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Rockland St Mary and Surlingham Primary Schools

Year - ____4_____ / Class - ____________Science Computing History GeographyKey Objectives Key Objectives Key Objectives Key ObjectivesSkills

Ownership of own enquiries Use different types of enquiry to answer

questions Accurate measurement Record and present/report data Use results to make simple conclusions Make predictions Identify similarities/differences Use scientific evidence to answer

questions or support arguments

Knowledge Electricity Living things and habitats Animals including humans States of matter – the water cycle Sound – vibrations and pitch Electricity – safety, simple circuits,

insulators and conductors

NC expectations 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.

Skills In Scratch use repetition and

selection e.g. if/then/else, use duplicate function, work with variables e.g. colour/shape/size

Use Microsoft Word to insert and change a table, create hyperlinks, spell-check and add unknown spellings, confidently use keyboard shortcuts.

Create a stop-motion animation, compare different animation software, make slight changes to an image using onion skimming.

Write and debug a Turtle-Logo algorithm, draw simple shapes using SetPos, fill in shapes.

Identify messages/comments that are hurtful, edit messages to make sure they are kind, explain how to use other people’s work respectfully, explain why it’s dangerous to share private information.

Knowledge use repetition and variables in an

algorithm. create an animation. use a variety of Microsoft Office

software purposefully. understand how to be safe and

kind online.

Skills Place events from the period studied on

a timeline Use terms related to the period and

begin to date events Understand more complex terms e.g.

BCE/AD Look at the evidence available Begin to evaluate the usefulness of

different sources use textbooks and historical knowledge Use evidence to build a picture of a past

event Choose relevant material to present a

picture of one aspect of life in the past Ask a variety of questions Use the library and internet for

research

Knowledge Britain’s Settlement by Anglo-

Saxons and Scots Achievements of the earliest

civilisations – an overview of where and when the first civilizations appeared incl. a depth study of one of the following: Ancient Sumer; Indus Valley; Ancient Egypt; Shang Dynasty of Ancient China

NC expectations Continue to develop a chronologically

secure knowledge and understanding of

Skills compare a rainforest to a forest

in the UK use an atlas to find countries

that have rainforests describe places using longitude

and latitude use a globe to locate the

southern and northern hemisphere

• draw and label the water cycleKnowledge

Understand the features of rainforests including where they are found, life in the rainforest and rainforest conservation.

Describe the features of the Polar regions and compare them to the UK

Understand the position and significance of the Prime Meridian

Understand that land has different uses

Identify rivers, seas, mountains and hills in the UK

NC expectations extend their knowledge and

understanding beyond the local area to include the United Kingdom and Europe, North and

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Animals including humans – Can describe the simple functions of the

basic parts of the digestive system in humans

Can construct and interpret a variety of food chains, identifying producers, predators and prey

States of matter – Can compare and group materials

together, according to whether they are solids, liquids or gases

Can 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)

Can identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature

Sound – Can identify how sounds are made,

associating some of them with something vibrating

Can recognise that vibrations from sound travel through a medium to the ear

Can find patterns between the pitch of a sound and features of the object that produced it

Can find patterns between the volume of a sound and the strength of the vibrations that produced it

Can recognise that sounds get fainter as

NC expectations 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

British, local and world history Establish clear narratives within and

across periods studied Note connections, contrasts and trends

over time Develop the appropriate use of

historical terms Address and sometimes devise

historically valid questions about change, cause, similarity and difference and significance

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

Construct informed responses by selecting and organising historical information

South America.

identify the location and characteristics of a range of the world’s most significant human and physical features

develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge

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the distance from the sound source increases

Electricity - Can identify common appliances that

run on electricity Can construct a simple series electrical

circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

Can identify whether or not a lamp will light in a simple series circuit, based on whether the lamp is part of a complete loop with a battery

Can recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

Can recognise some common conductors and insulators, and associate metals with being good conductors

and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Vocabulary – Producer, prey, predator, attract, repel, (non-) contact, force, state of matter, water cycle, precipitation, evaporation, condensation

