Water Orton Primary School. Whole School Curriculum Planning 2017/18 and 2018/19

Transcription

1 Water Orton Primary School Year 3 and 4 planning 2017 /18 Whole School Curriculum Planning 2017/18 and 2018/19 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic Title THE INVENTORS HELMETS AND HOARDS THE GREAT OUTDOORS Theme or context Visit/ Visitor/ Stimulus / Enterprise/ Links Inspire/ Parents? English Maths Cross Curricular See MTP for other maths detail Science Why/ how people in the past and present have created new things and how they impact on society. Whole School Story Book 1.Adventure and mystery Iron Man Ted Hughes 2.Explanation- Wallace and Gromit inventions Use bar charts, tables and pictograms to record findings in science experiments about rocks and soil Year 3 statistics Year 4 number Read Roman numerals to 100 (1-C) and know that the number system has changed over time to include the concept of 0 and place value. Year 3 measure read the time on an analogue clock using Roman numerals Rocks -Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties. - Describe in simple terms how fossils are formed when things that have lived are trapped within rock. - Recognise that soils are made from rocks and organic matter. 1.Instructions link to science 2.Authors and Letters Roald Dahl Instructions for making sandwich Year 3 measures - measuring growth of plants in mm Year 3 and 4 measures In cooking measure volume and weight in kg, g l and ml. Convert units of measure eg ml to l. Make estimates Plants -Identify and describe the functions of different parts of flowering plants: roots, stem, trunk, leaves and flowers. -explore the requirements of plants for life and growth (air, light, water, nutrients from soil and room to grow) and how they vary from plant to plant. -Investigate the way in Why/ how people invaded and settled, locating where they travelled to and from. Trip to Birmingham museum and art gallery and library Staffordshire Hoard 1.Reports BOOK WEEK- Bens Trumpets Forces and Magnets -Compare how things move on different surfaces. - Notice that some forces need contact between two objects, but magnetic forces can act at a distance. - Observe how magnets attract or repel each other and attract some materials and not others. - Compare and group Year 3 and 4 programme 2017/18 and 18 / 19 updated May Myths and legends The ice palace SJ/ Thor? Animals including humans (moving and growing) -Identify that animals including humans need the right types and amount of nutrition and that they cannot make their own food, they get nutrition from what they eat. -identify that humans and some other animals have skeletons and muscles for What the world outside our window is like, how other people and different animals live and survive. 1.Persuasion HS2 2.dialogue and plays Tuesday OLYMPICS WHOLE SCHOOL project 1.Stories in familiar settings 2. creating images (poetry) Year 3 and 4 measures In geography convert units of measure eg m into km. Make estimates Calculate and compare different measures money pounds and pence. Living Things and Their Habitats Food chains - Recognise 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 Living Things and their habitats Adaptation -Recognise how plants and animals in a local habitat are suited to their environment. -To know that animals and plants in a local environment are interdependent.

2 which water is transported in plants. -Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. together a variety of everyday materials based on whether they are attracted to a magnet, and identify some magnetic materials. - Describe magnets as having two poles. -Predict whether two magnets will attract or repel each other, depending on which poles are facing. support, protection and movement. environments can change and that this can sometimes pose dangers to living things. ICT History E- Safety Editing and writing HTML Computer networks Describe how internet search engines find and store data, use technology responsibly, securely and safely. Romans -Develop chronologically secure knowledge and understanding of British, local and world history. To use time lines and place events in order. -Note connections and trends over time and develop the appropriate use of historical terms. - Devise historically valid questions about change, cause, similarity and difference and significance. - Understand how our knowledge of the past is constructed from a range of sources. - The Roman Empire and its impact on Britain, Julius Caesar s attempted invasion in 55-54BC, the Roman Empire by AD 42 and the power of its army, successful invasion by Claudius and conquest, including Hadrians wall, British resistance (Boudicca), Romanisation Creating and interactive toy Computational thinking Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. Safer Internet day- Developing a simple educational game Computational thinking Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. Vikings and Anglo Saxons -Develop chronologically secure knowledge and understanding of British, local and world history. -Note connections and trends over time and develop the appropriate use of historical terms. To use time lines and place events in order. - Devise historically valid questions about change, cause, similarity and difference and significance. - Understand how our knowledge of the past is constructed from a range of sources. -Anglo saxon invasions, settlements and kingdoms, place names and village life -Anglo saxon art and culture, - Christian conversion, Canterbury, Iona and Lindesfarne _Viking raids and invasion Collaborating by and teleconference Communication/ collaboration Describe how internet search engines find and store data, use technology responsibly, securely and safely. Finding out how the school network works Computer networks Understanding computer networks including the internet. Understand how they can provide multiple services such as the world wide web and opportunities they offer for communication. Finding and correcting bugs in programmes Computational thinking Use logical thinking to explain how a simple algorithm works, detect and correct errors in algorithms and programs. Year 3 and 4 programme 2017/18 and 18 / 19 updated May

