Curriculum Overview Year 3/4 - Cycle 2 Autumn Spring Summer Science Dragonology (Geography/DT) & Reach for the Stars (Citizenship/RE) States of matter 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 ( C) identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Tombs and Treasures (History/Art) & Famous Landmarks (Geography) Animals, including humans 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. The Romans are coming! (History/Science) Electricity identify common appliances that run on electricity construct a simple series electrical 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 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. 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 together a variety of everyday materials on the basis of 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.
Art To create sketch books to record their observations and use them to review and revisit ideas To improve a mastery of art and design techniques, (painting) History The achievements of the earliest civilizations An overview of where and when the first civilizations appeared and a depth study of Ancient Egypt. To create sketch books to record their observations and use them to review and revisit ideas To improve a mastery of art and design techniques, (sculpture) with a range of materials Pupils should be taught about: The Roman Empire and its impact on Britain This could include: Julius Caesar s attempted invasion in 55-54 BC the Roman Empire by AD 42 and the power of its army. Successful invasion by Claudius and conquest, including Hadrian s Wall British resistance, for example, Boudica. Romanisation of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity. Geography To use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world Human and physical geography describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Locational knowledge locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the eight points of a compass, four and sixfigure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world 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
Design & Technology To use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. To select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately. To 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 and use mechanical systems in their products, (for example as gears, pulleys, cams, levers and linkages) Computing Communicating: Text and Images How do I use the computer as an artist? Key stage 2 parts Communicating: Multimedia What makes an excellent multimedia story? Understanding and sharing data How is data shared online? Programming How do I write efficient programs in Logo and Scratch? How do I use interaction in a program to tell stories? design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller use sequence, selection, and repetition in programs; work with variables and various forms of input and output use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs 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.
Music play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great composers and musicians Develop an understanding of the history of music. Nb. Year group appropriate skills to be taught through music scheme of work. Languages In Languages (Spanish) we will: listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help speak in sentences, using familiar vocabulary, phrases and basic language structures develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases present ideas and information orally to a range of audiences read carefully and show understanding of words, phrases and simple writing appreciate stories, songs, poems and rhymes in the language
RE & Citizenship Year 3/4: Symbols and religious expression: How do people express their religious and spiritual ideas on pilgrimages? Year 3/4: Inspirational people in today s world: What can we learn from great leaders and inspiring examples in today s world? Year 3/4: Inspirational people from long ago: What can we learn from inspiring leaders who started religions? Muslims and Christians Pupils: find out about some interesting examples of religious pilgrimages, gathering knowledge and developing understanding (A1) consider why people go on pilgrimages. They use a range of exciting stimuli to find out about pilgrimages, and make some connections between Hajj for Muslims and pilgrimage to Lourdes, Iona or the Holy Land for Christians, describing the motives people have for making spiritual journeys. They might imagine planning a pilgrimage in detail to show they can connect spiritual ideas with religious practice (A1); linking to English, pupils find out more about different forms of worship, prayer and meditation in different communities, and write creatively and thoughtfully some songs, prayers or meditations suited to particular occasions and communities (B3); Linking with the expressive arts curriculum, pupils create works of art or music which express their understanding of what it means to belong to a religion or world view, reflecting on their work on pilgrimage, symbol and religious expression. For example, pupils might plan a pilgrimage / spiritual journey for younger children around the school grounds (C1). Hindu, Christian, Buddhist Pupils: experience well told story telling, and develop their own skills as story tellers in relation to great lives in religious story (A2) describe the lives of some inspirational spiritual and leaders from the modern world (A2) understand how key leaders can be sources of wisdom for religious believers (A2) explore the lives of key religious leaders from contemporary life, describing the challenges they have faced and the commitments by which they lived (B2) apply ideas of their own by giving reasons for their views about how leaders can provide wisdom and inspiration (C1) Note: these leaders might be world famous examples (Gandhi, Pandurang Shastri Athavale, Mother Teresa, Martin Luther King, the Dalai Lama), or those who serve the community locally, in Sheffield for example. Moses, the Buddha, Jesus and Muhammad. Pupils: respond thoughtfully to Jewish stories about Moses as the servant of God, learning from stories of the Exodus and the 10 Commandments about how Jewish ideas, festival (Pesach) and stories are connected (A2); respond thoughtfully to Christian beliefs about Jesus as God come down to earth, learning from stories of his life, teaching and example, connecting stories about Jesus to Christian beliefs (A2) consider how the meanings of a parable of Jesus are expressed in poetry, video, stained glass and drama, weighing up the effectiveness of the different media (A3) respond thoughtfully to Muslim teaching about Prophet Muhammad[PBUH] and the revelation of the Qur an, learning from selected stories of his life (hadith), and making connections between Muslim teaching and Muslim practice (e.g. in the 5 Pillars) (A2); respond thoughtfully to stories about the birth, search and enlightenment of the Buddha (A2) use their thinking about stories of Moses, the Buddha, Jesus or Muhammad to explore how Jews, Christians and Muslims today celebrate key events from their history (e.g. in Passover, Lent or Ramadan) (B3) discuss and present thoughtfully their own and others views about the ways in which leaders in religions inspire their followers, connecting to human rights (C1)
PSHE & SEAL PE It s our world 1. Devising a class charter. 2. Understanding rules and laws. 3. Saving energy. 4. Climate change. Ball skills To develop a broader range of skills in both throwing and catching. Say no! 1. Drugs Ed: Risk taking. 2. Drugs Ed: Legal and illegal drugs. 3. Drugs Ed: effects and risks of smoking/alcohol. 4. Keeping safe in my local area: say no. 5. Anti-bullying. Sports Hall athletics To use running and jumping in isolation and combination. Money matters 1. Keeping track of my money. 2. Paying for goods. 3. Family expenses. 4. Planning and budgeting. 5. Charity work. 6. Fund raising for charity. Gymnastics To develop flexibility, strength, technique, control and balance. To develop an understanding of how to improve in different physical activities. Who likes chocolate? 1. The real cost of chocolate. 2. What is fair trade? 3. Consumer power. 4. The media and information. 5. Advertising. 6. Reorganising and challenging stereotypes. Dance To start to develop different dance routines and patterns. To evaluate the work and performances of themselves and others and suggest improvements. People around us 1. Similarities and differences. 2. How we are all connected. 3. Living and working cooperatively. 4. Recognising and challenging prejudice. 5. Gender stereotypes. 6. Contributing to society-jobs people do. Volleyball competing with each other. To apply basic principles of attacking and defending. Growing up 1. Growing and changing. 2. Body changes and reproduction. 3. What is puberty? 4. Wishes hopes and dreams. 5. Positive changes. 6. Unwelcome changes. Athletics To use running, jumping, throwing and catching in isolation and in combination. Invasion games (Basketball) competing with each other. To apply basic principles of attacking and defending. Badminton competing with each other. Football competing with each other. To apply basic principles of attacking and defending. Rounders To play a competitive game. competing with each other. Cricket To play a competitive game. To enjoy communicating, competing with each other