Vocabulary – Repetition, variable, table, hyperlink, keyboard shortcut, stop-motion, onion-skimming, algorithm, debug, respectful

Vocabulary –

AD, BCE, Chronology, chronological, sequence, source, evidence, artefact, representation, Stone-age, Iron-age, empire, civilisation, monarch

Vocabulary – North, east, south, west, north-east, north-west, south-east, south-west, longitude, latitude, rainforest, climate, settlements

SMSC ideas – The place of humans in the world and our impact on habitats and eco-systems; global water and electricity supplies and their socio-political impact

SMSC ideas – S: By promoting self esteem throughopportunities to present their work toothers.

SMSC ideas – S: Lessons should provide a sense of awe and wonder, and will raise questions about how things could have been

SMSC ideas – S: By finding out about people in otherparts of the world and the way theylive, then finding similarities and

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M: By creating an awareness of;encouraging respect for anddeveloping a tolerance of otherpeople’s views and opinionsS: By promoting good etiquette habitswhen using digital technologies andsocial media.C: By teaching children how to besensible users of technology

different if events and/or individuals had been different

M: Pupils will be asked to consider ‘big questions’ or moral dilemmas highlighting how events and/or beliefs in the past are often at odds with what would be considered acceptable today.

S: Pupils will study social issues by comparing the similarities and differences between past and present societies.

C: Children will learn about people from different cultural backgrounds and their impact on the development of ‘British’ culture. They will develop a better understanding of multiculturalism.

differences between us.M: By learning about extremeenvironments and how animals, plantsand people survive in these parts ofthe worldS: By exploring sustainable living,C: Cultural understandingof how people adaptthe landscape and howthey use the naturalenvironment.

Enrichment ideas – Making ‘poo’, music studio, visit by a musician,

Enquiry types –Pattern seeking

Enrichment ideas – Presenting work to other pupils/parents

Using computing throughout the curriculum e.g. creating a poster for persuasive writing

Safer Internet Day

Enrichment ideas – Immersive school trip e.g. historical enactment (Time & Tide)

Drama sessions to create a sense of the period/events being studied

Exploration of historical artefacts

Enrichment ideas – Immersive trip e.g. local area or going further afield.

Create own rainforest

Making an interactive water cycle model

Year - ________4________ / Class - __________________Art Design Technology Music MFLKey Objectives Key Objectives Key Objectives Key ObjectivesArtists to be covered Design: Developing Planning and Skills Skills

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VS GraitondeSH RazuPaul KleeAppropriate architect

Exploring and developing ideas

Record and explore ideas from first-hand observations, experience and imagination, and explore ideas for different purposes

Question and make thoughtful observations about starting points and select ideas to use in their work

Explore the roles and purposes of artists, craftspeople and designers in different times and cultures

Evaluating and developing work

Compare ideas, methods and approaches in their own and others work and say what they say what think and feel about them using language of art, craft and design

Adapt their work according to their views and describe how they might develop it further

Drawing

Make informed choices in drawing inc. Paper and media

Refine and alter their drawings as necessary and describe changes using art vocabulary

communicating ideas

Investigate similar products to the one to be made to produce own design criteria

Plan a sequence of actions to make a product

Develop more than one design or adaptation of an initial design

Propose realistic suggestions as to how they can achieve their design ideas

Design innovative, functional, appealing products that are fit for purpose that are aimed at particular individuals or groupsProduce annotated sketches

Make prototypes

Working with tools, equipment, materials and components to make quality products FOOD

Analyse the taste, texture, smell and appearance of a range of foods

Measure and weigh ingredients appropriately

Prepare and cook a range of predominantly savoury dishes using a range of cooking techniques

Make healthy choices from and

Improvise and compose for a range of purposes

Imitate, compose and perform jazz based/ influenced pieces

Continue to embed understanding of music notation

Continue group work skills Knowledge

Develop an understanding of Jazz techniques and composers

Listening attentively and respond critically and appropriately to live and recorded music

Learn jazz skills such as improvisation to enhance a recorded piece.