3 of Britain, sights such as Caerwnent and the impact of technology, culture and belief including early Christianity. Identify and interpret different account of events. Select organise and communicate their findings about the past. -Resistance by Alfred the Great and Ethleston -Further Viking invasions and Danegeld -Anglo saxon laws and justice -Edward the Confessor and his death in 1066 Identify and interpret different account of events. Select organise and communicate their findings about the past. Geography DT Art Human/Physical Geography -human geography including types of settlement and land use, trade links, distribution of natural resources including food. Pattern Mosaics Cooking and Nutrition (Select from materials and components ingredients) - know how to apply the principles of nutrition and healthy eating -understand and apply the principles of a healthy and varied diet -prepare savoury dishes -understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed. -Chrn design their own healthy sandwich based on their knowledge of the food wheel. Geographical Skills -Use maps, atlases, globes and digital/ computer mapping to locate countries and describe features studied -Use the eight points of a compass, four and six figure grid references, symbols and key to build their knowledge of the UK and wider world Viking purse (textile) look at a designer D-use research to design a functional purse that is fit for purpose aimed at Viking use. Generate, develop, model and communicate ideas through discussion, annotated sketches M-Select from and use a wider range of tools and equipment to perform practical tasks. Select and use a wider range of textiles according to their functional properties and aesthetic qualities. E- Investigate and analyse a range of existing products. Painting (form and space) UNIT Locational Knowledge -Locate the worlds countries, using maps to focus on Europe, concentrating on environmental regions, key physical and human characteristics Structure that is strong stiff stable Bird table D- Develop design criteria to inform the design of a functional bird table that is fit for purpose. Generate and develop ideas through prototypes. M- Select from and use a wider range of tools and equipment to perform practical tasks. Select from and use a wider range of materials, including construction materials. TK- Apply understanding of how to strengthen, stiffen and reinforce more complex structures. UNIT Locational Knowledge -Name and locate counties and cities of the UK, geographical regions and their identifying human and physical characteristics key topographical features including hills, mountains, coasts and rivers and land use patterns and understand how some of these aspects have changed over time. Pneumatic systems (mechanism templates and mock ups) Chrn to create an animal with one of its adaptations involving a pneumatic system. D- Use research and develop design criteria to inform the design of a functional product that is fit for purpose. Generate and develop ideas through discussion, annotated sketches and cross sectional diagrams. M-Select from and use a wider range of materials and components according to their functional properties. E- Evaluate ideas against design criteria. TK- Understand the use of mechanical systems in products. Year 3 and 4 programme 2017/18 and 18 / 19 updated May

