for children’s work in art - eastbury primary school · 2019-09-04 · fair tests sc3/4/1.3...

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Eastbury Primary School Wider Curriculum Overview Map for Year 4 (Published July 2019)

Year: 4 Autumn 1

7 weeks

Autumn 2

8 weeks

Spring 1

6 weeks

Spring 2

6 weeks

Summer 1

5 weeks

Summer 2

7 weeks

Topic theme

title

Term 1: Location! Location! Location! / Anglo-Saxons

and Scots

Term 2: Back to the future / Anglo Saxons and Vikings Term 3: Where am I? / UK parliament

SECTION A: TITLE OVERVIEW

Trips and

experiences

Entry point

Exit point

Entry point:

Visit to the Manor

House to look at

Deciduous trees and

leaf variations.

Exit point:

Visit to National History

Museum visit to engage the

children in Anglo-Saxon

history.

Entry Visit:

Visit to Mayesbrook Park and

Valance house to look at

historical buildings as part of

our local area knowledge.

Exit point:

Visit to historical

buildings within the local

area to provide a visual

for children’s work in art

and DT.

Entry point:

Visit to kidzania to link

with PSHE, social skills,

building independence

and resilience.

Exit point:

To design a

business plan to

sell sugar cane

juice. Create an

information leaflet

on how sugar

cane juice is

processed and

exported.

British values

and Votes for

Schools

Rule of law: Why do we

have a school

council?

Votes for schools

Democracy:

How do we

decide who is in

charge? Why is it important

to work

together?

Votes for schools

Mutual respect and tolerance:

Why do

we learn about other cultures?

How does

this change the way we

behave towards

people who are different from

us?

Votes for schools

Individual liberty:

Why is it important for

us to be able to make

our own choices?

Votes for schools

Rule of law

Why does our school

have rules? How are

these rules decided?

Votes for schools

Mutual respect

and tolerance:

Votes for schools

Weekly

celebration

assembly

focus:

Eastbury

values

Respect Enjoyment Teamwork Resilience Aim High Creativity

2

Year group

whole school

performance

(RE assembly)

Chinese New Year assembly

Year 4

SECTION B: MATHS AND ENGLISH OVERVIEW OF TOPICS

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

English

(Lit and Lang

scheme)

Year 4

Unit 1:

Fiction: Lost or stolen?

By Narinder Dhami

Genre:

A dilemma story

Fiction text:

Explore the theme of

relationships, suspicion

and trust. Children to

use story ‘rollercoaster’

to plan and write a new

chapter for lost or

stolen.

Genre:

information text

Non- fiction text:

gadget magic

Greatest gadget of

them all? Children look

at information text

[resented in a variety of

styles, in a magazine

Unit 2:

Fiction: ‘The Balloons’ by

Oscar Wilde

‘My Sari’ by Debjani

Chatterjee

‘At the end of a school day’

by Wes Magee

Genre:

Poetry

Fiction text:

Unit explores 3 poems with

the theme moments to

remember. The emphasis is

enjoying the poet’s use of

language to create images

and emotions. Children are

encouraged to experiment

with language and form to

create their own poem in

free verse.

Genre:

Journalistic recounts

Non- fiction text:

Children explore recounts

Unit 3:

Fiction: The Bogey Men and

the Trolls Next Door by Kaye

Umansky

Genre:

A story in narrative verse

Fiction text:

Children will read a story told

in rhyming narrative verse.

They use drama and

discussion to look at some of

the serious issues behind the

humour in the story. Parts of

the story are then picked out

to form the basis of the

children’s own writing.

Genre:

Explanation Text

Non- fiction text:

‘Stellar Stage School’

‘How the voice works’

children explore the language

and organisational features of

an explanation texts through

examples of visual, verbal and

Unit 4:

The fly and the Fool by

Lou Kuenzler

Genre:

Play script

Fiction text:

Children will explore a

playscript set in Vietnam.

They look at the

differences between how

the characters see them

selves and how others

see them. The children

then write an ending for

a new play script based

on the traditional tale of

Rumpelstiltskin.

Genre:

Evaluating evidence

Non- fiction text:

‘Junior detective!’

children read an

explanation about how

Unit 5:

Runaways! By Jim

Eldridge

Genre:

A story with a historical

setting

Fiction text:

Unit focuses on a story

set in Victorian times.

Children explores the

setting and use it to

immerse themselves in

the story. The setting

and period then

provide inspiration for

their own writing

Genre:

Newspaper

Non- fiction text:

‘London Herald’

Children broaden their

knowledge of Victorian

times by exploring

journalistic texts that

Unit 6:

Sugarcane juice by

Pratima Mitchell

Genre:

A story from

another culture

Fiction text:

Explores a story

from another

culture, set in

Pakistan. Children

look closely at the

vivid descriptions

and actions so

that they can

borrow language,

ideas and

structure such as

dialogue to use in

their own writing.

They then write an

additional episode

of the story using

the ideas and

techniques that

they have

explored.

