Romans, Holy Thursday,

Passover meal, Last Supper, Gethsemane,betray, Good Friday, Easter Sunday, tomb,

risen

KNOWLEDGE SEQUENCE• Jesus came from God to share our life so that we can share in the life of

Jesus.• Holy Week is the

culmination of the earthly life of Jesus and is at the

centre of Christianbelief.

• Holy Week has a structure of events - Palm Sunday, Holy Thursday,

Good Friday, EasterSunday.

• The days within Holy

Missed topic of Being a Christian in Y3.

Additional pre-teaching required.

The Early Christians

Jesus, Mission, Good News, disciples, Sea of

Galilee, fishermen, Peter, appears,

resurrection, keys of the Kingdom, authority,

Ascension, heaven, promise, Holy Spirit,

Pentecost, tongues of fire, wind, Church,

Upper Room, Stephen, arrest, martyr, stoning,Pope, Rome, Saul, Paul, persecute, conversion,

missionary

KNOWLEDGE SEQUENCE

• Jesus entrusted his followers to tell

everyone the good news (his mission).

• Peter was chosen by

The Church

Church, Jesus, Son of God, Mass, Holy

Communion, Pope, Peter, Bishop, diocese,

parishes,churches, priest,

Baptism, Creed, Father, Son, Holy Spirit, Church’s Year

KNOWLEDGE SEQUENCE

• The people who follow Jesus and are

called Christians belong to the Churchcommunity.

• The importance of identity and

commitment, and relate this to the

Sacrament ofBaptism and the Creed.• Recognise their role and the role of others in the Mission of the

Church

through Jesus.• The Bible is split into books, chapters and

verses - develop research skills by

finding Biblereferences from the Old

and New Testament.• know the stories of

Abraham, Moses, David, Joseph and

Jonah and what they can teach

us

Windows, Lectern and Priest’s Chair

Week have an individual meaning and significance

and show whatJesus came to do.

• There are significant signs within Holy Week

(Paschal Candle, Crucifix, Crown of Thorns,

Tomb etc.)• The Stations of the

Cross, within a Church, tell the story of Jesus’

journey to Calvary.• We, too, can journey with Christ, through the

Stations.

Jesus to be the leader of the disciples, the first Pope. They will

alsolearn about Stephen,

the first Christian martyr and the

conversion of St. Paul.• The feast of

Pentecost and reflect on the importance of the Holy Spirit in their

lives.• We are called to

change, like the early Christians.

• The virtue of ‘faith’ is central to the belief of all Christians, from the

early church, topresent day.

Other Faiths

Sikhism – Signs and symbols Sikhism – Places of worship Sikhism - Festivals

PHSE & RSE

Physical health and wellbeing: What is important to me?Pupils learn:o why people may eat

or avoid certain foods (religious, moral, cultural or health reasons)

o about other factors that contribute to people’s food choices (such as ethical farming, fair trade and seasonality)

o about the importance of getting enough sleep

Drug, alcohol and tobacco education: Making choicesPupils learn:o that there are drugs

(other than medicines) that are common in everyday life, and why people choose to use them

o about the effects and risks of drinking alcohol

about different patterns of behaviour that are related to drug use

Identity, society and equality: DemocracyPupils learn:o about Britain as a

democratic societyo about how laws are made

about the local council

Keeping safe and managing risk: Playing safePupils learn:o how to be safe in their

computer gaming habits

o about keeping safe near roads, rail, water, building sites and around fireworks

about what to do in an emergency and basic emergency first aid

procedures

Keeping safe and managing risk: Playing safePupils learn:o how to be safe in

their computer gaming habits

o about keeping safe near roads, rail, water, building sites and around fireworks

about what to do in an emergency and basic emergency first aid

procedures

RSE

MindMate Feeling Good and Being Me

Friends and Family Life Changes Strong Emotions Being the Same and Being Different

English Cold writing task to assess where children’s

Chd to be able to use the following

Chd to be able to use the following terminology:




areas to develop and strengths are following school closure.

Chd to be able to use the following terminology: noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense, apostrophe, comma.

Spelling & Transcription

To know the spelling rules listed in N.C

Appendix one (link at bottom) for Y4.

Prefixes & Suffixes: Prefixes

in im il ir sub inter super auto anti

Suffixes -ation -ous -tion -sion -ssion -cian

Morphology word and sentence play with root words, suffixes

terminology: noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense, apostrophe, comma.







Morphology word and sentence play with root words,

suffixes and prefixes

Creation of compound words using two words

combined. Use of etymology

to create word

noun, noun phrase, statement, question, command, compound word, suffix, adjective, adverb, verb, past & present tense, apostrophe, comma.

Spelling & TranscriptionTo know the spelling rules

listed in N.C Appendix one (link at bottom) for Y4.




Morphology word and sentence play with root

words, suffixes and prefixes


combined. Use of etymology to create word families from root words using prefixes

and suffixes. Silent letters : Use word

play to identify & spell words with silent letters

such as g, k, t,b Homophones: Understand








Morphology word and sentence play with root words,

suffixes and prefixes



to create word families from root








Morphology word and sentence play with root words, suffixes and prefixes



to create word








Morphology word and sentence play with root words, suffixes and prefixes



to create word

and prefixes Creation of compound words using two words


to create word families from root

words using prefixes and

suffixes. Silent letters :

Use word play to identify & spell

words with silent letters such as

t,b,g, k Homophones:

Understand the alternate

meaning and spellings for

homophone pairs and trios. Use

them correctly in writing,

particularly common ones

like there/their, we’re/wear/were/

where. Dictionary skills

Use the first two letters of a word to find its meaning in a dictionary.