NC expectations play and perform in solo and

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

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

Be able to name places all around the town.

Ask where do you live? Describe my town Counting in 10s Counting in 100s My Address is… Describe my local area

Knowledge Know shops names Ask questions using correct

word order and pronunciation? Be able to count in 10s and 100s Have knowledge of local area

NC expectations speak in sentences, using

familiar vocabulary, phrases and basic language structures

describe people, places, things and actions orally* and in writing

write phrases from memory, and adapt these to create new sentences, to express ideas clearly.

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Collect images and information independently in the form of sketches

Use research to inspire drawings from memory and imagination

Explore relationships between line, texture, tone, pattern, texture and shape

Painting

Match and make colours with increasing accuracy

Use more specific colour language e.g. tint, tone, shade, hue

Choose paints and implements appropriately

Plan and create different effects and textures with paint according to what they need for the task

Show increasing independence and creativity with the painting process

Printing

Research, create and refine a print using a variety of techniques

Select broadly the kinds of material to print with in order to get the effect they want

Resist printing including marbling, silkscreen and Coldwater paste

understanding of a balanced diet

Understand seasonality and know where and how ingredients are grown and captured

Working with tools, equipment, materials and components to make quality products CONSTRUCTION

Measure and mark square selection, strip and dowel accordingly to 1cm

Create shell or frame structures, strengthen frames with diagonal struts

Incorporate a circuit with a bulb or buzzer into a model

Choose materials based on their functional properties and aesthetic qualities

Working with tools, equipment, materials and components to make quality productsTEXTILES

Prototype a product using J clothes

Use appropriate decoration techniques e.g. applique (glued or simple stiches)

Understand seam allowance

Join fabrics using running stich, over sewing, back stich

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Textiles/Collage

Match the tool to the material

Combine skills more readily

Explore fastenings and recreate some e.g. sew on buttons and make loops

Working with tools, equipment, materials and components to make quality productsSHEET MATERIALS

Use linkages to make movement larger or more varied

Use and explore complex popups

Evaluating processes and products

Discuss how well the finished product meets the design criteria and how well it meets the needs

Vocabulary –

Adaptation, Realistic, Innovative, Functional, Appealing, Prototypes, Predominantly, Seasonality, Square selection, Strip and dowel, Frame structure, Strengthen frames, Diagonal struts, Circuit, Aesthetic, Applique, Seam allowance, Running stich, Over sewing, Back stitch, Fastenings, Linkages, Alter, Inspire, Line, Texture, Tone, Pattern, Texture, Tint, Shade, Hue, Resist printing, Marbling, Silkscreen, Coldwater paste

Vocabulary – Staccato, legato, improvise, semibreve, slur, minum, bassline, break, trio, quartet, quintet, soloist, jazz, walking bass,

Vocabulary – French cities, magasin, ecole, eglise, musee, boulangerie, piscine, gare

SMSC / enrichment Ideas -

GoGo Hare campaign (Dinosaurs (2019-2021))Sainsbury’s art CentreReligious art work trips (church, Buddhist retreat)Artist visitsEngineering club (Hosted on school site)Art club (Hosted on school site)Scratch club (Hosted on school site)

SMSC ideas – Big Sing/ St Andrews Hall PerformanceComposer Study (jazz style)Musical EveningKS2 Performance (End of Year)Musical parent visitorsVolunteers and performers into school.

SMSC ideas – Bastille DayHigh School StudentsFrench Parent Volunteer

Enrichment ideas – Participation in Musical Evening, KS2 performance, Listen to music in class,

Enrichment ideas – Bastille DayFrench Visitors/ Volunteers

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City college Art galleriesContacts with Wymondham College D&T lead to host lessonsArts Festival (Wymondham college)Art projects linked to festivals/calendar dates

Music Maestroes

REKey ObjectivesSkills * Self-awareness * Respect for all * Open mindedness * Appreciation and wonder* To ask questions about life.* To express your own views about religious beliefs, stories and practices.* To consider right, wrong and consequences.* To understand others have different world views, shaped by religious beliefs, and listen to them. * To respect the different opinion of others. * To talk about spiritual beliefs and God with respect.

