Lower KS2 - Y3/4 Two Year Curriculum Map 2014 curriculum updated Sept 2017 Area of Learning Year 3/4 Cycle One Year 3/4 Cycle Two Storms and Shipwrecks British invaders Tales of the Riverbank Geography Geography Storms and Shipwrecks Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Use the eight points of a compass, four and six-figure grid references, symbols and key. British Invaders Locate areas of Europe and the way that Europe has changed as a result of different settlements. Locate the worlds countries using maps to focus upon Europe. The European countries that surround the U.K Archaology and how this is used to find out about the past. The countries that form the UK Tales of the Riverbank Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom. physical geography, including:rivers Human geography, including, land use. use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied The physical changes in land use in London since the Victorian period. Landmarks that make London famous. Trade and how rivers(river Thames) and railways played an important part in this. Identify the Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Northern Hemisphere, Southern Hemisphere use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied physical geography, volcanoes and earthquakes. A study of Antarctica Revision of the 7 continents and oceans surrounding them. locate the world s countries, using maps to focus on Europe and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn Understand geographical similarities and differences through the study of human and physical geography of a region of South America physical geography including the water cycle
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. Pollution and conservation. 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. Location of rainforests across the world Deforestation/conservation History Storms and Shipwrecks Lives of pirates in history. Changes in village life from 1705 to present day. British Invaders The Roman Empire and its impact on Britain The settlemaent of the Anglo Saxons and Scots The Viking struggle for the Kingdom of England Tales of the Riverbank A local history study (industry linked to ) A study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 - The changing power of monarchs Queen Victoria and significant turning point in British history (inventors, inventions) Study of famous person from history (Joseph bazalghette) Effects of cholera outbreak in London Significant changes made to Britain during the Victorian period) Study of famous people from history (Robert Scott, Roald Amundsun)
Science Storms and Shipwrecks 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 the different types of teeth in humans and their simple functions. What effects does bad diet have on our teeth? recognise that they 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 the 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. objects that float and sink. Wind force Forces Friction including air resistance, as a force that slows moving objects and may prevent objects from starting to move. Magnetism magnetic materials - magnetic poles - attraction and repel depending on poles. British Invaders Describe in simple terms how fossils are formed when things that have lived are trapped within rock. Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties. recognise that soils are made from rocks and organic matter. Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties. Idebtify how sounds are made Recognise that sounds travekl through different media. Look at patterns in volume and strength of vibration that prodices it. Recognise that sound gets fainter the further it travels. 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. Recognise the role of switches Identify common conductors. Sound Identify how sounds are made, associating some of them with something vibrating. To find patterns between the pitch of a sound and features of the object that produced it. To find patterns between the volume of a sound and the strength of the vibrations that produced it. Identify that animals need the right types of food and nutrition, and that they get nutrition from what they eat Identify that humans and animals have skeletons and muscles for support and movement. Compare how things move on different surfaces Notice that some forces need contact between two objects, but magnetic forces can act at a distance Recognise that living things can be grouped in a variety of ways. construct and interpret a variety of food chains, identifying producers, predators and prey. Observe that some materials change state when they are heated or cooled, and measure or research
Tales of the Riverbank Identify that animals need the right types of food and nutrition, and that they get nutrition from what they eat Identify that humans and animals have skeletons and muscles for support and movement. 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 theat environments can change and affect living things Identify and describe the functions of different parts of flowering plants. Explore the requirements of plants for life and growth. Investigate the way water is transported in plants. Animal life cycles frogs and butterflies Pond dipping layers of the pond Pond habitat/river habitat Healthy Focus Weeks Identify that humans need the right types of food and nutrition, and that they get nutrition from what they eat. Describe the simple functions of the basic parts of the digestive system in humans. Pitch and sound and the function of the ear. the temperature at which this happens in degrees Celsius ( C) Compare solids, liquids and gases. Compare how things move on different surfaces.and how forces act upon them. 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 which water is transported within plants Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. construct and interpret a variety of food chains, identifying producers, predators and prey. Recognise that environments can change and affect living things. The water cycle. Healthy Focus weeks Identify that humans and animals have skeletons and muscles for support and movement. Describe the simple functions of the basic parts of the digestive system in humans. Computing Pupils should be taught to: Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts 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 Pupils should be taught to: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts 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 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 Art and Design Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Pupils should be taught: to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history. Design and Technology British Invaders select from and use a wider range of materials and functional properties and aesthetic qualities. select from and use a wider range of materials and functional properties and aesthetic qualities. Design and create a Roman column use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular
Tales of the Riverbank select from and use a wider range of materials and functional properties and aesthetic qualities. Storms and shipwrecks select from and use a wider range of materials and funtional properties and aesthetic qualities. All journeys Evaluate (creating pirate lanterns) investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world. Evaluate individuals or groups. understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] apply their understanding of how to strengthen, stiffen and reinforce more complex structures investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world. select from and use a wider range of materials and functional properties and aesthetic qualities. Music Pupils should be taught to: 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 for a range of purposes 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 Pupils should be taught to: 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 for a range of purposes 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 drawn from different traditions and from great composers and musicians develop an understanding of the history of music. Listem to and appreciate the 10 pieces live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music. Listem to and appreciate the 10 pieces Physical Education Swimming and water safety All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to: swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] perform safe self-rescue in different water-based situations. play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best. PHSE/Citizenship/RR PSHE themes Changes Getting on and falling out Going for goals Good to be me New beginnings Relationships Say no to bullying Pupils should be taught particular Children s Rights: Storms and Shipwrecks Article 24 The right to the best possible health - nutritious food Article 38 Governments must do everything they can to protect and care for children affected by war. PSHE themes Changes Getting on and falling out Going for goals Good to be me New beginnings Relationships Say no to bullying Pupils should be taught particular Children s Rights: Article 7 The right to a name. Article 8 You have the right to an identity. Article 20- you have the right to special care and help if you cannot live with your parents.
British Invaders Article 4- the government has a responsibility to make sure your rights are protected. Create an environment where you can grow and reach your potential. Article 14- you have the right to choose your own religion and beliefs. Tales of the Riverbank Article 24- you have the right to the best health care possible, safe water to drink, nutrious food, a clean safe environment and information to help you stay well. Article 27- your basic needs met. Article 22- children who come into the country without permission should have the same rights as children born in that country. Article 24- you have the right to the best health care possible, safe water to drink, nutrious food, a clean safe environment and information to help you stay well. Article 4- the government has a responsibility to make sure your rights are protected. Create an environment where you can grow and reach your potential. Article 24- you have the right to the best health care possible, safe water to drink, nutrious food, a clean safe environment and information to help you stay well. Aricle 37- no one is allowed to punish you in cruel or harmful way. Article 12 you have the right to give your opinion. Ariticle 30- you have the right to practice your own culture. RE R.E themes covered throughout the year in Year 3 What did Jesus teach? Can we treat animals just as we like? How can Christianity influence the lives of people? Is there a heaven? Who was Muhammad? What rules should we live by? R.E themes covered throughout the year in Year 4 Why do Muslims fast? Why do Sikhs celebrate Divali? Why is the bible called Holy? What makes a good prayer? Is there evidence of religion locally? Does the love of money lead to evil?