Spell words with contracted forms

Spell using the singular possessive apostrophe e.g. girl’s

Handwriting Use diagonal and

horizontal strokes to join all letters in the

families from root words using prefixes and

suffixes. Silent letters : Use

word play to identify & spell

words with silent letters such as

t,b,g, k Homophones:

Understand the alternate meaning and spellings for homophone pairs

and trios. Use them correctly in

writing, particularly

common ones like there/their,

we’re/wear/were/ where.

Dictionary skills Use the first two letters of a word to find its meaning in a dictionary.




horizontal strokes to join all letters in the handwriting scheme.

Know which letters are break letters

within the scheme and do not need to

be joined. Use the correct

spacing between letters and words

the alternate meaning and spellings for

homophone pairs and trios. Use them correctly

in writing, particularly common ones like

there/their, we’re/wear/were/ where.

Dictionary skills Use the first two letters of a word to find its meaning in a dictionary.



Handwriting Use diagonal and horizontal

strokes to join all letters in the handwriting scheme.

Know which letters are break letters within the

scheme and do not need to be joined.

Use the correct spacing between letters and words

CompositionTo use the plan> draft> edit &

evaluate> proof read> neat write model to create a finished piece of work.

Elements of this can be used individually or can be

combined. Vocabulary

To use the relevant curricular linked

vocabulary to their topic areas

To use word banks modelled by their

teachers To use simplified modelled versions of a

thesaurus Grammar

words using prefixes and

suffixes. Silent letters : Use

word play to identify & spell

words with silent letters such as g, k,

t, b Homophones:

Understand the alternate meaning and spellings for homophone pairs

and trios. Use them correctly in writing,

particularly common ones like

there/their, we’re/wear/were/

where. Dictionary skills Use the first two letters of a word to find its meaning in a dictionary.





Know which letters are break letters within the scheme and do

not need to be joined. Use the correct


CompositionTo use the plan> draft> edit & evaluate> proof




words with silent letters such as g,

k, t, b Homophones:



















words with silent letters such as g,

k, t, b Homophones:
















handwriting scheme.





CompositionTo use the plan>

draft> edit & evaluate> proof read>

neat write model to create a finished piece of work. Elements of

this can be used individually or can be

combined. Vocabulary To use the

relevant curricular linked vocabulary to

their topic areas To use word banks modelled by their teachers

To use simplified modelled

versions of a thesaurus

GrammarRe-read their own work and be able to identify if it isn’t grammatically accurate and make the

necessary changes where needed.

Q: ‘Does it make sense?’

Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.

CompositionTo use the plan> draft> edit & evaluate> proof read> neat write model

to create a finished piece of work. Elements

of this can be used individually or can be


relevant curricular linked vocabulary

to their topic areas


teachers To use simplified

modelled versions of a thesaurus

GrammarRe-read their own work and be able to identify if

it isn’t grammatically accurate and make the


Q: ‘Does it make sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.

Understand possessive pronouns and know why these don’t have apostrophes.

Understand different sentence types and how to define them: question/ command/ statement/ exclamation.

Use expanded noun phrases to describe a

Re-read their own work and be able to identify if it isn’t

grammatically accurate and make the necessary changes

where needed. Q: ‘Does it make sense?’




Use expanded noun phrases to describe a noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.

Use paragraphs to organise ideas in their writing.

Use pronouns to avoid repetition.

Punctuation To know and understand how

to use the following punctuation marks in a variety

of written formats: full stop, capital letters to start a sentence & for proper nouns, exclamation marks, question

marks, speech marks, commas in lists and apostrophes to

mark possession and contractions.

Use a colon to introduce a list.Use bullet points within a list of items in formats that require it.

Use the apostrophe for possession in both regular and

read> neat write model to create a finished piece of work. Elements of this can be used individually

or can be combined. Vocabulary

To use the relevant curricular linked

vocabulary to their topic areas


teachers To use simplified

modelled versions of a thesaurus

GrammarRe-read their own work and be able to identify if

it isn’t grammatically accurate and make the


Q: ‘Does it make sense?’Use co-ordinating (or, and, but) and subordinating (because, if) conjunctions to join clauses.




Use paragraphs to
















Understand different sentence types and
















Understand different sentence types and





Punctuation To know and

understand how to use the following

punctuation marks in a variety of written

formats: full stop, capital letters to start a sentence &

for proper nouns, exclamation marks,

question marks, speech marks, commas

in lists and apostrophes to mark

possession and contractions.Use a colon to

introduce a list.Use bullet points within

a list of items in formats that require it. Use the apostrophe for

noun. Be able to find the adjective & noun within the phrase. Apply these at sentence level.





formats: full stop, capital letters

to start a sentence & for proper nouns,

exclamation marks, question marks, speech marks, commas in lists

and apostrophes to mark possession and

contractions.Use a colon to introduce

a list.Use bullet points within a list of items in formats

that require it. Use the apostrophe for

possession in both regular and irregular

(children, mice) words.Brackets for parenthesis.