Knowledge

Christianity * Easter: Is forgiveness always possible? * Prayer and Worship: Do people need to go to church to show they are Christians? Buddhism *Buddha’s teachings: Is it possible for everyone to be happy?*Can the Buddha’s teachings make the world a better place?

NC expectations‘All state schools are also required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage and sex and relationship education to pupils in secondary education.’

Norfolk Agreed SyllabusAim 1: The curriculum should enable all children and young people to become successful learners who enjoy learning, make progress and achieve well.

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Aim 2: The curriculum should enable all children and young people to become confident individuals who are able to live safe, healthy and fulfilling lives.Aim 3: The curriculum should enable all children and young people to become responsible citizens who make a positive contribution to society. ‘Religious Education has a significant role in the promotion of spiritual, moral, social and cultural development. It provokes challenging questions about the meaning and purpose of life, beliefs about God, the nature of reality, ethical issues and what it means to be human. Religious Education seeks to enable children and young people to appreciate their own and others’ beliefs and cultures, and how these impact on individuals.’

Vocabulary – Bible, celebrate, Christian, Christianity, church, commitment, disciple, forgiveness, God, Jesus, relationship, Buddha, eight fold path, mindfulness, Siddhartha Gautam, sutras, philosophy, Siddhartha, enlightenment, pagodas, stupa,SMSC ideas – Modelled and open discussion of key questions of meaning and purpose such as the origins of the universe, life after death, good and evil, the being of God and values such as justice, honesty and truth.Exploring literature, the creative and expressive arts, sciences and resources from and influenced by differing cultures (Darwin, mandalas, geometric designs, choral and gospel music…). Taking time to value and care for human beings, the natural world and, for some, God (including actively caring for the environment and supporting a wide range of charities).Taking opportunities to develop a sense of belonging and community through shared experiences (visits locally, links with the Trust and village, celebrating achievements of individuals and groups in school).Engaging in issues of truth and justice through votes, rule setting, councils, debates and experiences.Learning about and experiencing religious, non-religious and philosophical traditions, customs and practices (Harvest festival, Christingle, yoga, visits to and by religious leaders…)Sharing stories, songs and assemblies which reflect diverse religious teachings, sacred texts and guidance. Discussing the shared vision, values and ethos of the school and how we put this into practice.Following and discussing news stories, current issues and social and moral questions, using appropriate sources (Primary News, CBBC Newsround). Promoting personal and collective integrity and respect through shared values, rules and reparative discussions.Considering the importance of rights and responsibilities and the development of a sense of conscience.Encouraging debate and discussion through circle times, lessons, discussion and councils, recognising diverse and shared perspectives (Jigsaw Charter).Learning about historic and modern individuals with a sense of social responsibility that have worked for social change (Martin Luther King, William Wilberforce, Rosa Parks, Dr Ambedkar, Malala Yousafzai, Emily Pankhurst, Helen Keller, Desmond Tutu…).Participating in wider community events, which promote interaction, and respect, particularly if these reflects religious or cultural and diversity and cohesion.Enrichment ideas – Harvest festival, Nativity, Christingle, church and temple visits, trying food from different celebrations and cultures, natural objects and art exploration, festival songs and hymns.

PSHE

Being me in my world

Celebrating difference

Dreams and goals Healthy me Relationships Changing me

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Year 4 how a democracy works and how groups come together to make decisions

What first impressions are and how they can be changed

Making a new plan and goal setting, even through disappointment

Recognise feelings of pressure and how to resist when needed

Different views on animal rights Detailed accounts

of physical and emotional changes that happen during puberty

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Documents

surlingham.rocklandsurlingham.org.uk · Web viewUse Microsoft Word to insert and change a table, create hyperlinks, spell-check and add unknown spellings, confidently use keyboard