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Curriculum Overview for Year 4 IntentChildren will be taught to:- Acquire a set of shared moral values such as respect, care, responsibility, honesty, tolerance, sincerity and truthfulness on which to

build their own behaviour- Be adaptable, solve problems, work independently and work in teams- Make reasoned judgements and choices based on evidence and previous learning- Enjoy their learning, be eager and put their best into all activities- Think mathematically in a variety of situations using concepts of number, algebra, measurement, shape, space and handling data- Listen and read for a variety of purposes and be able to communicate their meaning accurately and appropriately through speech

and writing- Develop an inquiring mind and scientific approach to problems- Solve problems using technological skills- Use information technology to solve problems, research and record understanding- Communicate knowledge, creativity and feelings through various art forms including art, drama and music- Understand the geographical, historic and social aspects of the local, national and international environment- Recognise the links between family, local, national and international events and personal heritage- Develop agility, physical co-ordination and confidence in and through movement- Consider the basic principles of health, hygiene and keeping safe- Reflect on spirituality, different beliefs and world religions- Behave in an appropriate way to take responsibility for their own actions- Care for and take pride in their school and their environment- Develop tolerance, respect, and appreciation of the needs, capabilities and feelings of others- Develop non-sexist, non-racist and non-discriminatory attitudes

ImplementationTerms National Curriculum Objectives Topics Spelling patterns Impact by the end

of the yearEnglish Autumn

Term listen and respond appropriately to

adults and their peers Fiction – stories in familiar settings

Words with /aw/ spelt with augh and

Children will be able to spell confidently

ask relevant questions to extend their understanding and knowledge

Use relevant strategies to build their vocabulary

Articulate and justify answers, arguments and opinions

maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

speak audibly and fluently with an increasing command of Standard English

participate in discussions, presentations, performances, role play/improvisations and debates

gain, maintain and monitor the interest of the listener(s)

Consider and evaluate different viewpoints, attending to and building on the contributions of others

Select and use appropriate registers for effective communication

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in - see English appendix 1, both to read aloud and to understand the meaning of new words they meet

read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

listening to and discussing a wide

and from other culturesNon-fiction – Research and creating fact files and non-chronological reportsPoetry

auAdding prefix in (meaning not or into)Adding prefix im (before root word starting with m or p)Prefix il (before root word starting with l)Prefix ir (before root work starting with r)Homophones & near homophonesWords wit /shun/ ending spelt with sion (root word ending in ‘se’, ‘de’ or ‘d’)Words with /shun/ sound spelt with ‘ssion’ (root word ending in ‘ss’ or ‘mit’)Words with /shuhn/ sound spelt with ‘tion’ (root word ending in ‘te’, ‘t’ /or has no definite root)Words with /shuhn/ sound spelt with ‘cian’ (root word ending in ‘c’, ‘cs’)Words with ‘ough’ to make a long /o/./oo/ or /or/ sound

advancing their phonics knowledge and putting into practise new spelling rules.

Children will be able to improve their handwriting and develop their own style and consistency.

Read and discuss high quality texts to inspire their own writing.

Become independent motivated writers

Be able to write in a variety of different contexts. Start to think creatively using a variety of vocabulary to develop both non-fiction and fiction writing

Use technology within their writing to help edit and improve their work.

range of fiction, poetry, plays, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

use dictionaries to check the meaning of words that they have read

Increasing their familiarity with a wide range of books, including fair stories, myths and legends, and retelling some of these orally

Identify themes and conventions in a wide range of books

Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

Discussing words and phrases that capture the reader’s interest and imagination

Recognising some different forms of poetry

Checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context

Asking questions to improve their understanding of a text

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Predicting what might happen from details stated and implied

Identifying main ideas drawn from more than 1 paragraph and summarising these

Statutory spellings Start to enjoy reading and writing for pleasure.

Work as part of a team to discuss their writing.