Commas to separate a main and subordinate

clause.

Text TypesFiction

Diary of a stone age person

(History)Non Fiction

Advert for stone age tool presentations

irregular (children, mice) words.

Brackets for parenthesis. Commas to separate a main

and subordinate clause. Use commas after fronted

adverbials. Begin to use the correct

punctuation within speech for reporting clauses (comma after

the reporting clause).

Text TypesFictionMystical creatures descriptionsChoose your own adventure stories Non FictionChronological report – Romans(History)

organise ideas in their writing.


Punctuation To know and understand how to use the following punctuation marks in a

variety of written formats:

full stop, capital letters to start a sentence & for

proper nouns, exclamation marks,

question marks, speech marks, commas in lists

and apostrophes to mark possession and contractions.

Use a colon to introduce a list.

Use bullet points within a list of items in formats

that require it. Use the apostrophe for


(children, mice) words.Brackets for parenthesis. Commas to separate a main and subordinate

clause. Use commas after fronted adverbials.

Begin to use the correct punctuation within

speech for reporting clauses (comma after the

reporting clause).

Text TypesFictionNarrative from the perspective of an animal impacted by

how to define them: question/ command/ statement/ exclamation.









question marks, speech marks, commas in lists and apostrophes to mark possession and

contractions.Use a colon to





Commas to separate a

how to define them: question/ command/ statement/ exclamation.









question marks, speech marks, commas in lists

and apostrophes to mark possession and

contractions.Use a colon to





Commas to separate a



Commas to separate a main and subordinate

clause.

Text TypesFictionNarrative linking to Lost Words (focus on descriptive language)Non FictionFood project recount (DT)Poetry Lost Words /nature

(History)Poetry

Christmas Poems

environmental change (Geography)Non FictionEnvironmental impact newspaper report (Geography and Science)Poetry Easter themed in RE

main and subordinate clause.

Use commas after fronted adverbials. Begin to use the

correct punctuation within speech for reporting clauses (comma after the reporting clause).

Introduce commas and dashes for parenthesis when confident with

the

Text TypesFictionAdventure narrative (inspired by David Walliams)Non FictionNon chronological report on sound (Science)

main and subordinate clause.

Use commas after fronted adverbials. Begin to use the

correct punctuation within speech for reporting clauses (comma after the reporting clause).

Text TypesFictionLetter to/from future/ past residents of Rothwell (Geography/ History) Use topic box!Non FictionPersuasive writing to the council – changes to Rothwell(Geography/ History)

PoetryPerformance poetry

Reading Phonics and decoding:To apply their growing knowledge of root words and suffixes/word endings, including -ation,-ly, -ous, -ture, -sure, -sion,-tion, -ssion and -cian, to begin to read aloud.To read most words fluently and attempt to decode any unfamiliar words with increasing speed and skill.

Common exception words:To begin to read Y3/Y4 exception words.

Comparing, contrasting and commenting:To discuss and compare texts from a wide variety of genres and writers reflecting on vocabulary used, structure and overall themes.To read for a range of purposes.

Words in context and authorial choices:Discuss vocabulary used to capture readers’ interest and imagination.

Phonics and decoding:To apply their knowledge of root words, prefixes and suffixes/word endings to read aloud fluently.

Common exception words:To recognise and read Y3/Y4 exception words.

Comparing, contrasting and commenting:To read for a range of purposes in class and for pleasure.To identify how language, structure and presentation contribute to meaning and the impact on the reader.To identify themes and conventions in a wide range of books.

Words in context and authorial choices:Discuss vocabulary used to capture readers’ interest and imagination for a given purpose.

Inference and prediction:To draw inferences from characters’ feelings, thoughts and motives that justifies their actions, supporting their views with evidence from the text.

Common exception words:To read all Y3/Y4 exception words, discussing the unusual correspondences between spelling and these occur in the word.

Comparing, contrasting and commenting:To read for a range of purposes in class and for pleasure developing a preference and opinion.To refer to authorial style, overall themes (e.g. triumph of good over evil) and features (e.g. greeting in letters, a diary written in the first person or the use of presentational devices such as numbering and headings).

Words in context and authorial choices:To discuss vocabulary used by the author to create effect including figurative language.

Inference and prediction:To justify predictions from details stated and implied.

Inference and prediction:To draw inferences from characters’ feelings, thoughts and motives.

Poetry and performance:To recognise and discuss some different forms of poetry (e.g. free verse or narrative poetry).

Non-fiction:To use all of the organisational devices available within a non- fiction text to discuss information.To use dictionaries and thesaurus to check the meaning of words that they have read.Begin to scan non-fiction pages tofind a relevant section of a texts.

To draw inferences from characters’ feelings, thoughts and motives that justifies the characters actions.

Poetry and performance:To perform poems and play scripts with appropriate techniques (intonation, tone, volume and action) to show awareness of the audience when reading aloud.

Non-fiction:To use all of the organisational devices available within a non- fiction text to retrieve, record and discuss information.To confidently use dictionaries and thesaurus to check the meaning of words that they have read.

Continue to develop text scanning to find a relevant section of a text.