4 RE Music - Develop techniques and control in use of a range of materials with creativity, experimentation and an increasing awareness of art, craft and design. -To improve mastery of art and design techniques with a range of materials. -Create sketch books to review and revisit ideas. - To know about great artists and designers in Italy Making choices. To look at religious influences (role models) and their perceptions of why rules are used to guide people. Jewish and Christian traditions. The Class Orchestra (exploring arrangements) Y3 I improvise in making sounds and with my voice. I notice how music can be used to create different moods and effects and to communicate ideas. I notice and explore the ways sounds can be combined and used expressively. Giving thanks. Describe the key aspects of religions especially the people, stories and traditions that influence the beliefs and values of others. Jewish Festival Sukkot American - Thanksgiving Degas, Eadweard Muybridge photography From photo to sketch to painting - Develop techniques and control in photography, drawing and paitning with creativity, experimentation and an increasing awareness of art, craft and design. -To improve mastery of art and design techniques with a range of materials. -Create sketch books to review and revisit ideas. - To know about Eadward Muybridge and Degas Salt pepper, vinegar, mustard (Exploring singing games) Y3 I can sing in tune with expression and perform rhythmically simple parts that use a range of notes. Caring for others. To explore reasons which prompt people to help others and the responsibilities of individuals as members of society. Salvation Army Sikh religion. Animal Magic (exploring descriptive sounds) Y3 Recognise how the different musical elements are combined and used expressively. I can make improvements to my own work commenting on the intended effects. PSHE & C Taking Care Projectyear 4 Life education van - Anti-Bullying week Valuing Differences. 3D How to form and maintain relationships with a range of different people. To recognise and reflect similarities and differences between people and challenge stereotyping and discrimination. Self Awareness. 3B To recognise how attitude and behaviour, and peer pressure can influence choice and behaviour including bullying and how it affects others. To recognise right and wrong, what is fair and unfair and explain why. Me in my community. 3G Why people work and the different jobs people do. To know how they can contribute to a range f activities that help them to become more enterprising. My Relationships. Unit 3C Understand the qualities of a friendship Making and sustaining friendships and relationships Year 3 and 4 programme 2017/18 and 18 / 19 updated May

5 PE (Games/ Gym and dance) OAA trails and problem solving I select and use the most appropriate skills, actions and ideas. I use maps and diagrams to orientate myself. Circuits I give reasons why warming up before an activity is important. I give reasons why Dance - Comedy My dance movements communicate an idea. I refine my movements into sequences I know that dance can express a variety of things. Circuits As Autumn 1 Football As Autumn 1 Gymnastics I discuss I say how my work is similar to and different from others. I use this understanding to improve my own performance. I plan, perform and repeat sequences. My sequences include changes in speed and level. Dance My movements are controlled and express emotion or feeling. I make complex sequences that include changes in direction, level and speed. Badminton As spring 1 Cricket I throw and catch a ball with control and accuracy. I strike a ball and field with control. Volleyball I use a variety of techniques to pass. I can strike a bowled ball. I work with my team or alone to gain possession of the ball. Athletics I can sprint over a short distance. I can run over a longer distance, conserving energy. I have a range of throwing techniques (underarm, over arm, putting and hurling). I throw with accuracy to hit a target. I can jump in a number of ways, sometimes using a short run-up. MFL Revise previous All about me. Include introductions, how they are feeling and numbers to 10. Skills below apply for all topics: -to listen attentively to spoken language - to explore the patterns and sounds of language through songs, engage in conversations - to speak in sentences and develop accurate punctuation - read carefully - broaden vocabulary e.g. use a dictionary - write phrases from memory All about me and Festivals Children learn numbers up to 30 and revise how to say their age. They go on to learn about how Christmas is celebrated in South America. Where I live Children learn how to say where they are from and where they live now. They can also question other children with this vocabulary. My body Children learn the different parts of the body. Children say if they are unwell and where it hurts. Children learn about how Easter is celebrated in South America. What pets I have Children learn animal vocabulary and how to say which animals they have. They also go onto revise how to say what they like and dislike. They then apply this with their animal vocabulary. What has happened today? Children learn how to discuss different sections of the news, including weather. Year 3 and 4 programme 2017/18 and 18 / 19 updated May

