Curriculum Objectives for Year 4

Year 4 children will be working to master these curriculum skills during the current academic year.

Learning objectives are categorised by colour and describe the level of knowledge, skill and understanding that each child should acquire during the course of the topic:

Knowledge

Facts, information, and skills acquired through experience or education

Skills

The ability to do something

Understanding

Understanding: the combination of knowledge and skills, applied together in order to comprehend a subject

Select a Term with the buttons below.

Autumn

Spring

Summer

Autumn Term: Powerful Settlers

Year 4 will be asking ‘Why did the Vikings go down in history?’ Children will focus on the concept of power and learning about how the Vikings conquered new locations.

We will be considering how the Vikings were both traders and raiders in addition to why they have gone down in history. Our first English work will be descriptive writing based on the Michael Morpurgo version of Beowulf.

Also, we will begin by learning about having a growth mindset in both our school work and our everyday lives. Our science topic will be focused on different states of matter.

Knowledge

Select and use relevant resources and references to develop their ideas.
Use sketchbooks, and drawing, purposefully to improve understanding, inform ideas and plan for an outcome. (For instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome.)
Investigate the nature and qualities of different materials and processes systematically.
Apply the technical skills they are learning to improve the quality of their work. (for instance, in painting they select and use different brushes for different purposes)
Regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve.
By the end of Yr. 4 pupils should know:
About and describe some of the key ideas, techniques and working practices of a variety of artists, crafts makers, architects and designers that they have studied.
About, and be able to demonstrate, how tools they have chosen to work with, should be used effectively and with safety

Skills

Sketching. Rasmus Kvist
To make marks and line with a range of tools.
To experiment with a range of grades of pencils to create lines and marks.
To draw for a sustained period of time applying initial sketching skills.
To experiment ways in which surface detail can be added to drawings.
Sculpture Barbara Hepworth
To plan models of sculpture from observation and imagination.
To design models of sculpture from observation and imagination.
To join clay using appropriate skills.
To construct a base for extending and modelling of other shapes.
To create surface patterns and textures.
Combine outcomes of sculpture and sketching

Understanding

Can they identify and draw simple objects, and use marks and lines to produce texture?
Can they organise line, tone, shape and colour to represent figures and forms in movement?
Can they show reflections?
Can they explain why they have chosen specific materials to draw with?
Can they create all the colours they need?
Can they create mood in their paintings?
Do they successfully use shading to create mood and feeling?
Can they experiment with different styles which artists have used?
Can they explain art from other periods of history?
Can they use their sketch books to express their feelings about various subjects and outline likes and dislikes?
Do they use their sketch books to adapt and improve their original ideas?
Do they keep notes about the purpose of their work in their sketch books?

Knowledge

How to use learning from science to help design and make products that work
How to use learning from mathematics to help design and make products that work
That materials have both functional properties and aesthetic qualities
That materials can be combined and mixed to create more useful characteristics
That mechanical and electrical systems have an input, process and output
The correct technical vocabulary for the projects they are undertaking

Skills

Construction
Start to generate ideas, considering the purposes for which they are designing- link with Mathematics and Science.
Confidently make labelled drawings from different views showing specific features.
Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail.
Know how to measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques.
Start to join and combine materials and components accurately in temporary and permanent ways.
Know how mechanical systems such as cams or pulleys or gears create movement.
Now sew using a range of different stitches, to weave and knit.
Demonstrate how to measure, tape or pin, cut and join fabric with some accuracy.
Begin to use finishing techniques to strengthen and improve the appearance of their product using a range of equipment including ICT.
Evaluate their products carrying out
appropriate tests. At the Start to their work both during and at the end of the assignment.
Be able to disassemble and evaluate familiar products and consider the views of others to improve them.

Understanding

Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment
Describe the purpose of their products
Indicate the design features of their products that will appeal to intended users
Explain how particular parts of their products work gather information about the needs and wants of particular individuals and groups
Develop their own design criteria and use these to inform their ideas
Share and clarify ideas through discussion
Model their ideas using prototypes and pattern pieces
Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
Use computer-aided design to develop and communicate their ideas
Generate realistic ideas, focusing on the needs of the user
Make design decisions that take account of the availability of resources

Knowledge

To understand Geographical similarities and differences through the study of human and physical Geography of a region of Europe.
To identify and locate countries within Europe and their capital cities.
To be able to name and locate the seas surrounding the UK and identify different travelling routes.
To ask and answer questions through self-conducted research.
To identify where UK sits in the Europe.