3

feature format, they

create and present

their own information

text. Then they plan a

presentation to pitch a

new gadget to

potential investors.

and journalist’s texts. They

learn about the main

features of recounts

through reading and

analysing some journalistic

reports. They then write

their own newspaper

report.

written explanations. They

create their own explanation

in a variety of forms

culminating in the delivery of

an explanatory lesson on how

to get the pop star look.

the police use different

sorts of evidence to

prove who has

committed a crime. Next

they look at several

pieces of evidence and

evaluate them, choosing

two to present to a

‘court’.

are typical of the

period. They will learn

about the features of

newspaper articles and

entries. Then they write

their own entry for a

class newspaper set

during the Victorian

era.

Genre:

Persuasive writing

Non- fiction text:

‘VIPER!’ a critic’s

review

‘VIPER!’ a Film

Trailer

Children develop

their

understanding of

persuasive

techniques used in

advertising so that

they can create

their own

marketing

campaign with a

clear message.

They analyse a film

trailer and a poster

and design their

own versions for a

new film.

Main

grammar

focus

(Lit and Lang)

Year 4

Inverted commas

Revise use of some

punctuations from Year

3

Paragraphs Adverbials including fronted

adverbials

Plurals, possession and

apostrophes

Standard English Nouns and

pronouns

Mathematics

(Inspire

scheme)

Whole numbers: unit 1

and 2

Numbers to

100 000

Whole Numbers unit 3

Estimation

Factors

Multiples

Decimals: unit 9

Fractions and

decimals

Understanding

Tables and graph unit 4:

Presenting and

interpreting data

in a table

Area and perimeter:

unit 12

Rectangles and

squares

Geometry and

symmetry: unit 8

and unit 13

Properties

4

Year 4

Comparing

numbers

within 100 000

Rounding

numbers to the

nearest ten

Rounding

numbers to the

nearest

hundred

Multiplication by a

1-digit number

Multiplication by a

2-digit number

Division by a 1-

digit number

Word problems

Fractions: unit 5

Mixed numbers

Improper fractions

Conversion of

fractions

Adding and

subtracting

fractions

Fractions of a set

Word problems

tenths

Understanding

hundredths

Understanding

thousandths

Comparing decimals

Rounding decimals

Addition

Subtraction

Word problems

Multiplication

Division

Estimation of

decimals

Word problems

Angles: Unit 6

Drawing angles

to 180°

Understanding

angles

Turns and right

angles

8-point compass

acute and

obtuse angles

Perpendicular and

parallel lines Unit 7

Drawing

perpendicular

lines

Drawing parallel

lines

Horizontal and

vertical lines

Composite

shapes

Solving word

problems

Time: unit 11

24-hour clock,

12 hour

digital and

analogue

Seconds

Squares

and

rectangles

and

triangles

Lines of

symmetry

in 2D

shapes

with

different

orientatio

n

Tessellation: unit

14

Identifying

tessellatio

ns

More

tessellatio

ns

SECTION C: SUBJECTS WITH SCHEMES OVERVIEW OF TOPICS

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Science

(Collins Snap

Science

scheme)

Year 4

Sc4/2.1

NC title: All Living

Things

Collins title: Our

changing world and

Human Impact

Sc4/2.1a recognise

Sc4/2.2

NC title: Animals including

humans

Collins title: Where does all

that food go?

Sc4/2.2a describe the

Sc4/3.1

NC title: States of Matter

Collins title: In a state

Sc4/3.1a compare and

group materials together,

according to whether they are

Sc4/3.1

NC title: States of Matter

Collins title: In a state

Sc4/3.1a compare and

group materials together,

Sc4/4.1

NC title: Sound

Collins title: Good

vibrations

Sc4/4.1a identify how

sounds are made,

Sc4/4.2

NC title: Electricity

Collins title:

Switched on

Sc4/4.2a identify

common

5

that living things can

be grouped in a variety

of ways

Sc4/2.1b explore and

use classification keys

to help group, identify

and name a variety of

living things in their

local and wider

environment

Sc4/2.1c recognise

that environments can

change and that this

can sometimes pose

dangers to living

things.

simple functions of the

basic parts of the digestive

system in humans

Sc4/2.2b identify the

different types of teeth in

humans and their simple

functions

Sc4/2.2c construct and

interpret a variety of food

chains, identifying

producers, predators and

prey.

Additional topic:

Collins title: Who am I?

solids, liquids or gases

Sc4/3.1b observe that some

materials change state when

they are heated or cooled,

and measure or research the

temperature at which this

happens in degrees Celsius

(°C)

Sc4/3.1c identify the part

played by evaporation and

condensation in the water

cycle and associate the rate of

evaporation with temperature.

according to whether

they are solids, liquids or

gases

Sc4/3.1b observe that

some materials change

state when they are

heated or cooled, and

measure or research the

temperature at which this

happens in degrees

Celsius (°C)

Sc4/3.1c identify the

part played by

evaporation and

condensation in the

water cycle and associate

the rate of evaporation

with temperature.

associating some of

them with something

vibrating

Sc4/4.1b recognise

that vibrations from

sounds travel through a

medium to the ear

Sc4/4.1c

find patterns between

the pitch of a sound

and features of the

object that produced it

Sc4/4.1d

find patterns between

the volume of a sound

and the strength of the

vibrations that

produced it.

