Fell Dyke Community Primary School. Year 4 Curriculum Map

Transcription

1 Fell Dyke Community Primary School Year 4 Curriculum Map Theme ideas Educational visits Curriculum Experience Literacy Genre AUTUMN 1 (8) AUTUMN 2 (7) SPRING 1 (6) SPRING 2 (5) SUMMER 1 (7) SUMMER 2 (6) Incredible Inventions A Step Back in Time Fair is Fair We re all Equal Invaders and Settlers Explorers Cragside Centre for Life York/Holy Island - Lindisfarne Narrative: Adventure Stories (4 Non-Fiction: Explanations (4 Beamish/Victorian workshop Loan box Victorian Childhood Narrative: Stories with Historical Settings (4 Non-Fiction: Discussion (3 Narrative: Stories with Imaginary settings (3 Non-Fiction: Recounts/Journalistic Writing (3 African drummer/dancers Loan box Africa Vanessa s mum RE Narrative: Stories from Other Cultures (3 Non-Fiction: Reports (2 Loan box - Vikings Narrative: Myths and Legends (4 Non-Fiction: Explanations (3 Technology Tom Narrative: Historical Adventure Stories (3 Non-Fiction: Persuasion (3 Core Text The Iron Man The Teacher Pleaser Pie Corbett Oliver Twist Charlie and the Chocolate Factory Journey to Jo Burg Cendrillion (Carribean Cinderella) Beowulf Michael Morpurgo How to Train Your Dragon (explanations/humanities). Norse Myths: Gods of the Vikings - Kevin Crossley- Holland. The Saga of Erik the Viking Follow up genre Adverts for Victorian Inventions (persuasive writing) Explanations Victorian how to. Discussion/ debates do they deserve the Golden Tickets? News reports apartheid/ Nelson Mandela death Reports Viking legends information Explanations Maths SEE MEDIUM TERM PLANNING Science Sc1- Investigative skills I can create investigation questions I can decide on an appropriate approach to answer my question I can identify the variables of a fair test I can make predictions I can make observations to find out what happens in an experiment I can take clear measurements I can record measurements and results accurately I can draw conclusions about what I have seen I can say if my prediction was correct or incorrect Electricty Identify common electrical appliances Construct a simple series circuit, identify and name Sound Identify how sounds are made, associate with something vibrating Recognise that vibrations States of Matter Compare and group materials according to whether they are solids, liquids or gases. Observe that some materials change state when they are heated or cooled, and measure or research the temperature at Animals including Humans Describe simple functions of the basic parts of the digestive system in humans Living Things and their Habitats Recognise that living things can be grouped in a variety of ways

2 basic parts, including cells, wires, bulbs, switches and buzzers 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 Recognise that a switch opens and closes a circuit context, lamp lit in simple series circuit Recognise common conductors and insulators, (metals with being good conductors). Creating simple circuits, identifying errors in circuits, electricity safety. travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations Recognise that sounds get fainter as the distance from the sound source increases. Creating instruments, investigate sound proofing What materials work well as sound proofing equipment? How can we change the pitch of a sound from a homemade instrument? which this happens in degrees Celsius ( C). Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Changing state of chocolate, water, look at molecular structures When you change the state of chocolate by heating can it return to its original state by cooling? How can you keep a snowman cool? How can you keep a cup of tea hot? Identify types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey. Healthy eating, what the body needs, meal planning, Diffs between animals and human teeth. What liquid will rot away your teeth quickest? (Eggs) 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 sometimes pose dangers to living things. Look in the forest, make a minibeast trail, create own haibitats How many living things do you think live in a given area of the outdoor environment? Does the order/amount of components in a circuit affect its effectiveness? What materials work as conductors and insulators? Ongoing history skills I am beginning to build up a picture of what main events happened in Britain during different centuries. I am beginning to build up a picture of what main events happened throughout the world in different centuries. I can place periods of history on a timeline. Ongoing geography skills I can use appropriate symbols to represent different physical features on a map I know and use the eight points of a compass I can locate and name the countries that make up the European Union I can name up to six cities in the United Kingdom and locate them on a map I can locate and name some of the main islands that surround the United Kingdom Humanities A study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 for example Queen Victoria. Changes in an aspect of social history, entertainment in Victorian Britain to present day. The legacy of Victorian art work. A significant turning point in British history (for example, the first railways). A non-european society that provides contrasts with British history (war in society) A study chosen from: Benin West Africa ( AD), American Revolutionary War ( ) The Viking 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 Edward the Confessor and his death in 1066 Victorian Industry and Inventions What do we mean by Victorian period? Timeline of Queen Victoria and her role in Life of a Victorian Child Comparison of children s life then and now school life, orphanages and workhouses. Jobs of the working child diary Fairtrade and the Journey of the Cocoa Bean How and where is chocolate sourced and made? Explanation text how to make chocolate. South Africa and Apartheid South Africa and Apartheid why did it happen? How did it begin? The Maritz Rebellion. Nelson Mandela biographies. Vikings Invaders and Settlers Who they were? Where did they come from? Revolting lifestyles food, fighting, crime and punishment. Explorers Vikings. Map work plotting journeys through UK to Europe. Life now and then through European countries/cities.