Skills

To be able to name the countries belonging to Scandinavia.
To use globes, maps and digi maps to locate the countries in Scandinavia.
To understand why The Anglo-Saxons and Vikings settled where they did.
To identify the place names and locations within the UK originating from Viking settlements and their meanings.
Recognise how was the land was used back then and how has it changes over time?
Compare current maps to past maps. How have they changed over time?
Compare how trading has changed over the years. Do you think is has become easier or more difficult? Why?

Understanding

Name and locate the countries within Scandinavia using globes, maps and digital mapping.
To be able to recognise how the Vikings and Anglo-Saxons must have travelled to the UK.
To name and locate the seas that surrounds the UK.
To understand where Scandinavia and the UK lie within Europe.
Name and locate the countries within the UK.

Knowledge

Understand the order of events studied and the duration of time of each era in comparison to one another.
Use historical terms and phrases to explain the passing of time singularly and in comparison to more than one time in history.
Know and understand where specific people/events studied fit into a chronological framework.
Deduce and explain contrasts over periods to time, including similarities and differences, and the reasons for these.

Skills

Understand and use a wider variety of historical terms and phrases.
Understand and use specific historical terms and phrases inked to the historical time period studied

Understanding

Ask a range of questions to develop their historical knowledge and understanding
Answer historical questions by selecting and organising relevant information.
Understand how knowledge of the past is constructed from a range of sources.
Show understanding and knowledge by choosing key historical information.
Understand and explain different ways in which the past is represented.

Greetings, all about me and my family, French Christmas

Knowledge

Listen attentively to spoken language and show understanding by joining in and responding.
Children confidently join in with actions to show they recognise learnt vocabulary.
Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
Children can listen and identify words in songs and rhymes with the same sound and identify the letter strings which make them.
Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
Children can ask and answer familiar questions with a rehearsed response using a model.
Speak in sentences, using familiar vocabulary, phrases and basic language structures.
Use familiar vocabulary and core structures to say simple sentences using a language scaffold.
Key phonemes/graphemes: et

Skills

Read carefully and show understanding of words, phrases and simple writing.
Children can read words and phrases with understandable accuracy.
Broaden their vocabulary and develop their ability to understand new words that are introduced into the familiar written material, including through using a dictionary.
Children can use a bi-lingual dictionary to help them find out the meaning of new vocabulary and attempt to say the word.

Understanding

Describe people, places, things and actions orally and in writing.
Children can use adjectives to describe nouns and understand their position off them in relation to the noun (before or after)
Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
Children can write short phrases from memory or longer phrases using a writing scaffold with understandable accuracy.
Children show awareness that the noun can change spelling when used in masculine/feminine form.
Children can make a positive sentence negative (j’ai../ Je n’ai pas…)
Quelle est la date de ton anniversaire?
As-tu?
Comment tu t’apelles?
Je suis
Jai
Il/Elle est
Il Elle a
Tu es
Adjectives"

Theme 3- Living in the Wider World

Knowledge

To resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices
what being part of a community means, and about the varied institutions that support communities locally and nationally
to recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing
to think about the lives of people living in other places, and people with different values and customs

Skills

Rule of Law
Help pupils to understand that living under the rule of law protects individuals
Develop restorative justice approaches to resolve conflicts

Understanding

Democracy
Teach pupils how they can influence decision making processes.
Model how perceived injustice can be peacefully changed.
Communication/Holy

Knowledge

Select skills, actions and ideas and apply them with co-ordination and control.
Can devise routines of stretching exercises that prepare them for gymnastic work.
Can recognise there are different styles of running, jumping and throwing.
Can tell the difference between sprints and middle distance. Can explain the aim of a field event.
Knows the safety rules for throwing.
Can co-operate effectively, showing awareness of others.
To be able to work collaboratively as a team.
Pupils can see how their work is similar to and different from others’ work and use this understanding to improve their own performance.
Can look at own and others’ work to improve performance.
Can review their performance as they work through a task.
Can follow instructions to improve their own technique.
Can suggest ways to develop their technique and composition.
Explain the similarities and differences between two performances commenting on quality.
Can appreciate the process involved in improving a performance.