Sc4/4.1e recognise

that sounds get fainter

as the distance from

the sound source

increases

appliances that

run on electricity

Sc4/4.2b

construct a simple

series electrical

circuit, identifying

and naming its

basic parts,

including cells,

wires, bulbs,

switches and

buzzers

Sc4/4.2c 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 battery

Sc4/4.2d

recognise that a

switch opens and

closes a circuit and

associate this with

whether or not a

lamp lights in a

simple series

circuit

Sc4/4.2e

recognise some

6

common

conductors and

insulators, and

associate metals

with being good

conductors.

Scientific

enquiry skills

Year 4

Sc3/4/1.1

asking relevant

questions and using

different types of

scientific enquiries to

answer them

Sc3/4/1.2

setting up simple practical

enquiries, comparative and

fair tests

Sc3/4/1.3

making systematic and careful

observations and, where

appropriate, taking accurate

measurements using standard

units, using a range of

equipment, including

thermometers and data

loggers

Sc3/4/1.4

gathering, recording,

classifying and

presenting data in a

variety of ways to help in

answering questions

Sc3/4/1.5

recording findings using

simple scientific

language, drawings,

labelled diagrams, keys,

bar charts, and tables

Sc3/4/1.6

reporting on findings

from enquiries,

including oral and

written explanations,

displays or

presentations of results

and conclusions

Sc3/4/1.7

using results to draw

simple conclusions,

make predictions for

new values, suggest

improvements and

raise further questions

Sc3/4/1.8

identifying

differences,

similarities or

changes related to

simple scientific

ideas and

processes

Sc3/4/1.9

using

straightforward

scientific evidence

to answer

questions or to

support their

findings.

Computing

(Switched On

scheme)

Year 4

Title: We are software

developers

NC objectives:

Co2/1.1

Title: We are toy designers

NC objectives:

Co2/1.1

Title: We are musicians

NC objectives:

Co2/1.5

Title: We are HTML

editors

NC objectives:

Co2/1.4

Title: We are co-authors

NC objectives:

Co2/1.5

Title: We are

meteorologists

NC objectives:

Co2/1.5

7

To design, write and

debug programs that

accomplish specific

goals,

including controlling or

simulating physical

systems; solve

problems by

decomposing

them into smaller parts

Co2/1.2

To use sequence,

selection, and

repetition in programs;

work with variables

and various forms of

input and output

Co2/1.3

To use logical

reasoning to explain

how some simple

algorithms work and to

detect and correct

errors in algorithms

and programs

Tasks overview:

The children will be

developing an

educational game

using selection and

To design, write and debug

programs that accomplish

specific goals,

including controlling or

simulating physical systems;

solve problems by

decomposing them into

smaller parts

Co2/1.2

To use sequence, selection,

and repetition in programs;

work with variables

and various forms of input

and output

Co2/1.3

To use logical reasoning to

explain how some simple

algorithms work and to

detect and correct errors in

algorithms and programs

Tasks overview:

This unit will enable the

children to: design and

make an on-screen

prototype of a computer-

controlled toy. Understand

different forms of input and

output (such as sensors,

switches, motors, lights and

speakers).

To use search technologies

effectively, appreciate how

results are selected

and ranked, and be discerning

in evaluating digital content

Co2/1.6

To select, use and combine a

variety of software (including

internet services) on a range

of digital devices to design

and create a range of

programs, systems and

content that accomplish given

goals, including collecting,

analysing, evaluating and

presenting data and

information.

Tasks overview:


children to: use one or more

programs to edit music create

and develop a musical

composition, refining their

ideas through reflection and

discussion. Develop

collaboration skills.

Develop an awareness of how

their composition can

enhance work in other media.

To understand computer

networks including the

internet; how they can

provide multiple services,

such as the world-wide

web; and the

opportunities they offer

for communication and

collaboration

Co2/1.5

To use search

technologies effectively,

appreciate how results

are selected and ranked,

and be discerning in

evaluating digital content

Co2/1.7

To use technology safely,

respectfully and

responsibly; recognise

acceptable/unacceptable

behaviour; identify a

range of ways to report

concerns about content

and contact

Tasks overview:


children to: Understand

some technical aspects

To use search

technologies effectively,

appreciate how results

are selected

and ranked, and be

discerning in evaluating

digital content

Co2/1.6

To select, use and

combine a variety of

software (including

internet services) on

a range of digital

devices to design and

create a range of

programs, systems and

content that

accomplish given goals,

including collecting,

analysing, evaluating

and presenting data

and information.

Co2/1.7

To use technology

safely, respectfully and

responsibly; recognise

acceptable/unacceptabl

e behaviour; identify a

range of ways to report

concerns about content

and contact

To use search

technologies

effectively,

appreciate how

results are

selected

and ranked, and

be discerning in

evaluating digital

content

Co2/1.6

To select, use and

combine a variety

of software

(including internet

services) on

a range of digital

devices to design

and create a range

of programs,

systems and

content that

accomplish given

goals, including

collecting,

analysing, evaluati

ng and presenting

data and

information.

Co2/1.7

To use technology

8

repetition. Understand

and use variables.

Start to debug

computer programs

Recognise the

importance of using

interface design,

including consideration

of input and output.

Design, write and debug

the control and monitoring

program for their toy.

of how the internet

makes the web possible.

Use HTML tags for

elementary mark-up. Use

hyperlinks to connect

ideas and sources code

up a simple web page

with useful content.