Talk and discuss various grammatical techniques and start to use them in their writing.

identifying how language, structure, and presentation contribute to meaning

Retrieve and record information from non-fiction

Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Use further prefixes and suffixes and understand how to add them

Spell further homophones Spell words that are often misspelt Use the first two or three letters of a

word to check its spelling in a dictionary

Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

Increase the legibility, consistency and quality of their handwriting[for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

Discussing and recording Composing and rehearsing sentences

orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English appendix 2)

Organising paragraphs around a theme In narratives, creating settings,

characters and plot In non-narrative material, using simple

organisational devices [for example, headings and sub-headings]

Assessing the effectiveness of their own and others’ writing and suggesting improvements

Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.

proofread for spelling and punctuation errors

Read aloud their own writing, to a group of the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although

Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

Using conjunctions, adverbs and prepositions to express time and cause

Using fronted adverbials Learning the grammar for years 3 and

4 in English appendix 2 Using commas after fronted adverbials

Using and punctuating direct speech Use and understand the grammatical

terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.

Spring Term listen and respond appropriately to adults and their peers





use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas






Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed

Fiction – story writing, adapting a story to change the view pointNon-fiction – non-chronological reportsPoetry – narrative poems

Homophones and near homophonesNouns ending in the suffix –ationAdding the prefix sub- (meaning ‘under’) and adding the prefix super (meaning ‘above’)Plural Possessive Appostrophes with plural wordsWords with the /s/ sound splet ‘sc’Words with a ‘soft c’ spelt with ‘ce’Words with a ‘soft c’ spelt with ‘ci’Word families based on common words, showing how words are related in form and meaningStatutory Spellings

in - see English appendix 1, both to read aloud and to understand the meaning of new words they meet


listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks










Drawing inferences such as inferring

characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence







Spell further homophones Spell words that are often misspelt Place the possessive apostrophe

accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]

Use the first two or three letters of a word to check its spelling in a dictionary



Increase the legibility, consistency and

quality of their handwriting[for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].












Using present perfect form of verbs in contrast to the past tense




4 in English appendix 2 Using commas after fronted adverbials Indicating possession by using the

possessive apostrophe with plural nouns


terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.

Summer Term

listen and respond appropriately to adults and their peers





use spoken language to develop understanding through speculating,

Non-fiction – writing instructionsFiction – story writing, diary writing and recountsPoetry -

Adding the prefix inter- (meaning ‘between’ or ‘among’)Adding the prefix ant- (meaning ‘against’)Adding the prefix auto-(meaning ‘self’ or ‘own’)Adding the prefix non- (meaning ‘not’)Words ending in –

hypothesising, imagining and exploring ideas






Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in - see English appendix 1, both to read aloud and to understand the meaning of new words they meet


listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks




ar/ -erAdding the suffix –ous (No change to root word)Adding the suffix –ous (No definitive root word)Adding the suffix –ous (words in ‘y’ become ‘I’ and words ending in ‘our’ become ‘or’)Adding the suffix –ous (Words ending in ‘e’ drop the ‘e’ but not ‘ge’)Adverbials of frequency and possibilityAdverbials of manner







Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence







Spell further homophones

Spell words that are often misspelt Place the possessive apostrophe

accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]

Use the first two or three letters of a word to check its spelling in a dictionary



Increase the legibility, consistency and quality of their handwriting[for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].















4 in English appendix 2 Using commas after fronted adverbials Indicating possession by using the

possessive apostrophe with plural nouns


terminology in English Appendix 2 accurately and appropriately when

discussing their writing and reading.

Terms National Curriculum Objectives Calculation strategies taught Impact by the end of the year

Maths Autumn Term

Count in multiples of 6, 7, 9, 25 and 1000

Find 1000 more or less than a given number

Count backwards through zero to include negative numbers

Recognise the place value of each digit in a four digit number (thousands, hundreds, tens and ones)

Order and compare numbers beyond 1000

Identify, represent and estimate numbers using different representations

Round any number to the nearest 10, 100 or 1000

Solve number and practical problems that involve all of the above with increasingly large positive numbers

Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value

Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate

Estimate and use the inverse operations to check answers to a calculation

Solve addition and subtraction two – step problems in contexts, deciding

Addition and subtraction+ = signs and missing numbersContinue using a range of equations as in previous years but with appropriate numbers up to 4 digits.Mental Strategies.