Poetry and performance:To prepare and perform poems and play scripts with appropriate techniques (intonation, tone, volume and action) to show awareness of the audience when reading aloud.

Non-fiction:To use all of the organisational devices available within a non- fiction text to retrieve, record and discuss information giving an opinion on their findings.To use dictionaries and thesaurus to check the meaning of words that they have read. Use text marking to support retrieval of information or ideas from texts

Fictional Texts

(non-fiction chosen from

school library and

library service)

Suggested Alternative Texts:The Witches

Alice’s Adventures in Wonderland Peter Pan

The Iron Man Fortunately the Milk

Cloud BustingThe Lion, The Witch and the Wardrobe

Maths Number – Place ValueRound to the nearest 10 and 100Count in 1,000s1,000s, 100s, 10s and 1sPartitioning on a number line to 10,0001,000 more or lessCompare numbersOrder numbers Round to the nearest 1,000Count in 25sNegative numbers

Retest fluency phases to ensure rigor and no lost learning.Number – Addition and Subtraction Add and subtract 1s,

Number – Multiplication and Division Multiply by 10, 100Divide by 10, 100Multiply by 1 and 0Divide by 1Multiply and divide by 66 times-table and division factsMultiply and divide by 99 times-table and division factsMultiply and divide by 77 times-table and division facts

Number – multiplication and division11 and 12 times-tableMultiply 3 numbersFactor pairs

Measurement – Area (Revisit Y3 length and perimeter: Measure, compare, add and subtract; lengths (m, cm, mm); mass (kg/g); volume/capacity (l/ml).Measure the perimeter of simple 2d shapes.)What is area?Counting squaresMaking shapesComparing area

Decimals Make a wholeWrite decimalsCompare decimalsOrder decimalsRound decimalsHalves and quarters

Consolidation

DecimalsRecognise tenths and hundredthsTenths as decimalsTenths on a place value gridTenths on a number lineDivide 1 digit by 10Divide 2 digits by 10HundredthsHundredths as decimalsHundredths on a place value gridDivide 1 or 2 digits by 100

Measure – money(revisit Y3 objectives: Add and subtract amounts of money to give change using both £ and p in practical contexts.)

This topic was missed in Y3 – additional pre-teaching required (suggested time 1 week)Geometry – properties of shape(revisit of Y3 objectives:Recognise angles as a property of shape or a description of a turn.

Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle.

Measure – time Hours, minutes and secondsYears, months, weeks and daysAnalogue to digital – 12 hourAnalogue to digital – 24 hour

Statistics(Consolidation of Y3 objectives: Interpret and present data using bar charts, pictograms and tables.Solve one-step and two-step questions (for example how many more? And how many fewer?) using information presented in scaled bar chats and

10s, 100s and 1000sAdd two 4-digit numbers with and without an exchangeAdd two 4-digit numbers – more than one exchangeSubtract two 4-digit numbers – with and without an exchangeSubtract two 4-digit numbers – more than one exchangeEfficient subtractionEstimate answersChecking strategies

Measurement – length and perimeter Kilometres(condense time due to time required for additional fraction work)Perimeter on a gridPerimeter of a rectanglePerimeter of rectilinear

shapes

Efficient multiplicationWritten methodsMultiply 2-digits by 1-digitMultiply 3-digits by 1-digitDivide 2-digits by 1-digit Correspondence problems

Equivalent fraction from Y3 scheme will need to be revised as taught during home learning (suggested time 1week)FractionsWhat is a fraction?Equivalent fractions Fractions greater than 1Count in fractionsAdd 2 or more fractionsSubtract 2 fractionsSubtract from whole amountsCalculate fractions of a quantity

Problem solving – calculate quantities

Pounds and penceOrdering amounts of moneyUsing rounding to estimate money

Four operations

Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

Draw 2-D shapes and make 3-D shapes using modelling materials.

Recognise 3-D shapes in different orientations and describe them.)

Identify anglesCompare and order anglesTrianglesQuadrilateralsLines of symmetryComplete a symmetric figure

Geometry – position and directionDescribe positionDraw on a gridMove on a gridDescribe a movement on a grid

pictograms and tables.)Interpret chartsComparison, sum and differenceIntroducing line graphs

Line graphs

Science Magnets unit missed in Y3 – this is not covered in Y4 and will need to be covered – suggest 6.5 hours of teaching to cover this.

Electricity KnowledgeIdentify common appliances that run on electricityConstruct a simple series circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

Animals including HumansKnowledgeDescribe the simple functions of the basic parts of the digestive system in humans.Identify the different types of teeth in humans and their simple functions.Construct and interpret a variety of food chains, identifying producers, predators and preySkillsAsking Questions-Asking relevant questions and using

States of MatterKnowledgeCompare and group materials together, according to whether they are solids, liquids or gasesObserve that some materials change state then they are heated or cooled, and measure or research the temperature at which this happens in degrees CelsiusIdentify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperatureSkillsAsking Questions-Asking relevant questions and

Living things and their HabitatsKnowledgeRecognise that living things can be grouped in a variety of ways.Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.Recognise that environments can change and that this can something pose dangers to living things(Geography - link)Skills

SoundKnowledgeIdentify how sounds are made, associating some of them with something vibratingRecognise that vibrations from sounds travel through a medium to the earFind patterns between the pitch of a sound and features of the object that produced itFind patterns between the volume of a sound and the strength of the vibrations that produced it