6 Year 3/4 Rolling Programme 2018/19 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic Title Off with their heads The River The Sands of Time Theme or context Visit/ Visitor/ Stimulus / Enterprise/ Links Inspire/ Parents? English Maths Cross Curricular See MTP for other maths detail Science How the Tudors lived, local areas with Tudor history. Literacy story book Mr wuffles (Whole school project) 1.Stories with HUMOUR AND historical settings The Thief the Fool and the Big Fat Man 2. Information texts of Tudors 3.. Poetry (Shakespeare)performance poetry Trip to Selly Manor 1..Plays Shakespeare 2 Non Chronological reports Newspaper on Tudor 3. Letters to Santa Year 4 position and direction Describe positions on a grid as coordinates Year 4 measurement Convert between units of time, Begin to understand the passing of time and its relation to days and weeks. Year 3 measurement Compare durations of time Measure lengths accurately in cm and mm when making a photo frame. Electricity (Circuits) -Identify common appliances that run on electricity. -Construct a simple series circuit, identifying and naming its 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 Animals including humans (teeth and eating, food chains) - Describe 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 prey. How the place and time period (Indus Valley) affected behaviours and the arts. 1. List poems and Kennings 2. Stories from other cultures- Indus people 3. Recounts- Indus people Year 3 and 4 programme 2017/18 and 18 / 19 updated May Myths and legends from India 3. persuasive writing- Exploring form (poetry) Creating Images Easter theme Year 4 geometry position and direction Describe positions on a grid as coordinates in the first quadrant Describe movements on a grid as translations Plot points on a grid. Year 3 and 4 statistics Interpret and present data in discrete and continuous forms using bar charts and time graphs. States of Matter (Evaporation and water cycle) -To know that evaporation is when a liquid turns to a gas. -Be able to explain the disappearance of water in a range of situations. -To know that liquids other than water evaporate. -To explain every day examples of drying in terms of factors affecting evaporation. -To know that condensation is when a gas turns to a liquid and is States of matter (solids, liquids and gases) -Compare and group materials together 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 which this happens in degrees Celsius. - Identify the part played by evaporation and condensation in the water cycle and associate the Understanding an ancient culture (Egypt) and what was involved in that way of life. Recognising spiritual aspects. Egyptian pottery 1. Instructions- How to make a mummy 2. Nonsense -poetry 3. Stories by the same author Jermey Strong there is a Pharaoh in our bath 1. Chronological reports 2. Adventure Stories - Jeff Brown's Flat Stanley: The Great Egyptian Grave Robbery 3.humerous poetry Year 3 and 4 statistics Interpret and present data in discrete and continuous forms using bar charts and time graphs. Year 4 number In the context of temperature count backwards through 0 to include negative numbers Light (sundials) -Recognise we need light in order to see things and that dark is the absence of light. - notice that light is reflected from surfaces. - Recognise that light from sun can be dangerous and that there are ways to protect their eyes. - Recognise that shadows are formed when the light from a light source is blocked by a solid object. - Find patterns in the way that the size of shadows change. Sound - Identify how sounds are made, associating some of them with something vibrating - Recognise that vibrations form sounds travel through a medium to the ear. - Find patterns between 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 that produced it. -Recognise that sounds get fainter as the distance from

7 ICT E- safety - History and associate this with whether or not a lamp lights in a simple series circuit -Recognise some common conductors and insulators, and associate metals with being good conductors. Creating a survey and analysing the results Productivity Devise and construct databases using applications designed for this purpose in areas across the curriculum. Tudors -Develop chronologically secure knowledge and understanding of British, local and world history. To use time lines and place events in order. -Note connections and trends over time and develop the appropriate use of historical terms. Identify, describe and explain houses, culture leisure and beliefs. - Devise historically valid questions about change, cause, similarity and difference and significance. - Understand how our knowledge of the past is constructed from a range of sources. Use evidence to find similarities and differences. Identify and interpret different account of events. Select organise and communicate their findings about the past. -A study over time tracing how several aspects of national history are reflected in the locality to Programming an animation Programming Design and write programmes that accomplish specific goals including controlling or simulating physical systems. the reverse of evaporation. - To know that air contains water vapour and when it hits a cold surface it condenses. - To know that water evaporates from oceans, seas and lakes, condenses as clouds and falls as rain. - To know that water collects in streams and rivers and eventually finds its way to the sea. E Safety internet Shooting and editing video Creativity Select, use and combine a variety of software on a range of digital devices to accomplish given goals. Indus Valley 1766BC-1122BC bronze age -Develop chronologically secure knowledge and understanding of Indus, local and world history.. To use time lines and place events in order. -Note connections and trends over time and develop the appropriate use of historical terms. Identify, describe and explain houses, culture leisure and beliefs - Devise historically valid questions about change, cause, similarity and difference and significance. - Understand how our knowledge of the past is constructed from a range of sources. Identify and interpret different account of events. Select organise and communicate their findings about the past. BOOK WEEK- Year 3 and 4 programme 2017/18 and 18 / 19 updated May rate of evaporation with temperature. Producing a wiki Communication/ collaboration Use some of the advanced features of applications and devices in order to communicate ideas, work or messages professionally. Producing digital music Creativity Select, use and combine a variety of software on a range of digital devices to accomplish given goals. Egypt -Develop chronologically secure knowledge and understanding of British, local and world history.. To use time lines and place events in order. To use words and phrases like century and decade -Note connections and trends over time and develop the appropriate use of historical terms. Identify, describe and explain houses, culture leisure and beliefs - Devise historically valid questions about change, cause, similarity and difference and significance. - Understand how our knowledge of the past is constructed from a range of sources. Identify and interpret different account of events. Select organise and communicate their findings about the past. the sound source increases. Recording and analysing weather data Productivity Devise and construct databases using applications designed for this purpose in areas across the curriculum.

