Year 4
| Autumn - Romans | Spring - Rainforests | Summer - Mayans/Extreme Earth | |
| English | Narrative Write stories set in places pupils have been. (within legend story) Write stories that include mythical, legendary or historical characters and events (Robin Hood) Write letters. (Formal letters to Ufton) Write fictional biographies. (Roman Gods?) Non-fiction Write recounts (informal diary linked to newspaper report) Write explanations. (Digestive system) Write non-chronological reports. Write in a journalistic style. (Newspapers) Write formally. |
Narrative Write stories of adventure. (Warning story - Rainforest) Write stories of mystery and suspense. Write letters. (Informal letters - Roald Dahl?) Non-fiction Write non-chronological reports. (Rainforest) Write arguments. (Rainforest Discussion text) Write formally. Poetry Write haiku poems. (Rainforest) |
Narrative Write letters (Formal thank you letter - Living Rainforest) Non-fiction Write instructions. (How to catch a dragon) Write recounts. (Formal recount - Living Rainforest newsletter) Write persuasively. (Dragons' Den) Write non-chronological reports. (Dragons) Write biographies. (David Attenborough) Write formally. |
| Maths | Place Value Addition and Subtraction Length and Perimeter Multiplication and Division Understand the properties of shapes (taught through lesson starters in Maths and PE) Describe position, direction and movement (taught through lesson starters in Maths and PE) Use algebra (Covered as part of the “Add and subtract” threshold concept in the form of missing number problems and as part of the “Multiply and divide” threshold concept in the form of missing number problems) |
Multiplication and Division Area Fractions Decimals Understand the properties of shapes (taught through lesson starters in Maths and PE) Describe position, direction and movement (taught through lesson starters in Maths and PE) Use algebra (Covered as part of the “Add and subtract” threshold concept in the form of missing number problems) |
Decimals Money Time Statistics Properties of Shape Position and Direction |
| Science | Taught discretely: Autumn 1 & 2: Animals and humans - simple functions of the digestive system in humans, transportation of water and different types of teeth and their functions |
Mostly integrated through the theme of Rainforests Spring 1: Living things and their habitats - food chains, identifying producers, predators and prey, classifying plants and animals using classification keys (look at animals in Rainforests). Spring 1: Evolution and inheritance - how animals resemble their parents and how they are suited to their environment (look at how Rainforest animals adapt to their environments). Spring 2: Sound - sources, how sounds are made, volume and pitch (look at noises Rainforest animals make) |
Taught discretely: Summer 1: Electricity - common appliances,construct simple circuits and recognise conductors and insulators. Mostly integrated through the theme of Extreme Earth Summer 2: Materials - states of matter - solids, liquids, gases, changes of state and evaporation and condensation in the water cycle. |
| RE | Taught discretely. Autumn 1: Christianity Following the Understanding Christianity scheme of work: People of God - What is it like to follow God? Old Testament, Covenant, 'People of God', Noah's Ark, How some Christians choose to live their whole lives and in their church communities Autumn 2: Christianity Following the Discovery RE scheme of work: The Christmas Story - What is the most significant part of the nativity story for Christians today? Christmas Symbols, Incarnation, Christingle |
Taught discretely. Spring 1: Buddhism Following the Discovery RE scheme of work: Buddha's Teachings - Is it possible for everyone to be happy? Life of the Buddha, Search for Enlightenment Spring 2: Christianity Following the Understanding Christianity scheme of work: The Easter Story - Why do Christians remember the events of Holy Week every year? Holy Week, Resurrection, The Last Supper, Judas' betrayal and Peter's denial, How Christians remember, celebrate and serve on Maunday Thursday, including Holy Communion |
Taught discretely. Summer 1: Buddhism Following the Discovery RE scheme of work: The Eight-Fold Path - Can the Buddha's teachings make the world a better place? The Eight-Fold Path, 3 Universal Truths, Suffering, Buddha's teachings, Right Speech Summer 2: Buddhism Following the Discovery RE scheme of work: The Eight-Fold Path - What is the best way for a Buddhist to lead a good life? The Eight-Fold Path, Right Viewpoint, Right Awareness, Right Speech, Right Concentration, Right Action, Right Thought, Right Effort and Right Living |
| History | Mostly integrated through the theme of The Romans Autumn 1 & 2 - The Roman Empire and its impact on Britain. History that is of an interest to pupils |
Rainforest No History Content |
Mostly integrated through the theme of Mayans and Extreme Earth Summer 1 - Non-EU society that contrasts with British History (Mayans) Summer 2 - Key events of the past (Pompeii) |
| Geography | Mostly integrated through the theme of The Romans Autumn 1 & 2: Use maps to locate Rome and other important cities. Identify countries that were invaded by the Romans on a map. Use the 8 points of the compass to describe where these countries are located. Identify settlements and land use. Describe the physical geography of Rome and the lands they invaded. |
Mostly integrated through the theme of Rainforests Spring 1 & 2: Locate the world's countries with focus on South America. Identify the Equator, Northern and Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic, Antarctic and time and date zones. Use the 8 points of a compass, 4-figure grid references and symbols. Locate the geographical zones (rainforests) of the world and describe them using geographical language (human and physical) - identify similarities and differences. Use a wide range of geographical sources in order to investigate places and patterns |