Partition into hundreds, tens and ones and recombineEither partition both numbers and recombine or partition the second number only e.g.358 + 73 = 358 + 70 + 3 = 428 + 3 = 431

358 428 431

+70 +3

Add or subtract the nearest multiple of 10 or 100, then adjustContinue as in Year 2, 3 and 4 but with appropriate numbers e.g. 458 + 79 = is the same as 458 + 80 - 1

Pencil and paper procedures367 + 185 = 431either or

367 300 + 60 + 7

Children will understand the number system confidently from 0-1000 ready to manipulate numbers above 1000 in year 4.

Children will have the skills to add and subtract confidently both developing written and mental methods.

Children will become fluent and recall off by heart times tables up to 12 x 12

Children will be able to tell the time and understand the 24 hour clock

Children will be able to recall all of their 2D and 3D

which operations and methods to use and why

Recall multiplication and division facts for multiplication tables up to 12 x 12

Multiply two digit and three digit numbers by a one digit number using formal written layout

Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

Add and subtract fractions with the same denominator

Round decimals with one decimal place to the nearest whole number

Compare numbers with the same number of decimal places up to two decimal places

Convert between different units of measure [for example, kilometre to metre; hour to minute]

Estimate, compare and calculate different measures, including money in pounds and pence

Read, write and convert time between analogue and digital 12- and 24-hour clocks

Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

+ 185 100 + 80 + 5 12 400 +140+12 = 552 140 400 552

leading to 367 +185 552 1 1 Extend to decimals in the context of money.

Find a small difference by counting upe.g. 5003 – 4996 = 7This can be modelled on an empty number line (see complementary addition below). Children should be encouraged to use known number facts to reduce the number of steps.

Subtract the nearest multiple of 10 or 100, then adjust.Continue as in Year 2 and 3 but with appropriate numbers. To 4 digits

Use known number facts and place value to subtract92 – 25 = 67 92 67 72

-5 -20

shapes and infer information about their geometrics.

Children will be confident understanding and writing Roman Numerals

Children will be able to develop the resilience to solve problems amongst all areas of mathematics.

Children will able to solve problems including those involving money.

Children will be able to understand the concept of fractions, that a number is split into parts and be able to manipulate fractions in a variety of ways.

Children will be able to infer and create a variety of statistical tables.

PENCIL AND PAPER PROCEDURES:

Formal Written methods – start with partitioning 800 70 4 874- 500 20 3 - 523 300 50 1 351 = 351

30 15245 – 126 200 40 5 - 100 20 6 100 10 9 = 119If able to cope with simple decomposition 3 1 2 4 5 1 2 6 1 1 9

Two step problems in context Make decisions about which operation and method to use.

Multiplicationx = signs and missing numbersContinue using a range of equations as in previous years but with appropriate numbers

Recall and use multiplication facts to 12 x 12 Including understanding of multiplying by 0 and 1

Use knowledge of table facts to find factor pairs to 144.

PartitionContinue to use arrays:

18 x 9 = 162

18 x 9 = (10 x 9) + (8 x 9) = 162

or

47 x 6 = 282

47 x 6 = (40 x 6) + (7 x 6) = 282

OR

Use the grid method of multiplication (as below)

Pencil and paper procedures

Grid method123 x 7 is approximately 120 x 10 = 1200

X 100 20 3

7 700 140 21 = 861

Solve problems using multiplication including problems in context.

A box of sweets holds 124 sweets, I buy 4

boxes, how many sweets will I have.

A cake weighs 250g, how much will 6 cakes weigh?

Spring Term Count in multiples of 6, 7, 9, 25 and 1000

Recognise the place value of each digit in a four digit number (thousands, hundreds, tens and ones)

Order and compare numbers beyond 1000

Identify, represent and estimate numbers using different representations


Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value



Solve addition and subtraction two – step problems in contexts, deciding which operations and methods to use and why


Use place value, known and derived facts to multiply and divide mentally,

Expanded Column MultiplicationLeading to formal method 3digit by 1 digit

Children should describe what they do by referring to the actual values of the digits in the columns. For example, the first step in 38 × 7 is ‘thirty multiplied by seven’, not ‘three times seven’, although the relationship 3 × 7 should be stressed.