8 Geography DT go beyond Place Knowledge -understand geographical similarities and differences through the study of human and physical geography of a region in the united Kingdom (Water Orton/Stratford) Picture frames (Structure) -Designing picture frames for the Tudor portraits. D- Use research to inform the design of innovative, functional, appealing products that are fit for purpose. M-Select from and use a wider range of tools and equipment form practical tasks. Select from and use a wider range of materials according to their functionality and aesthetics. E-Evaluate ideas against own design criteria, consider the views of others to improve their work. TK-Apply understanding of how to reinforce a frame structure. Human/ Physical Geography -describe and understand key aspects of physical geography: rivers, mountains, water cycle -Human geography-types of settlement and land use UNIT fieldwork (River studies) -Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies. Human/ Physical Geography -Describe and understand key aspects of physical geography-climate zones Cooking (ingredients) Food from Egypt, food tasting. Understand and apply the principles of a healthy and varied diet. -Prepare and cook a variety of dishes using a range of cooking techniques. Art Portraiture (drawing) Monarch portraits (take a seat) Hans Holbein -Use drawing to develop and share ideas, experience and imagination. -Know about Hans Holbein, describing the differences and similarities between different practises, making links to own work. -Develop a wide range of art and design techniques in using form and space. Functional product based on design criteria Pottery (sculpture) Pottery from the bronze age - Develop techniques and control in use of clay with creativity, experimentation and an increasing awareness of art, craft and design. -Create sketch books to review and revisit ideas. - To know about great artists from the bronze age. Year 3 and 4 programme 2017/18 and 18 / 19 updated May Landscape painting (Painting) - Develop techniques and control in use of paint with creativity, experimentation and an increasing awareness of art, craft and design. -To improve mastery of painting with a range of materials. -Create sketch books to review and revisit ideas. - To know about great painters from the Shang Dynasty. Textiles Papyrus paper Hieroglyphics Mummies Collars - Develop techniques and control in use of a range of materials with creativity, experimentation and an increasing awareness of art, craft and design. -To improve mastery of art and design techniques with a range of materials. -Create sketch books to review and revisit ideas.