Electricity KnowledgeIdentify common appliances that run on electricityConstruct a simple series circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzersIdentify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a batteryRecognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a series circuitRecognise some common conductors and insulators, and associate metals with being good conductors

SkillsAsking Questions-Asking relevant questions and using different types of scientific enquiries to answer them.-Setting up simple practical enquiries, comparative and fair testsMeasuring and Recording -Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.-Gathering, recording, classifying and presenting data in a variety of ways to help in answering questionsRecording findings

different types of scientific enquiries to answer them.Measuring and Recording -Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.-Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.Concluding -Identifying differences, similarities or changes related to simple scientific ideas and processes -Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions -Using straightforward scientific evidence to answer questions or to support their findings.Evaluating -Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

Vocabularytransmit, medium, air, water, solid, vibrations, source, sound waves,

particles, travel

using different types of scientific enquiries to answer them.-Setting up simple practical enquiries, comparative and fair testsMeasuring and Recording -Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.-Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.Concluding -Identifying differences, similarities or changes related to simple scientific ideas and processes -Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions -Using straightforward scientific evidence to answer questions or to support their findings.Evaluating -Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questionsVocabularyProperties, states, particles,solids, liquids and gases.Melting point, freezing point, Condensation, evaporation, precipitation, melting, freezingPrediction, Experiment,

Asking Questions-Asking relevant questions and using different types of scientific enquiries to answer them.-Setting up simple practical enquiries, comparative and fair testsMeasuring and Recording -Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.-Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.Concluding -Identifying differences, similarities or changes related to simple scientific ideas and processes -Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions -Using straightforward scientific evidence to answer questions or to support their findings.Evaluating -Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

VocabularyOrganism, sort, group, criteria, Venn diagram, Carroll diagram.

Recognise that sounds get fainter as the distance from the sound source increasesSkillsAsking Questions-Asking relevant questions and using different types of scientific enquiries to answer them.-Setting up simple practical enquiries, comparative and fair testsMeasuring and Recording -Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.-Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.-Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.Concluding -Identifying differences, similarities or changes related to simple scientific ideas and processes -Reporting on findings from enquiries, including oral and written explanations, displays or

Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a series circuitRecognise some common conductors and insulators, and associate metals with being good conductors

SkillsAsking Questions-Asking relevant questions and using different types of scientific enquiries to answer them.-Setting up simple practical enquiries, comparative and fair testsMeasuring and Recording -Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.-Gathering, recording, classifying and presenting data in a variety of ways to help in answering questionsRecording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.Concluding -Identifying differences,

using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.Concluding -Identifying differences, similarities or changes related to simple scientific ideas and processes -Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions -Using straightforward scientific evidence to answer questions or to support their findings.Evaluating -Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions Vocabulary

Conductor, Insulatorcircuit, wires, blub, motor, battery, cell, switch, plug, mains, appliance, crocodile clip, flow, current, energy

conclusion, variables Measure

Characteristic, classification, key,

Endangered, extinct, conservation.

presentations of results and conclusions -Using straightforward scientific evidence to answer questions or to support their findings.Evaluating -Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

VocabularyPitch, tempo, tone, volume, soft, low, high, rhythm, pace

similarities or changes related to simple scientific ideas and processes -Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions -Using straightforward scientific evidence to answer questions or to support their findings.Evaluating -Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions Vocabulary

Conductor, Insulatorcircuit, wires, blub, motor, battery, cell, switch, plug, mains, appliance, crocodile clip, flow, current, energy

History Revision of ancient civilisations and where these fall on a timeline. Comparison of where this topic would sit. Stone Age(overview study)NC Objective -late Neolithic hunter-gatherers and early farmers, for example, Skara Brae Understanding times lines What was life like? looking at time lines)

(English)

Romans: Boudicca’s Rebellion(depth study)NC Objective -British resistance, for example, Boudicca -A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day

Understanding times lines (looking at Roman invasion of

Local History : Suffrage NC objective A local history study -a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)

What was the suffrage movement? Who were the suffragettes in Leeds? What impact did they have? Women

getting the vote Impact on society today

Food (animals, hunting and gathering) Clothing (DT) Study of an archaeological site (sources

interpreting information) (Reading)

Describe changes in Britain from the Stone Age to the Iron Age (Understanding of events, people and changes) YEAR 6

Appropriate use of historical termsSkara BraeUse an increasing range of common words and phrases relating to the passing of time (Chronological understanding) Year 3Describe memories of key events in his/her life using historical vocabulary (Chronological understanding) Year 3Use historic terms related to the period of study. (Chronological understanding)

UK) Invasion on maps (geography links) Who the Celts were: Boudicca (contrasting sources)

(Reading) Depth study of her rebellion Culturally how it impacts on us today

Describe the Roman Empire and its impact on Britain (Understanding of events, people and changes) YEAR 6

Appropriate use of historical termsCelts, romans, legion, invasion, Boudicca, Iceni, empire, pay taxes/ tribunes Use an increasing range of common words and phrases relating to the passing of time (Chronological understanding) Year 3Describe memories of key events in his/her life using historical vocabulary (Chronological understanding) Year 3Use historic terms related to the period of study. (Chronological understanding)

Appropriate use of historical termsSuffrage, rights, vote Use an increasing range of common words and phrases relating to the passing of time (Chronological understanding) Year 3Describe memories of key events in his/her life using historical vocabulary (Chronological understanding) Year 3Use historic terms related to the period of study. (Chronological understanding)

Resources: https://www.yorkshirepost.co.uk/news/the-leeds-suffragettes-who-valiantly-fought-for-women-s-

right-to-vote-1-9202410

Geography

Locational Knowledge: Describe and understand biomes and climate zones. UK and its place in the world Recognise the different shapes of continents. Identify where countries are within Europe; including Russia.