Understand some of the

risks in using the web.

Tasks overview:


children to: Understand

the conventions for

collaborative online

work, particularly in

wikis.

Be aware of their

responsibilities when

editing other people’s

work.

Become familiar with

Wikipedia, including

potential problems

associated with its use.

Practise research skills.

Write for a target

audience using a wiki

tool develop

collaboration skills.

Develop proofreading

skills.

safely, respectfully

and responsibly;

recognise

acceptable/unacce

ptable behaviour;

identify a range of

ways to report

concerns about

content and

contact

Tasks overview:

This unit will

enable the

children to:

Understand

different

measurement

techniques for

weather, both

analogue and

digital. Use

computer-based

data logging to

automate the

recording of some

weather data.

Use spreadsheets

to create charts

analyse data,

explore

inconsistencies in

data and make

predictions.

Practise using

9

presentation

software and,

optionally, video

RE

(Discovery RE

scheme)

Year 4

Title: Judaism Beliefs

and Practices

How special is the

relationship Jews have

with God?

NC objectives:

Thinking

about religion

and belief

RE1a: To make links and

explain connections

between

beliefs, stories and

practices

RE1b: To recognise and

explain the

impact of

beliefs and

ultimate questions on

individuals and

communities

Tasks overview:


learning to understand

the special relationship

between Jews and God

Title: Christianity

Christmas

What is the most significant

part of the nativity story for

Christians today?

NC objectives:

Thinking

about religion

and belief


explain connections

between


practices


explain the

impact of

beliefs and


individuals and

communities

Tasks overview:


learning to understand the

Title: Judaism

Passover

How important is it for Jewish

people to do what God asks

them to do?

NC objectives:

Thinking

about religion

and belief


explain connections between


practices


explain the

impact of

beliefs and


individuals and communities

RE1c: To explain the reasons

for, and

effects of, diversity within

and between religions, beliefs

and cultures.

RE2:

Title: Christianity

Easter

Is forgiveness always

possible?

NC objectives:

Thinking

about religion

and belief


explain connections

between


practices


explain the

impact of

beliefs and


individuals and

communities

RE1c: To explain the

reasons for, and

effects of, diversity within

and between religions,

beliefs

and cultures.

Title: Judaism

Beliefs and practices

What is the best way

for a Jew to show

commitment to God?

NC objectives:

Thinking

about religion

and belief


explain connections

between


practices


explain the

impact of

beliefs and


individuals and

communities

RE1c: To explain the

reasons for, and

effects of, diversity

within

and between religions,

Title: Christianity

Prayer and

worship

Do people need to

go to church to

show they are

Christians?

NC objectives:

Thinking

about religion

and belief

RE1a: To make

links and explain

connections

between


practices

RE1b: To recognise

and explain the

impact of

beliefs and

ultimate questions

on

individuals and

communities

RE1c: To explain

10

and the promises they

make to each other.

This will be

accomplished through

a series of stories,

research, discussions,

and enquiries.

symbolism in the Christmas

story and think about what

the different parts mean to

Christians today. This will

be accomplished through a

series of stories, research

discussions, and enquiries.

Pupils:

Enquiring,

investigating and

interpreting

RE2a: To suggest lines of

enquiry to

address questions raised by

the study of religions and

beliefs

RE2b: To suggest answers to

questions raised by the

study of religions and

beliefs, using relevant

sources and evidence

RE2c: To recognise and

explain

diversity within religious

expression, using appropriate

concepts

Tasks overview:

This unit will focus on

understanding hoe

celebration Passover and

keeping the Kashrut (Food

Laws) help Jews show God

they value their special

relationship with him.

This will be accomplished

through a series of stories,

research, discussions and

enquiries. The children will use

RE2:

Pupils:

Enquiring,

investigating and

interpreting

RE2a: To suggest lines of

enquiry to

address questions raised

by

the study of religions and

beliefs

RE2b: To suggest

answers to






explain

diversity within religious

expression, using

appropriate

concepts

Tasks overview:

In this unit the children

will be learning to

understand hoe Jesus’

life, death and

resurrection teaches

Christians about

beliefs

and cultures.

RE2:

Pupils:

Enquiring,

investigating and

interpreting

RE2a: To suggest lines

of enquiry to

address questions

raised by

the study of religions

and

beliefs

RE2b: To suggest

answers to






explain

diversity within

religious

expression, using

appropriate

concepts

Tasks overview:

The children learn the

different ways in which

the reasons for,

and

effects of, diversity

within

and between

religions, beliefs

and cultures.

RE2:

Pupils:

Enquiring,

investigating and

interpreting

RE2a: To suggest

lines of enquiry to

address questions

raised by

the study of

religions and

beliefs

RE2b: To suggest

answers to

questions raised

by the

study of religions

and

beliefs, using

relevant

sources and

evidence

RE2c: To recognise

and explain

diversity within

11

skills of engagement,

expression, investigations and

evaluation.

forgiveness.

This will be accomplished

through a series of

stories, research,

discussions and

enquiries.

Jews show their

commitment to God,

comparing their

practices to explore

which shows the most

commitment.

