Chase Side Primary School. Theme: Water

Transcription

1 Chase Side Primary School Theme: Water Term: Summer 1 Start date: April 2019 Duration: 5 weeks Year 4 Class: Darwin and Berners-Lee Teacher: Mr Davies and Miss Clark Literacy: See Weekly Block Plan Numeracy: See Weekly Block Plan Guided Reading & Phonics: Coverage Skill, knowledge, understanding Covered English The Midnight Fox Alternative endings Editing Poetry (link with Geography) Correct spell homophone Improve handwriting Plan writing based on familiar forms Organise writing into paragraphs Use simple organisational devices Proof read for errors POETRY link to geography To recognize some different forms of poetry [for example, free verse, narrative poetry] To present writing and use expression, volume, tone and intonation whilst reading aloud FICTION - Playscripts Use extracts or scenes from a range of narratives covered in other units. Explore characters, issues and dilemmas. Improvise dialogue between key characters and use this as the basis for writing own short playscripts, using features explored earlier. NON-FICTION - Instructions Read and compare examples of instructional texts Review common features of instructional texts Make critical judgements about effective instructions are Analyse more complicated instructions Identify organizational devices in instructional texts To prepare poems and plays to read aloud with expression, volume, tone and intonation. Use the main features of a type of writing (identified in reading). Use techniques used by authors to create characters and settings. Compose and rehearse sentences orally. Plan, write, edit and improve.

2 Maths Grammar Use wider range of conjunctions Use perfect tense appropriately Select pronouns and nouns for clarity Use & punctuate direct speech Use commas after front adverbials Speaking & Listening Articulate & justify opinions Speak audibly in Standard English Gain, maintain & monitor interest NUMBER OPERATIONS, MONEY, SHAPE, MEASURE (LENGTH, PERIMETER AND AREA), POSITION AND MOVEMENT To measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres To find the area of rectilinear shapes by counting squares To estimate, compare and calculate different measures, including money in pounds and pence To compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes To identify acute and obtuse angles and compare and order angles up to 2 right angles by size Identify acute and obtuse angles and compare and order angles up to two right angles by size. Identify lines of symmetry in 2-D shapes presented in different orientations. Complete a simple symmetric figure with respect to a specific line of symmetry. To measure the perimeter of simple 2-D shapes. To add and subtract amounts of money to give change. ( and p) To measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. To find the area of rectilinear shapes by counting squares. To compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. To identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle To identify acute and obtuse angles and compare and order angles up to two right angles by size. To recognise angles as a property of shape or a description of a turn. Science Science Week ELECTRICITY To using results to draw simple conclusions To make predictions for new values, suggest improvements and raise further questions To identify differences, similarities or changes related to simple scientific ideas and processes To use straightforward scientific evidence to answer questions or to support their findings. To report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. To use results to draw simple conclusions and suggest improvements, new questions and predictions for setting up further tests. To identify differences, similarities or changes related to simple, scientific ideas and processes.

3 To use straightforward, scientific evidence to answer questions or to support their findings. Geography History PE THE WATER CYCLE To describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water To 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. Physical geography, including: rivers, mountains and the water cycle. To ask and answer geographical questions about the physical and human characteristics of a location NOT TAUGHT THIS HALF TERM DANCE RETELLING A STORY Perform dances using a range of movement patterns Games Plan, perform and repeat sequences Move in a clear, fluid and expressive manner Refine movements and sequences Taught by Mr Millard - Linking dance actions R.E. SIHKISM To understand beliefs and teachings To understand practices and lifestyles To understand how beliefs are conveyed To understand values To identify religious symbolism in literature and the arts To show an understanding that personal experiences and feelings influence attitudes and actions

4 COMPUTING We Are Meteorologists 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 Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content 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. Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact Art D&T Chis Contribute to blogs that are moderated by teachers. Give examples of the risks posed by online communications. Understand the term copyright. Understand that comments made online that are hurtful or offensive are the same as bullying. Understand how online services work. Use some of the advanced features of applications and devices in order to communicate ideas, work or messages professionally. Devise and construct databases using applications designed for this purpose in areas across the curriculum. PAINTING water colours Exploring use of mixed media including sketching, pencil and water colour paints Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. Mix colours effectively. Use water colour paint to produce washes for backgrounds then add detail. Experiment with creating mood with colour. Use experiences, other subjects across the curriculum and ideas as inspiration for artwork. Develop and share ideas in a sketchbook and in finished products. Improve mastery of techniques. Toy Design (second half term) To use research and develop design criteria to inform the design of innovative, functional, appealing products that are

5 fit for purpose, aimed at particular individuals or groups To generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design To make, select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately 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 To evaluate, investigate and analyse a range of existing products To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work To understand how key events and individuals in design and technology have helped shape the world Technical knowledge To apply their understanding of how to strengthen, stiffen and reinforce more complex structures, understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] To cut materials accurately and safely by selecting appropriate tools. Measure and mark out to the nearest millimetre. To apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs). To select appropriate joining techniques. To use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears). To design with purpose by identifying opportunities to design. To make products by working efficiently (such as by carefully selecting materials). To refine work and techniques as work progresses, continually evaluating the product design. To use software to design and represent product designs.