30 + 8 38 x 7 x 7 56 (8 x 7 = 56) 56 210 (30 x 7 = 210) 210 266 266

123 X 8 984 1 2

including : multiplying by 0 and 1; dividing by 1; multiplying together three numbers

Recognise and use factor pairs and commutativity in mental calculations



Recognise and show, using diagrams, families of common equivalent fractions

Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

Recognise and write decimal equivalents of any number of tenths or hundredths

Recognise and write decimal equivalents to ½, ¼, ¾

Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths


Solve simple measure and money problems involving fractions and decimals to two decimal places.

Convert between different units of

measure [for example, kilometre to metre; hour to minute]

Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres

Read, write and convert time between analogue and digital 12- and 24-hour clocks

Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes

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.

Describe positions on a 2-D grid as coordinates in the first quadrant

Plot specified points and draw sides to complete a given polygon.

Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

Summer Term

Count in multiples of 6, 7, 9, 25 and 1000

Count backwards through zero to include negative numbers

Identify, represent and estimate number suing different representations

Round any number to the nearest 10, 100 or 1000




Solve addition and subtraction two – step problems in contexts, deciding which operations and methods to use and why


Use place value, known and derived facts to multiply and divide mentally, including : multiplying by 0 and 1; dividing by 1; multiplying together three numbers

Recognise and use factor pairs and commutativity in mental calculations



Recognise and show, using diagrams, families

Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number

Add and subtract fractions with the same denominator

Recognise and write decimal equivalents of any number of tenths or hundredths

Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths


Compare numbers with the same number of decimal places up to two decimal places

Convert between different units of measure [for example, kilometre to metre; hour to minute]

Find the area of rectilinear shapes by counting squares

Estimate, compare and calculate different measures, including money in pounds and pence

clocks Solve problems involving converting

from hours to minutes; minutes to seconds; years to months; weeks to days.

compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties

and sizes Describe movements between

positions as translations of a given unit to the left/right and up/down

Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

Topics National Curriculum Objectives Skills Impact by the end of the year

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.

asking relevant questions and using different types of scientific enquiries to answer them

setting up simple practical enquiries, comparative and fair tests

making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

gathering, recording, classifying and presenting data in a variety of ways to help in answering questions

recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables

reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

using results to draw simple

Sound identify how sounds are made, associating some of them with something vibrating

recognise that vibrations from sounds 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 that produced it

recognise that sounds get fainter as the distance from the sound source increases.

conclusions, make predictions for new values, suggest improvements and raise further questions

identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings

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

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.

Living things and their habitats

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 environments can change and that this can sometimes pose dangers to living things.

Topics National Curriculum Objectives Skills Impact by the end

of the yearRE How do

festivals and worship show what matters to a Muslim?

Make sense of belief: identify some beliefs about God in

Islam, expressed in Sura 1 of the Qur’an

make clear links between beliefs about God and ibadah (e.g. how God is worth worshipping; how Muslims submit to God)

Understand the impact: give examples of ibadah (worship) in

Islam (e.g. prayer, fasting, celebrating) and describe what they involve

make links between Muslim beliefs about God and a range of ways in which Muslims worship (e.g. in prayer and fasting, as a family and as a community, at home and in the mosque)

Make connections: raise questions and suggest answers

about the value of submission and self-control to Muslims, and whether there are benefits for people who are not Muslim

make links between the Muslim idea of living in harmony with the Creator and the need for all people to live in harmony with each other in the world today, giving good reasons for their ideas

To reflect and share their opinions on religion

To explain what they understand about their own and others faith

To use accurate terminology to describe the beliefs and practises of others

To compare different religions

To treat all religious artefacts with respect

To justify their opinions and explain their thinking

Children are aware of the world around them

The children have an attitude of tolerance and respect to those with beliefs that differ from their own

Children reflect on their own morals and beliefs.

Children are able to articulate and justify their opinions.

Children will develop their spiritual, moral, social and cultural understanding.

What are the deeper meanings of religious festivals?