This will be

accomplished by

revisiting learning from

term 1 and 3. Looking

at a series of stories,

research, discussions

and enquiries.

religious

expression, using

appropriate

concepts

Tasks overview:

The children will

be learning to

understand how

important going

to church is to

show someone is

a Christian

This will be

accomplished

through a series of

stories, research,

discussions and

enquiries.

Music

(Charanga

scheme)

Year 4

Mu2/1.3

To listen with attention

to detail and recall

sounds with increasing

aural memory

Title: Mama Mia!

Tasks overview:

To listen to and

appraise songs by

ABBA. Identify pulse

and rhythm through

listening and clapping.

Mu2/1.1

To play and perform in solo

and ensemble contexts,

using their voices and

playing musical instruments

with increasing accuracy,

fluency, control and

expression

Title: Glockenspiel

Stage 1

Tasks overview:

This is a six-week Unit of

Mu2/1.2

To improvise and compose

music for a range of purposes

using the

interrelated dimensions of

music

Title: Stop!

Tasks overview:

This is a six-week Unit of Work

that builds on previous

learning. It is supported by

weekly lesson plans and

Mu2/1.4

To use and understand

staff and other musical

notations

Title: Lean on me

Tasks overview:

This is a six-week Unit of

Work. All the learning is

focused around one soul

song: Lean on Me. The

material presents an

integrated approach to

Mu2/1.5

To appreciate and

understand a wide

range of high-quality

live and recorded

music drawn from

different traditions and

from great composers

and musicians

Title: Blackbird

Tasks overview:

This term we will be

Mu2/1.6

To develop an

understanding of

the history of

music.

Title: Reflect,

Rewind and

Replay

Tasks overview:

This Unit of Work

consolidates the

learning that has

12

Learn the song ‘Mama

Mia’ and perform as

part of a group or solo

to the peers.

Work that introduces the

children to learning about

the language of music

through playing the

glockenspiel.

The learning is focused

around exploring and

developing playing skills

through the glockenspiel or

if you have previous

knowledge, the recorder

assessment. All the learning is

focused around one song:

Stop! - a rap/song about

bullying. You will learn about

the interrelated dimensions of

music through games, singing

and composing.

music where games, the

interrelated dimensions

of music (pulse, rhythm,

pitch etc.), singing and

playing instruments are

all linked.

focusing on songs by

‘The Beatles’. The

children will explore

history of ‘The Beatles’

through various songs.

The children will build

on knowledge and

understanding of

interrelated dimensions

of music through

games, instruments,

learning and

performing.

occurred during

the year. All the

learning is focused

around revisiting

songs and musical

activities, a context

for the History of

Music and the

beginnings of the

Language of

Music. The

children will listen

to and appraise

early 13th century

music such as La

Quinta Estampie

Real anon. they

will explore

Baroque,

symphonies, early

20th century and

contemporary

music.

PHSE

(JigSaw

Scheme)

Year 4

Title: Being me in my

world

Tasks overview:

The children will

evaluate and discuss

how they can make a

difference to the class

by discussing their

attitudes and actions,

knowing who is in their

Title: Celebrating difference

(including anti-bullying)

Tasks overview:

The children will discuss a

time when their first

impression of someone

changed as they got to

know them and explain

why it is good to accept

people for who they are.

Title: Dreams and Goals

Tasks overview:

This unit will focus on creating

new plans and setting goals

even after disappointments.

The children will look at what

it means to be resilient and to

have a positive attitude,

linking this with the Eastbury

Primary School values.

Title: Healthy Me

Tasks overview:

This unit will be exploring

ways in which the

children can recognise

when they are put under

pressure and explain

ways in which they can

resist these pressures

when they want to. The

Title: Relationships

Tasks overview:

The children will

explore different points

of views on an animal

rights issue, explain

theses and express

their opinions and

feelings on this.

Title: Changing me

Tasks overview:

The children will

evaluate their

experiences in

year 4 and identify

what they are

looking forward to

in year 5, reflect

on the changes

13

school community and

the roles they play as

well as where they fit in

within this community.

The children will learn

about democracy and

how having a voice

benefits the school

community.

This will be achieved

using the Jigsaw

charter and

establishing a safe,

open and positive

learning environment

based on trusting

relationships between

all members of the

class, adults and

children alike.

The children will take

turns to speak, use kind

and positive words,

listen to each other,

have the right to pass,

use names for

compliments and

positive points and

respect each other’s

privacy.

This will be achieved using

the Jigsaw charter and

establishing a safe, open

and positive learning

environment based on

trusting relationships

between all members of

the class, adults and

children alike.

The children will take turns

to speak, use kind and

positive words, listen to

each other, have the right

to pass, use names for

compliments and positive

points and respect each

other’s privacy.

This will be achieved using the

Jigsaw charter and

establishing a safe, open and

positive learning environment

based on trusting

relationships between all

members of the class, adults

and children alike.

The children will take turns to

speak, use kind and positive

words, listen to each other,

have the right to pass, use

names for compliments and

positive points and respect

each other’s privacy.

children will be able to

identify feelings of

anxiety and fear

associated with peer

pressure.


using the Jigsaw charter

and establishing a safe,

open and positive

learning environment

based on trusting

relationships between all

members of the class,

adults and children alike.



and positive words, listen

to each other, have the

right to pass, use names

for compliments and

positive points and


privacy.


using the Jigsaw

charter and establishing

a safe, open and

positive learning

environment based on

trusting relationships

between all members

of the class, adults and

children alike.



and positive words,

listen to each other,

have the right to pass,

use names for

compliments and

positive points and


privacy.

they would like to

make and describe

how they will go

about this.