9 RE Ways of telling (Christian and Hindu). Beliefs and questions: how people s beliefs about God, the world and others impact on their lives. Symbols and religious expression: how religious and spiritual ideas are expressed Religion and the individual: what is expected of a person in following a religion or belief Religion, family and community: how religious families and communities practise their faith, and the contributions this makes to local life PSHE & C Taking Care - PROGRAMME year 3 Multicultural links SMSC Music Life education caravan Autumn 1 Anti Bullying week Autumn 2 Making choices Influences and role models Rules and how they are used to guide people Healthy Lifestyles. I discuss why healthy eating and physical activity are beneficial. I make healthy eating choices and prepare simple healthy foods. I manage my own personal hygiene. What makes us strong? What talents do we have in our class? What do you contribute? Talent Tree Ready steady cook healthy choices Survey of school dinners Play it again (exploring rhythmic patterns) Y4 I perform simple patterns and accompaniments keeping to a steady pulse. I improvise repeated patterns. Tudor music A Fair World Beliefs and questions: how people s beliefs about God, the world and others impact on their lives. Religion and the Individual: What is expected of a person in following a religion or belief Beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the importance of the environment. Spring Fever- Follow My Leader Christian and Buddhist - finding out about the lives of religious leaders Keeping safe and getting help. I suggest how things might be improved through my actions or the actions of others. I develop reasons for my opinions and communicate them. Family life in India Changes in Indian culture r Fashion industry/ technology (exploring melodies and scales) Y4 I perform simple melodic and rhythmic parts. I compose music that combines musical elements. I recognise and explore how sounds can be organised. - To know about great artists and designers in Egypt Living like a saint (Christianity and Sikhism) Symbols and religious expression: how religious and spiritual ideas are expressed Inspirational people: figures from whom believers find inspiration. Religion and the individual: what is expected of a person in following a religion or belief The Sound of Silence Contemplation and meditation Visit to a Quaker meeting house World of drugs. I explore how some substances can help or harm the body. I join in with discussions about: Harmful substances. With help I find out about the impact of some harmful and beneficial substances on the body. Being sporting, playing fairly, being positive Footprints in the sand poems Painting with Sound (Exploring sound colours) Y4 Improvise repeated patterns and combine several layers of sound with awareness of the combined effect. Recognise and explore the ways sounds can be combined and used expressively. PE (Games/ Gym and dance) Tudor Dance I identify how a performance could be improved. I copy and remember actions. I move with careful control, co-ordination and care. I remember and repeat Gym: Shape and Balance I talk about the differences between my own and others performances. I move with careful control, co-ordination and care. I choose the best movements to communicate a mood or Gym: Balancing and travelling I discuss I say how my work is similar to and different from others. I refine my movements into sequences. I move with co-ordination and control. Dodgeball I select and use the most appropriate skills, actions and ideas. I choose the appropriate tactics to cause a problem for the opposition. I follow rules in a game. I keep possession of a ball Rounders I improvise with ideas and movements. I select and use the most appropriate skills, actions and ideas. I choose the appropriate tactics to cause a problem for the opposition. Athletics I give reasons why warming up before an activity is important. I give reasons why physical activity is good for my health. I can sprint over a short distance. Year 3 and 4 programme 2017/18 and 18 / 19 updated May

10 MFL dance movements. Table Tennis I use the terms opponent and team-mate when playing games. I use my rolling, hitting and kicking skills in games. I decide on the best position to be in during a game. Outdoor adventure activity Revise previous All about me. Include introductions, how they are feeling and numbers to 10. Skills below apply for all topics: -to listen attentively to spoken language - to explore the patterns and sounds of language through songs, engage in conversations - to speak in sentences and develop accurate punctuation - read carefully - broaden vocabulary e.g. use a dictionary - write phrases from memory feeling. I plan sequences of movements. I can show contrasts such as small/tall, straight/ curved and wide/narrow. My movements are controlled. I can balance on different points of my body. OAA All about me and Festivals Children learn numbers up to 30 and revise how to say their age. They go on to learn about how Christmas is celebrated in South America. My body is balanced. My shapes are controlled. I plan, perform and repeat sequences. My sequences include changes in speed and level. Rhythmic gymnastics Uni Hoc Where I live Children learn how to say where they are from and where they live now. They can also question other children with this vocabulary. (feet, hockey stick, hands). Rhythmic gymnastics Uni Hoc My body Children learn the different parts of the body. Children say if they are unwell and where it hurts. Children learn about how Easter is celebrated in South America. I follow rules in a game. I strike a ball and field with control. Tri Golf I follow rules in a game. I keep possession of a ball (feet, hockey stick, hands). Tennis/Cricket Swimming (year 3 only) What pets I have Children learn animal vocabulary and how to say which animals they have. They also go onto revise how to say what they like and dislike. They then apply this with their animal vocabulary. I can run over a longer distance, conserving energy. I have a range of throwing techniques (underarm, over arm, putting and hurling). I throw with accuracy to hit a target. I can jump in a number of ways, sometimes using a short run-up. Tri Golf I follow rules in a game. I keep possession of a ball (feet, hockey stick, hands). Tennis/Cricket Swimming (year 3 only) What has happened today? Children learn how to discuss different sections of the news, including weather. Resources Stories & Books Year 3 and 4 programme 2017/18 and 18 / 19 updated May

11 Year 3 and 4 programme 2017/18 and 18 / 19 updated May