Skills

Can copy basic arm movements for the three throwing actions.
Can copy the correct action for long jump and lands safely.
Can run consistently and smoothly at different speeds.
Able to show fast and slow running styles, can walk through relay change overs.
Can pass and receive a ball with control.
Can beat an opponent with an appropriate skill.
Can follow an opponent in a defensive situation.
Can understand and apply simple tactics in small sided games.
Can send a ball to a target with increasing accuracy and control.
Can receive and retrieve with increased efficiency and control over a variety of distances and directions.
To send and receive with increased accuracy towards a target.
To be able to attack and defend.
Control movements, demonstrating co-ordination and balance.
To be agile in their movements.
Perform a range of actions and agilities with consistency, fluency and clarity of movement.
Make similar and contrasting shapes on the floor and apparatus working with a partner.
Combine actions to make sequences with changes of speed, level and direction and clarity of shape, gradually increasing the length of sequences.
Show imagination responding to different stimuli.
Explore movement patterns while working in a partnership/small group.
Can use their core strength within a range of movements.
Can link actions to make dance phrases when working with partner/small group.
Can perform short dance with expression, describe what makes a good dance phrase.
Move confidently through familiar and less familiar environments.
Use skills, actions and ideas appropriately.
Pupils can swim with speed and proficiency over a distance of at least 25m.
Pupils show a streamlined body position, and begin to develop controlled breathing.
Able to identify and demonstrate safe procedures in order to perform self-rescue actions in a range of situations
Swim for a sustained distance, showing continuous arm/leg movements towards a recognised/efficient stroke.
Pupils begin to show more control through improved co-ordination in their chosen stroke.

Understanding

Can select the correct tactics appropriate to a variety of positions played.
To apply different forms of travel
To begin to think about tactics in small-sided games.
Can recognise that strength and suppleness are key features of gymnastic performance.
Can describe and interpret dance movements using appropriate vocabulary.
Use experience of similar challenges to decide on strategies, skills and equipment needed.

Communication (Autumn 1)

Holy (Autumn 2)

Knowledge

Autumn 1:
How do believers communicate with God? What are the ritual of prayer in Hinduism and Christianity?
The importance and place of prayer for Christians, eg: some prayers and their meanings, especially the Lord’s Prayer, the ways in which different Christians pray and any artefacts or means they use, for example, movement and dance, silent prayer, rosaries, icons, music.
Autumn 2 (Christmas):
What is the significance of Mary in the Nativity story with particular reference to the importance of Mary to Catholics.
Festivals and celebrations Christmas, Holy Week and Easter, eg: the story, celebrations, symbols and meanings associated with Christmas, Holy Week and Easter.
How other key events in Jesus’ life, and the history of the Church, are celebrated and remembered, eg: Advent, Epiphany, Lent, Pentecost, Harvest.
Examples of worship of at least two contrasting Christian denominations, eg: Catholic Mass

Skills

Reflect on their own experience of, and responses to, the concept.
Respond to others’ ideas and situations.
Recognise human experience which may be different from their own.
Express how their responses to the concept may be applied in specific situations.
Identify the issues raised in applying their responses to specific situations.
Recognise some of the difficulties or problems involved in developing a coherent set of beliefs and values.
Recognise the complexity of concepts.
Frame questions (problematising the concept).
Define and analyse concepts by forming criteria.
Construct explanations.
Give good reasons and distinguish good from bad reasons.
Construct inferences (if … then …).
Explore the interpretation of concepts. demand further engagement.
Recognise that differing religious, social and cultural contexts influence interpretations and raise sometimes controversial issues that demand further engagement.
Express and communicate their understanding of why context influences interpretation of a concept.
Build capacity to compare different interpretations of concepts by giving examples.
Show sensitivity to the interpretations of the concept in the context.
Form an evaluative judgement about the significance of the concept within the given context and without.
Discern and clarify the reasons behind different judgements, including their own and those of others.
Recognise specific characteristics which make a difference in forming a judgement.
Express the value the concept has beyond the context.