This will be

achieved using the

Jigsaw charter and

establishing a safe,

open and positive

learning

environment

based on trusting

relationships

between all

members of the

class, adults and

children alike.

The children will

take turns to

speak, use kind

and positive

words, listen to

each other, have

the right to pass,

use names for

compliments and

positive points and

respect each

other’s privacy.

PE

Year 4

Sport & Games

To use running,

jumping, throwing and

Team games

To play competitive games

[for example, badminton,

Gymnastics and Striking &

fielding:

To develop flexibility,

Dance and Athletics

To perform dances using

a range of movement

Team games

To play competitive

games [for example,

Team games

To play

competitive games

14

catching in isolation

and in combination

Tasks:

Indoor: Children will be

taught to master basic

movements

including running, jump

ing, throwing

and catching, as well as

developing balance,

agility and co-

ordination, and begin

to apply these in a

range of activities.

The children will begin

to develop an

understanding of

special awareness, work

on each individual skill

and then apply their

skills to varying

movements .

Improve their personal

best through self and

peer evaluation and set

different challenges for

improvement.

Outdoor: Invasion

games: Hockey

basketball, cricket, football,

hockey, netball, rounders

and tennis],

Tasks:

participate in team games,

developing simple tactics

for attacking and

defending.

Children will participate in

team games using skills

learnt from term 1. Learn

simple attacking and

defending tactics with a

variety of equipment.

To think about how to use

tactics, skills and strategies

to outwit the opponent.

Review and describe others’

performances, as well as

their own, and make

suggestions on

improvements that will help

them and others to play

better.

Indoor: Bench ball, dodge

ball

Outdoor: Invasion games:

Hockey

strength, technique, control

and balance[for example,

through gymnastics and

fielding:

Tasks:

Indoor: This unit will teach the

children how to perform a

variety of floor and vault

movements. The children will

learn straight jump full turns,

cat leap half turns, straddle

rolls, lunges into cartwheels

and the straddle on vault

while developing their

understanding of the

necessary flexibility, strength

and control needed to

perform the movements

successfully.

Outdoor: Striking and

Fielding: Rounders

patterns

Dance type:

Indoor: The children will

be taught to move freely,

while creating shapes

with their body and

expressing emotion to

music. The children will

learn to move between

high and low shapes in

singular and combination

movements, both slow

and fast movements to

the rhythm of the music.

The children will

participate in peer and

self evaluation, give

positive feedback for

improvement. Develop

confidence and perform

in front of their peers.

Outdoor: Athletics –

preparation for sports

day activities. Run, jump,

throw:

For athletics, the children

will have the opportunity

to develop their existing

running, jumping and

throwing skills. They will

be refining their sprint

technique, working as a

relay team and practising

badminton, basketball,

cricket, football,

hockey, netball,

rounders and tennis],

Outdoor: Game:

Basketball and netball.

This unit will recap on

many of the essential

and universal skills

needed to play a range

of invasion games, such

as dodging, dribbling,

passing and marking an

opponent. It focuses

specifically on attacking

and defending skills,

such as fake dodging,

interception and

goalkeeping and the

children will also

develop their

understanding of both

attacking and

defending strategies

Reflect and improve

To be able to compare

their performances with

previous ones and

demonstrate

improvement to

achieve their personal

best.

[for example,

badminton,

basketball, cricket,

football, hockey,

netball, rounders

and tennis],

Sports day

preparation

15

an effective baton

changeover. They will

learn the technique for

throwing the javelin (pull

throw) and how to do

the standing triple jump

in preparation for sports

day at the end the

summer term.

Spanish

Titles:

Parts of the body

Heads, shoulders,

Knees and Toes song in

Spanish

Task:

The children will listen

to Spanish words and

songs naming different

parts of the body and

using my turn your

turn, repeat the sounds

and actions to identify

the different parts. The

children will learn the

correct enunciation,

spellings and write

them down is Spanish.

The children will work

together to listen and

evaluate each other,

share sentences and

recall their learning

through out this unit.

Title:

Zoo animals

Family members

Navidad

Task:


about different Zoo animals

in Spanish. Understand how

to introduce and share

information about their

family members and

research Spanish

celebrations. The children

will repeat the sounds and

actions and learn the

correct enunciation,

spellings and write them

down is Spanish. The

children will work together

to listen and evaluate each

other, share sentences and

recall their learning through

out this unit

FL2/1.2

Title:

Pets

The five vowel sounds

Task:

This unit will focus on the five

Spanish vowels, correct

pronunciation and spellings

and how the words are used

in sentences. This will link to

identifying different types of

pets the children may have or

have come across and include

these in written sentences.

FL2/1.1

Listening & Comprehension

FL2/1.1a

To listen attentively to spoken

language and show

understanding by joining in

and responding

FL2/1.1b

To explore the patterns and

Title:

Semana Santa (Spanish

celebrations)

Task:


participating in

secondary research to

understand the different

Spanish celebrations and

why they are important

to the Spanish. They will

complete activities that

include, posters,

discussions and question

and answer activities.