Place KnowledgeKnow about the wider context of places - region, country.Understand why there are similarities and differences between places.

Human and physical geography:Types of settlement and land use

Geographical skills and fieldworkMeasure straight line distances using the appropriate scale. Introduction of co-ordinates and grid references: Explore features on OS maps using 6 figure grid references. Draw accurate maps with more complex keys.Understand and use a widening range of geographical terms e.g. specific topic vocabulary - contour, height, valley, erosion, deposition,

Locational Knowledge: Recognise that people have differing quality of life living in different locations and environments. Impact of environmental change on living things and where/how people live Explore weather patterns around parts of the world.

Place KnowledgeUnderstand why there are similarities and differences between places.

Human and physical GeographyExploring the impact and power of weather and waterDescribe how people have been affected by changes in the environment.Explain about key natural resources e.g. water in the locality.

Geographical skills and fieldworkPlan the steps and strategies for an enquiry.Understand and use a widening range of geographical terms e.g. specific topic vocabulary - contour, height, valley, erosion, deposition, transportation, headland, volcanoes, earthquakes etc.

Locational Knowledge: Demonstrate knowledge of features about places around him/her and beyond the UK. Know how the locality is set within a wider geographical context.

Place KnowledgeUnderstand Rothwell and its place in the context of the UK and Europe Comparing Rothwell to other placesKnow about the wider context of places - region, country.Understand why there are similarities and differences between places.

Human and physical GeographyUnderstanding key natural and man-made features Describe human features of UK regions, cities and /or counties.Understand the effect of landscape features on the development of a locality.Explain about key natural resources e.g. water in the locality.

Geographical skills and fieldwork

https://www.yorkshirepost.co.uk/news/the-leeds-suffragettes-who-valiantly-fought-for-women-s-right-to-vote-1-9202410



transportation, headland, volcanoes, earthquakes etc.

Maps Atlas reading Map interpretations and drawing

Plan the steps and strategies for an enquiry.Understand and use a widening range of geographical terms e.g. specific topic vocabulary - contour, height, valley, erosion, deposition, transportation, headland, volcanoes, earthquakes etc. Local Geography

Computing

Year 1 Year 2iJam (level 2)

iDance:Through their composition children will use the concept of ‘Audio Spectrum’ participants will use stereo-panning and level controls to improve their music’s balance and texture.

Skill:-Capture video for a purpose.-Choose which clips to keep and which to discard.-Trim and arrange clips to convey meaning.-Add titles, credits, slide transitions, special effects.

NC Objectives:1) Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.

2)Select, use and combine a variety of software (including

internet services) on a range of digital devices

to accomplish given goals, including

collecting, analysing,

iJam (level 3)

iHip-HopThroughout iHip-Hop children will become more independent programming ‘GarageBand’ but also begin to incorporate other apps to add sound sampling, loops and drum rhythms.

Skill:-Capture video for a purpose.-Choose which clips to keep and which to discard.-Trim and arrange clips to convey meaning.-Add titles, credits, slide transitions, special effects.

NC objectives:1) Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.




collecting, analysing, evaluating and

iProgram (level 2)

Advances iFunction:iFunction looks at creating programs to solve real world problems. Learners will create games, control solutions and other problems mimicking real application of programming.

Skills:-Create simple functions-Write code in a simple sequence to produce a desired end product.

NC Objectives:1)Design, write and debug programmes that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.2)Use sequence, selection and repetition in programmes; work with variables and various forms of input and output.

3)Use logical reasoning to explain how some algorithms

work and to detect and correct errors in algorithms and

programs.

E-Safety – PSHE:Keeping safe and managing risk: Playing safe

iProgram (level 3)

iDebug:Children will search through a broken programme and repair mistakes to make the programme function correctly.

Skills:-Write simple functions-Find errors in programming-Develop own programming-Run, test, evaluate, resolve

NC Objectives:1)Design, write and debug programmes that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.2)Use sequence, selection and repetition in programmes; work with variables and various forms of input and output.

3)Use logical reasoning

iAnimate (level 2)

Advances iFX:Learners will be taught how to create an animation using chroma key and how to record and edit their own sound effects ready to be included in their finished animations.

Skills:-Use images that they have sourced / captured / manipulated as part of a bigger project. Begin to edit these where appropriate.

NC Objectives:1)Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. 2)Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour.


E-Safety:D:Side

iAnimate (level 3)

Advanced i2D:Students will learn about vector animation and need to think about creating an animation that not only looks at the design and story but how characters move and interact.

Skills:-Use vector animation and design for 2D animation-Assign motion paths and layering vectors.