Mostly integrated through the theme of Extreme Earth and Mayans Summer 1: Mayans Locate the world's countries with focus on North and South America. Identify where the main Mayan settlements were. Use the language of human and physical geography to describe locations where the Mayans lived. Summer 2: Extreme Earth Describe and understand key aspects of physical geography including volcanoes, earthquakes and the water cycle. Use maps, atlases, globes and digital computer mapping to locate countries and describe features related to features studied. |
| PSHCE | Autumn 1: Being me in my world - Being part of a class team - Being a school citizen - Rights, responsibilities and democracy (school council) - Rewards and consequences - Group decision-making - Having a voice - What motivates behaviour Autumn 2: Celebrating Difference - Challenging assumptions - Judging by appearance - Accepting self and others - Understanding influences - Understanding bullying - Problem-solving - Identifying how special and unique everyone is - First impressions |
Spring 1: Dreams and Goals - Hopes and dreams - Overcoming disappointment - Creating new, realistic dreams - Achieving goals - Working in a group - Celebrating contributions - Resilience - Positive attitudes Spring 2: Healthy Me - Healthier friendships - Group dynamics - Smoking - Alcohol - Assertiveness - Peer pressure - Celebrating inner strength |
Summer 1: Relationships - Jealousy - Love and loss - Memories of loved ones - Getting on and Falling Out - Girlfriends and boyfriends - Showing appreciation to people and animals Summer 2: Changing Me - Being unique - Having a baby - Girls and puberty - Confidence in change - Accepting change - Preparing for transition - Environmental change |
| PE | Taught discretely Autumn 1 & 2: REAL PE Personal and social cogs Taking part in Gymnastics Activities Undertaking swimming and water safety. |
Taught discretely Spring 1 & 2: REAL PE Cognitive and creative cogs Taking part in Athletic Activities: Indoor Athletics and cross country. Play competitive games, and apply basic principles for attacking and defending To perform dances - Dance linked to production Games: rugby |
Taught discretely Summer 1 & 2: REAL PE Applying physical skills and health and fitness cogs Taking part in Athletics activities Play competitive games, and apply basic principles for attacking and defending Games: football, hockey, basketball |
| Computing | Taught discretely Autumn 1: To explore count controlled loops on Scratch. Autumn 2: To use IF THEN conditions to control events or objects and use variables when creating a helicopter game. |
Mostly integrated through theme of Rainforests Spring 1 & 2: To create and publish a piece of work online using Pobble, using advanced features of that application, with an understanding of how online services work. |
Taught discretely Summer 1: To use X & Y coordinates to place sprites and use simple code to create shape on Scratch Mostly integrated through the theme of Extreme Earth Summer 2: To create a game which puts all of the children's current scratch skills together. |
| Art | Mostly integrated through the theme of The Romans Autumn 1: Printing: • Use layers of two or more colours. • Replicate patterns observed in natural or built environments. • Make printing blocks (e.g. from coiled string glued to a block). • Make precise repeating patterns. (Print a Roman Mosaic) Taught discretely: Autumn 2: Digital Media: • Create images, video and sound recordings and explain why they were created. (Interview Robin Hood, taught within English lessons) |
Mostly integrated through the theme of Rainforests Spring 1: Painting: • Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. • Mix colours effectively. • Use watercolour paint to produce washes for backgrounds then add detail. • Experiment with creating mood with colour. Spring 2: Collage: • Select and arrange materials for a striking effect. • Ensure work is precise. • Use coiling, overlapping, tessellation, mosaic and montage. (Artist investigation, use the painting to inspire the collage of the Rainforest) |
Mostly integrated through the theme of Extreme Earth and Mayans Summer 1 & 2: Sculpture: • Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials). • Include texture that conveys feelings, expression or movement. • Use clay and other mouldable materials. • Add materials to provide interesting detail. (Create Volcanoes using clay) |
| DT | Mostly integrated through the theme of The Romans Autumn 1 & 2: Construction: • Choose suitable techniques to construct products or to repair items. • Strengthen materials using suitable techniques. (Bows and Arrows) |
Mostly integrated through the theme of Rainforests Spring 1 & 2: Materials • Cut materials accurately and safely by selecting appropriate tools. • Measure and mark out to the nearest millimetre. • Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs). • Select appropriate joining techniques. (Making a Monsoon Proof Roof) |
Mostly integrated through the themes of Mayans and Extreme Earth Summer 1 & 2: Mechanics: • Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears). Construction: • Choose suitable techniques to construct products or to repair items. • Strengthen materials using suitable techniques. Electrics and electronics: • Create series and parallel circuits (Wind Turbines) |
| Music | Taught discretely using Charanga Scheme alongside the topic of Romans Autumn 1: Mama Mia – Abba’s music Autumn 2: Recorders |
Taught discretely using Charanga Scheme alongside the theme of Rainforest Spring 1: Stop – Musical styles from around the world Spring 2: Lean on Me – Gospel and Religious Music Alongside Spring 2: Easter production |
Taught discretely using Charanga Scheme alongside the theme of Mayans Summer 1: Blackbird- Music of the Beatles Taught discretely using Charanga Scheme alongside the theme of Extreme Earth Summer 2: Reflect, Rewind and Replay |
| MFL | Taught discretely using Salut! Scheme Autumn 1 & 2: My home, my town Playtime Cultures of countries/languages (core units 1-3) |
Taught discretely using Salut! Scheme Spring 1 & 2: Describing people (Geography) The body (core units 1-3) |
Taught discretely using Salut! Scheme Spring 1 & 2: Sport (core units 1-3) |