FL2/1.2

Speaking

FL2/1.2a

To engage in

conversations; ask and

answer questions;

express opinions and

Title:

Hobbies and Opinions

Spanish numbers from

0 – 30

Task:

The children will recap

Spanish numbers from

0 – 20 and learn new

numbers from 21 - 30.


the correct enunciation,

spellings and write

them down is Spanish.


how to say different

hobbies in Spanish,

discuss their hobbies

with peers and work

together to listen and

evaluate each other,

share sentences and

recall their learning

through out this unit

FL2/1.3

Title:

Spanish Weather

Consolidating

learning

Task:

This unit will focus

on consolidating

the children’s

learning of body

parts, zoo animals,

family members,

Navidad, pets, five

vowels, Semana

Santa, hobbies

and numbers

before introducing

the Spanish

pronunciation for

different weather

types.

FL2/1.4

Writing

FL2/1.4a

16

FL2/1.1

Listening &

Comprehension

FL2/1.1a

To listen attentively to

spoken language and

show understanding by

joining in and

responding

FL2/1.1b

To explore the

patterns and sounds of

language through

songs and rhymes and

link the spelling, sound

and meaning of words

Speaking

FL2/1.2a

To engage in

conversations; ask and

answer questions; express

opinions and respond to

those of others; seek

clarification and help

FL2/1.2b

To speak in sentences,

using familiar vocabulary,

phrases and basic language

structures

FL2/1.2c

To develop accurate

pronunciation and

intonation so that others

understand when they are

reading aloud or using

familiar words and phrases

FL2/1.2d

To present ideas and

information orally to a

range of audiences

sounds of language through

songs and rhymes and link

the spelling, sound and

meaning of words

respond to those of

others; seek clarification

and help

FL2/1.2b

To speak in sentences,

using familiar vocabulary,

phrases and basic

language structures

FL2/1.2c

To develop accurate

pronunciation and

intonation so that others

understand when they

are reading aloud or

using familiar words and

phrases

FL2/1.2d

To present ideas and

information orally to a

range of audiences

Reading &

Comprehension

FL2/1.3a

To read carefully and

show understanding of

words, phrases and

simple writing

FL2/1.3b To listen to

appreciate stories,

songs, poems and

rhymes in the language

FL2/1.3c broaden

their vocabulary and

develop their ability to

understand new words

that are introduced into

familiar written

material, including

through using a

dictionary

To write phrases

from memory, and

adapt these to

create new

sentences, to

express ideas

clearly

FL2/1.4b

To describe

people, places,

things and actions

orally and in

writing

FL2/1.4c

To understand

basic grammar

appropriate to the

language being

studied, including

(where relevant):

feminine,

masculine and

neuter forms and

the conjugation of

high-frequency

verbs; key features

and patterns of

the language; how

to apply these, for

instance, to build

sentences; and

how these differ

from or are similar

to English.

17

SECTION D: HISTORY AND GEOGRAPHY OVERVIEW OF TOPICS

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

History

Year 4

Hi2/1.3

Anglo-Saxons & Scots

Pupils should be taught

about Britain’s

settlement by Anglo-

Saxons and Scots

This could include:

Roman withdrawal

from Britain in c. AD

410 and the fall of the

western Roman Empire

Scots invasions from

Ireland to north Britain

(now Scotland)

Anglo-Saxon invasions,

settlements and

kingdoms: place names

and village life

Anglo-Saxon art and

culture

Christian conversion –

Canterbury, Iona and

Lindisfarne

Tasks overview:

This unit will teach the

children about the

invasions of the scots

and Anglo-Saxons in

the 5th Century. The

-------------- Hi2/1.4

Anglo-Saxons & Vikings

Pupils should be taught about

the Viking and Anglo-Saxon

struggle for the Kingdom of

England to the time of Edward

the Confessor

This could include:

Viking raids and invasion

resistance by Alfred the Great

and Athelstan, first king of

England

further Viking invasions and

Danegeld

Anglo-Saxon laws and justice

Edward the Confessor and his

death in 1066

Tasks overview:

The children will learn to

understand where the Vikings

came from and why the

Vikings invaded Britain. To

understand how some Vikings

in Britain dealt with the Viking

invaders. The children will

learn about how Vikings lived

and worked and what

happened during the Viking

invasions and what the

-------------- Hi2/2.1

Local History: UK

Parliament

Pupils should be taught

about an aspect of

local history

For example:

a depth study linked to

one of the British areas

of study listed above

a study over time

tracing how several

aspects of national

history are reflected in

the locality (this can go

beyond 1066)

a study of an aspect of

history or a site dating

from a period beyond

1066 that is significant

in the locality.

Tasks overview:

UK Parliament and the

government – How is

the country run? What

is the UK parliament?

Making laws, elections

and voting, democracy.

--------------

18

children will find out

where the invading

troops came from and

where in Britain they

managed to settle

down as the changes

that occurred as a

result. The children will

have the opportunity to

see how this influenced

the English language

and origins of places in

Britain. The children will

also examine and

analyse artefacts from

the period and draw

their own conclusion

about what they can

teach us about life in

Anglo – Saxon Britain.

warriors were like. The

children will identify and

describe Viking artefacts,

Gods and what they

represent.