NC Objectives:1)Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.2) Use search technologies effectively, appreciate how results are selected and ranked,

evaluating and presenting data and

information.

presenting data and information.

to explain how some algorithms work and to

detect and correct errors in algorithms and

programs.



collecting, analysing, evaluating and

presenting data and information.

and be discerning in evaluating digital content.

Art Artist focus: Chris Jordan (Exposing Consumeristic Culture)Jackie Morris (water colour painter/ illustrator of The Lost Words)

Skill: Water colour and using consumer materials as part of

art

Skill: DrawingArtist focus:Illustrators of children’s books e.g. Quentin Blake, Oliver Jeffers, Axel Scheffler

Skill: Drawing

Skill: Printing

Skill: TextilesArtist focus:Local Artists – Henry Moore, David Hockney link to local geography topic

Skill: Painting, revisit water colour

Colour(painting, ink, dye, textiles, pencils, crayon, pastels)

Colour mixing and matching; tint, tone, shade

Observe colours

Select suitable equipment for the task

Use colour to reflect mood

Drawing (pencil, charcoal, inks, chalk, pastels, ICT software)

Identify and draw the effect of light

Understand and demonstrate scale and proportion

Create accurate drawings of whole people including proportion and placement

Work on a variety of scales

Create computer generated drawings

Drawing (pencil, charcoal, inks, chalk, pastels, ICT software)

Identify and draw the effect of light

Understand and demonstrate scale and proportion

Create accurate drawings of whole people including proportion and placement

Work on a variety of scales

Create computer generated drawings

Printing (found materials, fruit/veg, wood blocks, press print, lino, string) Use sketchbook for recording textures/patternsInterpret environmental and manmade patternsModify and adapt printPattern (paint, pencil, textiles, clay, printing) Explore environmental and manmade patternsTessellation

Sculpture (3D work, clay, dough, boxes, wire, paper sculpture, mod roc) Plan and develop

Experience surface patterns / textures

Discuss own work and work of other sculptors

Analyse and interpret natural and manmade forms of construction Texture (textiles, clay, sand, plaster, stone) Use a wider variety of stitches observation and design of textural art experimenting with

Colour(painting, ink, dye, textiles, pencils, crayon, pastels)

Colour mixing and matching; tint, tone, shade

Observe colours

Select suitable equipment for the task

Use colour to reflect mood

creating mood, feeling and movement

compare different fabrics

DT Processes

During this term, children will be focusing on designing and making a product, using their own understanding of structures to understand how they can strengthen their final design.

This term, children will focus on developing the accuracy of their cutting, joining and finishing their work.

Possible design project - Crib Making

Design Create designs using exploded diagrams use research and develop design criteria to

inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make Apply techniques he/she has learnt to

strengthen structures and explore his/her own ideas.

Understand and use electrical systems in products

Use techniques which require more accuracy to cut, shape, join and finish his/her work e.g. Cutting internal shapes, slots in frameworks.

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Cooking and Nutrition

In this term, children will focus on developing their understanding of sustainable food, looking at how locally sourced food is more sustainable than imported. Children will focus on both the food itself and the choice of packaging to explore and evaluate the environmental impact of our diets. This will include climate, diet and cost.

During this time, children will focus on how the food choices we make are having an effect on the environment, looking at sources and production.

Possible cooking project – Sustainable food and the local environment (PSHE link).

Design Cost Understand what makes a healthy and balanced diet,

and that different foods and drinks provide different substances the body needs to be healthy and active.

Understand seasonality and the advantages of eating seasonal and locally produced food

Read and follow recipes which involve several processes, skills and techniques

Make Use knowledge of existing products to design a

functional and appealing product for a particular purpose and audience.

Prepare simple dishes hygienically and safely, where needed with a heat source.

Use cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking.

Consider how existing products and his/her own finished products might be improved and how well they meet the needs of the intended user.

Evaluate Investigate and analyse a range of existing food

Processes – Textiles

In this term, children will be continuing to develop their designing and making skills, focusing on the use of materials, how they join and choosing which material works best for a certain purpose.

The focus from Y3 was safety measuring and marking out material making a suitable choice for its intended purpose.

This term, children will focus on the functional and aesthetical qualities of a wide range of materials.

Possible design project- Stone Age Costume (History link).

Design

Use his/her knowledge of techniques and the functional and aesthetic qualities of a wide range of materials to plan how to use them

Use knowledge of existing products to design a functional and appealing product for a particular purpose and audience

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make Use techniques which require more

accuracy to cut, shape, join and finish his/her work e.g. Cutting internal shapes, slots in frameworks

Evaluate Investigate and analyse a range of existing

products. Evaluate their ideas and products against

their own design criteria and consider the views of others to improve their work.

Understand how key events and individuals in design and technology have helped shape the world.


Technical Knowledge apply their understanding of how to

strengthen, stiffen and reinforce more complex structures

understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Vocabulary FunctionMechanismPurposeStructureEquipment Develop Material Tool

products. Evaluate their ideas and final product against their

own design criteria and consider the views of others to improve their work.

Understand how key events and individuals in design and technology have helped shape the world – focus on importing and exporting and the long term impact this has had on the environment (both human and physical).


Technical Knowledge Understand which foods are reared, caught, or grown

and that this happens in the UK and across the globe Understand that recipes can be changed by adding

or taking away ingredients Understand that the seasons can affect food

produce.