3 monarchy. Age of Science Victorian inventions (Andrew Graham Bell, Thomas Edison, Joseph Swan, Michael Faraday, Frys Chocolate etc). Cragisde first home with electricity? Local study How has Newcastle Quayside changed? The role of George Stevenson bridges, ship industry etc. entries, role playing, debates. A day in the life of day at school. Using sources to build up the life of a Victorian child. Life in the city/village comparison. Entertainment Victorian vs Present. Cinema/Punch and Judy? Create own puppets and puppeteer box? Environmental issues - Fairtrade production, sustainability, deforestation rainforest/equator hot climates. Segregation role play/moral dilemmas/reflections. Religion/politics. Travelling, invading and settling in England. Local study. Area per week exploring around the world. Human Geography I can explain why people are attracted to live in cities. I can explain how a locality has changed over time with reference to human features. I can suggest different ways that a locality could be changed and improved. Physical Geography I can describe the main features of a well-known city. I can explain how a locality has changed over time with reference to physical features. History I recognise the differences between the lives of poor people and rich people. I appreciate how artefacts from the past help us to build up a picture of how people lived in the past. I can distinguish between reliable and unreliable sources. I can find out what it was like to be a child in any given period. I can use sources of information in ways that go beyond simple observations to answer questions about the past. I am beginning to select and combine information from different sources. Physical Geography I can describe the main features of a village I can describe the main physical differences between the locations of villages and cities I can locate the Tropic of Cancer and the Tropic of Capricorn. Human Geography I can find different views about an environmental issue. I can decide what my view is about an environmental issue. I can suggest different ways that a locality could be changed and improved. I can explain how people are trying to manage their environment. History I am beginning to understand why wars happen and can provide reasons for wars happening (e.g. religion and politics). I can name the areas of origin of the main ethnic groups in my locality and in the United Kingdom. History I can use research to support a historical argument. I can research two versions of an event and say how they differ. I appreciate how artefacts from the past help us to build up a picture of how people lived in the past. I can distinguish between reliable and unreliable sources. I can use sources of information in ways that go beyond simple observations to answer questions about the past. I am beginning to select and combine information from different sources. I know the difference between the British Isles, Great Britain and the United Kingdom. I can name some of the main towns and cities in north east England. I can name up to six cities in the United Kingdom and locate them on a map. I can locate and name Geographical and Fieldwork I can use appropriate symbols to represent different physical features on a map I know and use the eight points of a compass I can name some of the main towns and cities in north east England. I know the difference between the British Isles, Great Britain and the United Kingdom. I can locate and name the countries that make up the European Union.

4 some of the main islands that surround the United Kingdom. Physical Geography I can describe the main physical differences between the locations of villages and cities. RE Leadership The Music of Christmas Rule in Religion Prayer and Worship Symbolism in Religions Help in the Community Ongoing Art : Ongoing DT skills: Sketchbooks I can use my sketchbook to show my feelings about different subjects, likes and dislikes. I can use my sketchbook to adapt and improve my original ideas. I can keep notes about the purpose of my work in my sketchbook. I can create designs for different purposes such as home, school, leisure, enterprise & industry. I can understand what makes a healthy diet. I can prepare and cook different savoury dishes using different skills. I can explain when, where and how different ingredients are grown reared, caught and processed. Expressive Arts and Design Ongoing Music Performing I can perform a simple part rhythmically I can singsongs from memory accurate pitch I can improvise using repeated patterns Composing (inc. Notation) I can use notations to record and interpret sequences of pitches I can use standard notation I can use notations to record compositions in a small group or on my own Appraising I can explain the place of silence and say what effect it has I can start to identify the character of a piece of music I can describe and identify the different purposes of the music I can begin to identify with the style of the work of (Beethoven / Mozart and Elgar)