Make sense of belief: identify and describe how festivals

from at least three religions are celebrated, using the right words

explain examples of texts and stories



which lie behind the festivals in terms of the values and beliefs they show

consider questions about the belief that God is at work in human life, and stories which show this should be celebrated

Understand the impact: make simple connections between

sacred texts and the practice of religious festivals today

describe how people show devotion to God and commitment to key values in their festivals

identify similarities, differences and generalities in relation to the festivals they study

Make connections: raise questions about what is worth

celebrating and why, suggesting answers of their own with reasons

make links between different religions, which all celebrate the triumph of goodness over evil





How is faith expressed in Hindu communities and traditions?

Make sense of belief: identify the terms ‘dharma’, ‘Sanatan

Dharma’ and ‘Hinduism’ and say what they mean

make links between Hindu practices and the idea that Hinduism is a whole ‘way of life’ (dharma)

Understand the impact: describe how Hindus show their faith

within their families in Britain today (e.g. home puja)

describe how Hindus show their faith





To treat all religious artefacts with

within their faith communities in Britain today (e.g. arti and bhajans at the mandir; in festivals such as Diwali)

identify some different ways in which Hindus show their faith (e.g. between different communities in Britain, or between Britain and parts of India)


about what is good about being a Hindu in Britain today, and whether taking part in family and community rituals is a good thing for individuals and society, giving good reasons for their ideas

respect


For Christians, what was the impact of Pentecost?

Make sense of belief: make clear links between the story of

Pentecost and Christian beliefs about the ‘kingdom of God’ on Earth

offer informed suggestions about what the events of Pentecost in Acts 2 might mean

give examples of what Pentecost means to some Christians now

Understand the impact: make simple links between the

description of Pentecost in Acts 2, the Holy Spirit, the kingdom of God and how Christians live now

describe how Christians show their beliefs about the Holy Spirit in worship

Make connections:







make links between ideas about the kingdom of God in the Bible and what people believe about following God today, giving good reasons for their ideas

Why do some people think that life is like a journey? How do people mark the significant events of life?

Make sense of belief: identify some beliefs about love,

commitment and promises in two religious traditions and describe what they mean

offer informed suggestions about the meaning and importance of ceremonies of commitment for religious and non-religious people today

Understand the impact: describe what happens in ceremonies

of commitment (e.g. baptism, sacred thread, marriage) and say what these rituals mean

make simple links between beliefs about love and commitment and how people in at least two religious traditions live (e.g. through celebrating forgiveness, salvation and freedom at festivals)

identify some differences in how people celebrate commitment (e.g. different practices of marriage, Christian baptism)


about whether it is good for everyone to see life as a journey, and to mark the milestones







make links between ideas of love, commitment and promises in religious and non-religious ceremonies

give good reasons why they think ceremonies of commitment are or are not valuable today

What is the ‘Trinity’ and why is it important for Christians? (God/Incarnation)

Make sense of belief: recognise what a ‘Gospel’ is and give

an example of the kinds of stories it contains

offer suggestions about what texts about baptism and the Trinity mean

give examples of what these texts mean to some Christians today

Understand the impact: describe how Christians show their

beliefs about God the Trinity in worship in different ways (in baptism and prayer, for example) and in the way they live

Make connections: make links between some Bible texts

studied and the idea of God in Christianity, expressing clearly some ideas of their own about what Christians believe God is like








History Anglo Saxons and Scots

Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire

Scots invasions from Ireland to north

Develop chronologically secure knowledge and understanding of British, local and world history

Identify connections, contrasts and

Children will enjoy learning more about their history.

Britain (now Scotland) Anglo-Saxon invasions, settlements

and kingdoms: place names and village life

Anglo-Saxon art and culture Christian conversion – Canterbury, Iona

and Lindisfarne Viking raids and invasion Resistance by Alfred the Great and

Athelstan, first king of England Further Viking invasions and Danegeld Anglo-Saxon laws and justice Edward the Confessor and his death in

1066

trends over time Develop use of historical terms Devise historically valid questions

about change, cause, similarity and differences, and significance

Construct informed responses that involve thoughtful selection and organisation of relevant historical information

Understand how our knowledge of the past is constructed from a range of sources

Children will be critical of what they see and hear.

Children with make links between different pieces of information.

Children will try to answer their own questions.

Children will communicate their opinions and justify their answers.