VocabularyEquipment IngredientChopping RecipeTemperatureEnvironmentImportingExporting LocalSourceCost Production

Apply techniques he/she has learnt to strengthen structures and explore his/her own ideas.

Understand and use electrical systems in products

Use techniques which require more accuracy to cut, shape, join and finish his/her work e.g. Cutting internal shapes, slots in frameworks.

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Evaluate Consider how existing products and his/her

own finished products might be improved and how well they meet the needs of the intended user

Investigate and analyse a range of existing products.

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Technical Knowledge apply their understanding of how to

strengthen, stiffen and reinforce more complex structures

Vocabulary StitchRunning stitchInvisible stitchBackstitchJoin ConnectFunctionPurposeAudienceCostumeStyle

Music Year One Year TwoAfrican Drumming

Chd to use their voices expressively and creatively by singing

Music Theory – Singing

-Play and perform in solo ensemble contexts using voice and playing

Music Theory – Singing

-Play and perform in solo ensemble contexts using voice and playing musical

Singing & Listening

Choral Singing – Miss Kitson (weekly sessions across all terms)

See individual half term planning from Miss Kitson

songs and speaking chants and rhymes -play tuned and untuned instruments musically- Listen with concentration and understanding to a range of high quality live and recorded music-Experiment with, create and combine sounds using inter-related dimensions of music

musical instruments with increasing accuracy, fluency, control and expression. -Improvise and compose music for a range of purposes using their inter-related dimensions of music.-Listen with attention to detail and recall sounds with increasing aural memory.-Use and understand staff and other musical notations.-Develop an understanding of the history of music.

instruments with increasing accuracy, fluency, control and expression. -Improvise and compose music for a range of purposes using their inter-related dimensions of music.-Listen with attention to detail and recall sounds with increasing aural memory.-Use and understand staff and other musical notations.-Develop an understanding of the history of music.

Focus:1) Posture2) Breath3) Diction 4) Vocal

Playing & ListeningCopy rhythms using body percussion and instruments

Improvising & Composing Develop an understanding of formal, written notation which includes minims and quaversBegin to compose rhythms from an increasing aural memory

French Food, Drink and Giving Preferences Level 1 Unit 4 Students will start to give their opinions on different food and drinks. They will learn additional vocabulary and practise using that they’ve learnt in a real-life, role play situation.

Family, Stories and Conversation Level 1 Unit 5 Pupils will be learning about the family and how to introduce members of their family then they will watch a number of French stories. The learners will also listen to native speakers and work in pairs to ask each other questions thus practising having conversations in French.

Cultural Diversity (Revisit and revise) Level 1 Unit 6 Pupils will learn more about French culture and life in France adding their learning from Y3. They will also continue to practice numbers and colours whilst revision everything that they’ve learnt so far this year within a greater context. There will be more games and singing activities to aid learning.

P.E. Invasion game Handball and Netball Improve Improve skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of space

Experience Experience small sided and simplified versions of different types of games, (i.e. invasion/net & wall/strike & field); a variety of common skills and game principles; team work; working towards tasks set by themselves and the teacher, competition.

Develop Develop team games,

making up games, own game practices,

understanding of game principles.

Gymnastics / invasion Floor / ultimate Frisbee Improve

Improve skills of rolling, jumping, swinging, balancing, taking weight on hands; changing speed, direction, shape levels; using different combinations of floor and apparatus, working alone/ with partner.

Experience Experience performing and remembering sequences, with control; responding to set tasks, short sequences, selecting apparatus

Develop Develop an understanding of actions ending one movement – starts next; making decisions to affect their actions.

Gymnastic/ Net and wall Bars/ Tennis ImproveImprove skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of space.

Experienced Experience small sided and simplified versions of different types of games, (i.e. invasion/net & wall/strike & field); a variety of common skills and game principles; team work; working towards tasks set by themselves and the teacher, competition.

Develop Develop team games, making up games, own game practices, understanding of game principles.

OAA – Outdoor adventurous activities. Archery and dodgeball. Improve Improve skills of principles of safety in the outdoors, planning and recording in different activities, problem solving Experience Experience OAA in different environments; working individually/small groupsDevelop

Develop responding to challenges in different environments, correct

use of appropriate equipment,

understanding of safety practices.

Athletics Improve Improve skills of running, throwing, jumping; refine basic technique by emphasis on accuracy, time, measurement, length, distance.Experience Experience outdoor areas, measuring and timing activities, competition, activities and equipment which support refining basic technique

Develop Develop understanding of safe practice linked to activities, comparing and improvement of own performance

Strike and field Rounder’s/Danish long ball.

ImproveImprove skills of travel, send chase, receive, dodge, avoid, attack, defend, control accuracy; movement into/out of spaceExperience Experience small sided and simplified versions of different types of games, (i.e. invasion/net & wall/strike & field); a variety of common skills and game principles; team work; working towards tasks set by themselves and the teacher, competition. Develop

Develop team games, making up games, own

game practices, understanding of game

principles

· Web viewAutumn 1. Autumn 2. Spring 1. Spring 2. Summer 1. Summer 2. Theme. The Stone Age....

Documents

Transcript of · Web viewAutumn 1. Autumn 2. Spring 1. Spring 2. Summer 1. Summer 2. Theme. The Stone Age....