What is the role of the

Local council (Barking

and Dagenham)?

Geography

Year 4

____________________

Ge2/1.1

Locational Knowledge

Ge2/1.1a

To locate the world’s

countries, using maps to

focus on Asia – e.g. India,

Pakistan, Bangladesh, China

- concentrating on their

environmental regions, key

physical and human

characteristics, countries,

and major cities

___________________

Ge2/1.3 Human and

Physical Geography

Ge2/1.3a

To describe and

understand key aspects

of physical geography,

including: climate zones,

biomes and vegetation

belts, volcanoes and

earthquakes

Tasks overview:

Ge2/1.2

Place Knowledge

Ge2/1.2a

To understand

geographical

similarities and

differences

through the study

of human and

physical

geography of a

region of the

19

Ge2/1.4 Geographical

Skills and Fieldwork

Ge2/1.4a

To use maps, atlases,

globes and

digital/computer mapping

to locate countries and

describe features studied

Tasks overview:

This Unit allows children to

take a closer look at where

the countries of the world

are located, and some of

the way’s geographers

describe locations. Children

will learn to locate and

describe places, their

human and physical

characteristics using

globes, atlas’, digital

mapping and computer

research to find out about

some of the important lines

that delineate specific areas

of the Earth – focusing on

Asia focusing on Asia

(Pakistan/India/Bangladesh

/China).

The children will identify,

describe and understand

key aspects of physical

geography such as the

features and formations

of rivers and mountains.

The unit will include

locations of key

mountains and rivers in

Asia. Develop an

understanding of, climate

zones, vegetation belts,

volcanoes and

earthquakes within the

Asian regions.

United Kingdom, a

region in a

European country,

and a region in

North or South

America

Tasks overview:

This unit will

develop the

children’s

understanding of

geographical

similarities and

differences

between,

Scotland in the UK,

Madrid in Spain

and Brazil in South

America. Through

secondary

research,

discussions and

activities, the

children will be

able to formulate

compare and

contrast. Such as

geographical

locations,

landscapes, land

use, population,

culture, religion,

ethnicity,

traditions and

20

festivals, climate

and seasons.

SECTION E: ART, DT and COD OVERVIEW OF TOPICS

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Art and

design

Year 4

Ar2/1.1

To create sketch books

to record their

observations and use

them to review and

revisit ideas

Tasks overview:


completing sketches of

still life objects,

including jugs, clay

pots and Anglo-Saxon

artefacts using

techniques of lines,

shading and colour to

enhance depth,

shadow and definition.

Children to progress to

completing an

arrangement of still life

objects.

_____________ Ar2/1.2

To improve their mastery of

art and design techniques,

including drawing, painting

and sculpture with a range of

materials

Tasks overview:

The children will be using a

range of materials to create

drawings and sculptures of

Anglo-Saxon and Viking,

armoury. The children will

learn about colour mixing,

primary colours, brush

techniques, blending and

creating secondary colours to

produce art work based

Anglo-Saxon and Vikings.

-------------- Ar2/1.3

To learn about great

artists, architects and

designers in history.

Tasks overview:

Visit local historical

buildings like Manor

house and Valence

house to learn about

local arts, buildings,

Mayesbrook park and

open lands in the aim

of completing sketches

of the local area using

techniques learnt from

Autumn term 1.

________________

Design and

technology

(DT)

--------------

DT

Title: 3D models of

countries within Asia.

-------------- DT

Title: 3D model of

volcanoes

-------------- DT

Title: To design a

traditional

21

Year 4

NC objectives: To select

from and use a wider range

of tools and equipment to

perform practical tasks

accurately

Tasks overview: The

children will create 3D

models of the countries

within Asia e.g. Bangladesh,

Pakistan, China etc. using

salt dough. Children to

create specific landmark on

model (rivers, hills,

mountains and desserts

etc.)

NC objectives:

To 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

Tasks overview: Children

to plan, create and

evaluate a 3D model of a

volcanoes using recycled

materials e.g. card board,

straw, news paper, tissue

paper etc.

purse/pouch/book

mark from a

country within Asia

NC objectives:

To 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

Tasks overview:

Children to design

a traditional item

(see above)

applying

techniques of

cutting and

stitching.

COD

(Close

observational

drawing -

3D)

Objects linked to topics:

Use objects from

weekly art lessons to

consolidate learning.

Pupils to transfer skills

of sketching and

lines, shading using

pencil.


Use objects from weekly DT

lessons to consolidate

learning. Pupils to transfer

skills of sketching and lines,

shading using pencil.


Use objects from weekly art

lessons to consolidate

learning. Pupils to transfer

skills of sketching and lines,



Use objects from weekly

DT lessons to consolidate

learning. Pupils to

transfer skills of sketching

and lines, shading using

pencil.


Use objects from

weekly art lessons to

consolidate learning.

Pupils to transfer skills

of sketching and lines,


Objects linked to

topics:

Use objects from

weekly DT lessons

to consolidate

learning. Pupils to

transfer skills of

sketching and

22

lines, shading

using pencil.

for children’s work in art - eastbury primary school · 2019-09-04 · fair tests sc3/4/1.3...

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