Children will develop an appreciation and understanding of the achievements of ancient peoples.

WWII a significant turning point in British history


Identify connections, contrasts and trends over time

Develop use of historical terms Devise historically valid questions

about change, cause, similarity and differences, and significance

Construct informed responses that involve thoughtful selection and organisation of relevant historical information


Local study a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)


Identify connections, contrasts and trends over time

Develop use of historical terms Devise historically valid questions

about change, cause, similarity and

differences, and significance Construct informed responses that

involve thoughtful selection and organisation of relevant historical information



Geography

Mapping 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 (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.

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 (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

Children will be inquisitive about the world around them.

Children will be aware of their possible impact on the environment and the importance of learning to live sustainably

Children will ask and answer questions

Children will understand and appreciate the differences in places around the world.

Children will begin

Going for Gold

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

name and locate counties and cities of the United Kingdom, 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

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Place knowledge

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America 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

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 Geographical skills and fieldwork

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

to develop a sense of being a citizen of the world.

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

Local study understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Terms National Curriculum Objectives Skills Impact by the end of the year

Music Autumn Term

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Listen with attention to detail and recall sounds with increasing aural memory Aappreciate 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.

Singing expressively using their voices Explaining what the pitch is like and

how it changes Describing the music they are listening

to Playing a range of instruments Creating their own music

Children will enjoy listening to and creating music

Children will develop a cultured view and appreciation of different types of music

Children who are innovative and starting to experiment with music

Children who can reflect on and listen to music critically

Spring Term Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Listen with attention to detail and recall sounds with increasing aural


how it changes Describing the music they are listening

to Playing a range of instruments Creating their own music

memory Appreciate and understand a wide

range of high-quality live and recorded music drawn from different traditions and from great composers and musicians


Summer Term

Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

Listen with attention to detail and recall sounds with increasing aural memory

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians


Improvise and compose music for a range of purposes using the inter-related dimensions of music

Use and understand staff and other musical notations


how it changes Describing the music they are

listening to Playing a range of instruments Creating their own music


Art/DT Autumn Term

Art To create sketch books to record their

observations and use them to review and revisit ideas

To improve their mastery of art and

Select from and use a wider range of tools and equipment to perform practical tasks, accurately

Select from and use a wider range of materials and components, including

Children will be able to produce creative work, exploring their ideas and

design techniques, including drawing, painting and sculpture with a range of materials

Learn about great artists, architects and designers in history.

Design 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

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

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


recording their experiences

Children will become proficient in drawing, painting, sculpture and other art, craft and design techniques

Children will be able to evaluate and analyse creative works using the language of art, craft and design

Children will know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

Spring Term Art To create sketch books to record their


To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials




Generate, develop, model and

communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Cooking Understand and apply the principles of

a healthy and varied diet Prepare and cook a variety of

predominantly savoury dishes using a range of cooking techniques

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Summer Term

Art To create sketch books to record their


To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials




Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Select from and use a wider range of tools and equipment to perform practical tasks, accurately

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

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



French Autumn Term

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

appreciate stories, songs, poems and rhymes in the language

describe people, places, things and actions orally

Pronounce vocabulary in another language

Understand the grammatical words and word order

Identify the key vocabulary required Listen to others speaking and answer

questions

Children who enjoy learning more about the world around you

Children who are able to understand the importance of communication

Children who are citizens of the world

Children who are able to listen attentively

Children who enjoy learning new things

Children who are resilient and determined learners

Spring Term listen attentively to spoken language and show understanding by joining in and responding


engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*




questions





Summer Term

listen attentively to spoken language and show understanding by joining in and responding


engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*








questions


Computi Autumn design, write and debug programs that Typing at speed Children who are

ng Term 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.

Creating and debugging programmes Ability to take and manipulate

photographs on a range of technology including stop start motion.

Discussion and understanding of how to stay safe using technology

Editing a document Apply skills learnt in one task to

complete different pieces of work. Manipulating and applying skills to

Microsoft Manipulating data in various programs

able to keep themselves safe on the computer

Children who are able to engage in modern technology

Children who can think logically

Children who can follow instructions and problem solve

Children who are able to communicate in a range of different ways.