5 Camden Town Group impressionist art group. L.S Lowry Victorian era. Painting I can make all of the colours that I need I can show mood in my paintings I can use shading to create mood and feelings (Paintings using various shades of one colour, adding a black silhouette of Victorian/Quayside landscape in foreground) Electrical and mechanical components I can add components to circuits I can alter my product after checking I can try out new and different ideas confidently (Mantle of the Expert there is a jewels thief on the loose and we need to create an invader alert system to protect Queen Victoria s jewels. Alarmed boxes). Iron Man robots- LED lights and simple circuits Drawing I can show body language and movement in my sketches I can draw simple objects and use marks and lines to show texture I can use line, tone, shape and colour to draw figures and show movement I can show reflections I can explain why I have chosen a material to use in my work. (Portraits in Victorian styles) Textiles I can think of the user s needs when choosing textiles I can think of ways to make my products strong I can devise a template for my designs I can explain different ways to join. I can use early textile and sewing skills as part of a project (e.g. cross stitch and running stitch). (Cross stitching). Christian Faur (printing/digital image). Printing I can print using at least four colours I can create an accurate print design I can print onto different materials Use of IT I can present a collection of my work on a slide show I can make a piece of art work which includes photographs I have taken I can combine graphics and text based upon my research (Creating digital art and replicating it in other mediums characters from CATCF, landscapes of banana fields etc) Cooking and Nutrition I can work hygienically and safely when cooking I can think of interesting ways to present by products (Cooking Fairtrade banana loaf/pineapple upside cake, honey drizzle, smoothies etc). Collage I can use ceramic mosaic to produce a piece of art I can combine visual and tactile qualities I can make a montage all about myself (Mandela street art collage? Apartheid posters) Mouldable Materials I can think carefully and consider how I could have made my ideas better I persevere even when my original idea may not have worked (African masks/ornaments). Knowledge I can experiment with different styles that artists have used I can explain art from other periods of history (Patterns on shields, family badges, Celtic rings etc) Stiff and flexible sheet materials I can measure out materials carefully I can make my products strong (Woodwork CAM toys. Viking boats sailing) 3D I can combine materials and use different processes to design and make a 3d structure I can begin to sculpt clay and other materials (Creating Viking boats, Viking pottery, make Viking helmets)

6 Physical Education Dance I can take the lead when working with a partner or group. I can use dance to communicate an idea. I can refine, repeat and remember dance phrases and dances. I can perform dances clearly and fluently. I can use simple motifs and movement patterns to structure dance phrases on my own, with a partner and in a group. I know how to warm up and cool down safely I can describe, interpret and evaluate dance, using appropriate language. Gymnastics I can include change of speed in sequences. I can include change of direction in sequences. I can use different movements when travelling including twisting and turning. I can include a range of shapes in my sequences. I can perform a sequence at the same time as my partner so we start and finish at the same time. I can choose a pathway with a partner so we start together and finish apart. I can work with a partner to create, repeat and improve a sequence with at least three phrases. Hockey (Games) I can use a hockey stick to hit the ball accurately and with control. I can keep possession of the ball. I can move to find a space when I am not in possession during a game. I can vary tactics and adapt skills according to what is happening. I can try to move my opponent around by hitting the ball to the back, front or side of the court. I can attack the space and hit the ball to the area, away from the opponent when a space is created. I can recover to the ready position I can hit the ball into a target area. Programming / Coding Rounders (Games) I can recover to the ready position I can hit the ball into a target area. I can throw the ball to others. I can use an over arm throw to throw the ball long distances. I can catch accurately. I can catch with one hand. Football (Games) I can keep possession of the ball. I can shoot at a small target accurately. I can pass the ball to an identified player. I can move into a space to receive the ball from another player. I can attack a space to intercept the ball from a player on the opposing team. I can dribble the ball with control and speed. Athletics I can run over a long distance. I can throw in different ways and choose the best way to go further. I can hit a target. I can jump in different styles and choose the best way to go further. Computing E-Safety To be aware that digital information can be inaccurate, biased or unsafe and that search results are not always relevant. Check accuracy, reliability and relevance of research results using different sources, distinguishing between fact and opinion. Creating animated comics on Purple Mash to illustrate stories written in English. Programming characters to travel routes using Purple Mash/Scratch. To understand and apply the rules around copyright and ownership for their own and others work/digital resources. To know that some digital resources may not be appropriate. Understand what to do if such materials are accessed To be aware that many online simulations and games include chat facilities; use these with care, protecting their identity and only talking to those they know face-to-face from home or school. Online and E-Safety To understand that information, including word based texts, images and sound, found on the internet cannot be copied, used or manipulated without gaining permission from the owner and that all such sources must be acknowledged. To understand that electronic data is held about individuals on the internet and recognise the need to keep all data secure. Use internet safety sites to help build a set of simple rules for personal online safety, in and outside school. To understand the school s esafety rules and to know what to do in the event of an incident at home or school. PHSE To recognise acceptable and unacceptable behaviour when using technology Road Safety SEALs New Beginnings (see School Scheme of Work SEALs Going for Goals SEALs Friendships (Getting on and Falling Out) SEALs Relationships SRE (Sex and Relationships

7 Education) SEAL SEALs New Beginnings SEALs Going for Goals SEALs Friendships (Getting on and Falling Out) SEALs Relationships