Spring Term design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by

Typing at speed Creating and debugging programmes Ability to take and manipulate

photographs on a range of technology

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





including stop start motion. Discussion and understanding of how

to stay safe using technology Editing a document Apply skills learnt in one task to



Summer Term

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

Typing at speed Creating and debugging programmes Ability to take and manipulate

photographs on a range of technology including stop start motion.

Discussion and understanding of how to stay safe using technology

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





Editing a document Apply skills learnt in one task to




PHSE Autumn Term

To understand school rules about health and safety, basic emergency aid procedures, where and how to get help

To understand what positively and negatively affects their physical, mental and emotional health

Joining in a class discussion Being active in a peer to peer

discussion Reflecting on their learning Explaining their point of view Being able to disagree in a positive

Children will be well rounded and happy individuals.

Children can reflect on their thoughts

To deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others

To recognise and respond appropriately to a wider range of feelings in others

To recognise that they may experience conflicting emotions and when they might need to listen to. or overcome these

To recognise when they need help and to develop the skills to ask for help; to use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable or anxious or that they think is wrong

Learning strategies for keeping safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others

To judge what kind of physical contact is acceptable or unacceptable and how to respond

To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, ‘trolling’, how to respond and ask for help)

To recognise and challenge stereotypes

Understand how to recognise bullying

conversation Reflecting on their opinions and

thoughts

and feelings

Children are able to take part actively in discussions

Children are able to listen to each other’s opinions

Children were able to reflect on moral issues

Children are able to share and justify their opinions

and abuse in all its forms (including prejudice-based bullying both in person and online and through social media)

To realise the consequences of anti-social, aggressive and harmful behaviours such as bullying and discrimination of individual and communities; to develop strategies for getting support for themselves or for others at risk

Spring Term To appreciate the range of national, regional, religious and ethnic identities in the United Kingdom

To consider the lives of people living in other places, and people with different values and customs

To recognise and challenge stereotypes

Understand what positively and negatively affects their physical, mental and emotional health

Learn about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer

To develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’ and ‘tax’

Learn strategies for keeping physically and emotionally safe including road safety and safety in the environment (cycle safety, fire, rail, water safety) (Bikeability)


discussion Reflecting on their learning Explaining their point of view Being able to disagree in a positive


thoughts

Summer Term

Understand that they have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the


discussion Reflecting on their learning

environment; to continue to develop the skills to exercise these responsibilities

To differentiate between the terms ‘risk’, ‘danger’ and ‘hazard’

To recognise, predict and assess risks in different situations and decide how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience

To reflect on and celebrate their achievements, identify their strengths and areas for improvement, set high aspirations and goals

Understand the responsible use of mobile phones: safe keeping (looking after it) and safe user habits (time limits, use of passcode, turning it off at night etc.)

Understand how their body will, and their emotions may change as the approach and move through puberty

Learn about change, including transitions (between key stages and schools), loss, separation, divorce and bereavement

Explaining their point of view Being able to disagree in a positive


thoughts


PE Autumn Term

Use running, jumping, throwing and catching in isolation and in combination

Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and

Running Jumping Throwing Catching Balance Agility Co-ordination

Children will enjoy being active.

Children will have positive active habits.

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

Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Ball control Hand-eye co-ordination Teamwork and partner work

Children understand how to stay healthy in body and mind.

Children understand what happens to their body when they exercise and as a result of exercise.

Develop their teamwork and understanding of sportsmanship.

Spring Term Use running, jumping, throwing and catching in isolation and in combination

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]

Take part in outdoor and adventurous activity challenges both individually and within a team

demonstrate improvement to achieve their personal best.

Running Jumping Throwing Catching Balance Agility Co-ordination Ball control Hand-eye co-ordination Teamwork and partner work

Summer Term

Use running, jumping, throwing and catching in isolation and in combination

Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles

Running Jumping Throwing Catching Balance Agility Co-ordination Ball control

suitable for attacking and defending Develop flexibility, strength,

technique, control and balance [for example, through athletics and gymnastics]

Take part in outdoor and adventurous activity challenges both individually and within a team

demonstrate improvement to achieve their personal best.

Hand-eye co-ordination Teamwork and partner work

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