Understanding

Describe concepts that are important to both religious and non-religious people (for example, sacrifice, peace, freedom, community, reflection)
Explain how a concept is expressed in one or more religions (for example, how Buddhists and Christians create situations in which to feel peaceful)
Explain their views about how a concept is expressed in religions (for example, what do pupils think about meditation or confession as a way to help a person to feel at peace?)
Describe and explain their own responses to a concept (for example, what do pupils think about peace and being peaceful?)
Describe when and how a concept has applied to experiences in their own or others’ lives (for example, do pupils have times when they want to feel peaceful and how do they achieve it? What stops them feeling peaceful?).

States of Matter - animals, including humans

Knowledge

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

Skills

Setting up enquires of their own making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

Understanding

Solids liquids and gases are described by observable properties
Materials can be divided into solids, liquids and gases.
Materials change state by heating and cooling.
Heating and cooling causes solids to melt and evaporate or condense and freeze.
The temperature at which given substances change state are always the same.
Some changes can be reversed some cant.

Spring Term: Explosive Journeys

Knowledge

Select and use relevant resources and references to develop their ideas.
Use sketchbooks, and drawing, purposefully to improve understanding, inform ideas and plan for an outcome. (For instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome.)
Investigate the nature and qualities of different materials and processes systematically.
Apply the technical skills they are learning to improve the quality of their work. (for instance, in painting they select and use different brushes for different purposes)
Regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve.
By the end of Yr. 4 pupils should know about and describe some of the key ideas, techniques and working practices of a variety of artists, crafts makers, architects and designers that they have studied.
Children should know about, and be able to demonstrate, how tools they have chosen to work with, should be used effectively and with safety

Skills

Textiles: Lucy Brown
To use a variety of techniques including printing, dyeing, weaving and stitching to create different textural effects.
To explore matching tools to specific materials.
Sculpture Andy Goldsworthy
To apply my knowledge of skills and techniques learnt within the Autumn term
To use papier mache to create a simple 3D object
Painting Robert Rauschenberg
To experiment with different effects and textures.
To work in a range of scales
To create different effects with texture
To record and collect visual information using digital cameras.
To record and collect visual information using video recorders.
To present visual images using ICT software.
To use a graphics to create images with effects.

Understanding

Can they identify and draw simple objects, and use marks and lines to produce texture?
Can they organise line, tone, shape and colour to represent figures and forms in movement?
Can they show reflections?
Can they explain why they have chosen specific materials to draw with?
Can they create all the colours they need?
Can they create mood in their paintings?
Do they successfully use shading to create mood and feeling?
Can they experiment with different styles which artists have used?
Can they explain art from other periods of history?
Can they use their sketch books to express their feelings about various subjects and outline likes and dislikes?
Do they use their sketch books to adapt and improve their original ideas?
Do they keep notes about the purpose of their work in their sketch books?

Knowledge

How mechanical systems such as levers and linkages or pneumatic systems create movement how simple electrical circuits and components can be used to create functional products
How to program a computer to control their products
How to make strong, stiff shell structures that a single fabric shape can be used to make a 3D textiles product
That food ingredients can be fresh, pre-cooked and processed

Skills

Electrical and computer
Identify the strengths and areas for development in their ideas and products.
When planning considers the views of others, including intended users, to improve their work.
Learn about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products.
When planning explain their choice of materials and components according to function and aesthetic.
Start to understand that mechanical and electrical systems have an input, process and output.
Know how simple electrical circuits and components can be used to create functional products.
Understand how more complex electrical circuits and components can be used to create functional products.
Continue to learn how to program a computer to monitor changes in the environment and control their products.
Understand how to reinforce and strengthen a 3D framework.
Evaluate the key designs of individuals in design and technology and how it has helped shape the world.

Understanding

Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment
Describe the purpose of their products
Indicate the design features of their products that will appeal to intended users
Explain how particular parts of their products work gather information about the needs and wants of particular individuals and groups
Develop their own design criteria and use these to inform their ideas
Share and clarify ideas through discussion
Model their ideas using prototypes and pattern pieces
Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
Use computer-aided design to develop and communicate their ideas
Generate realistic ideas, focusing on the needs of the user
Make design decisions that take account of the availability of resources

Knowledge

To understand how Mountains and Volcanoes are formed.
To understand the impact that mountains and volcanoes have on people and the environment.
To explain the features of the Earth and the process of how mountains/volcanoes are formed.
Locate the Equator on a map, atlas and globe and draw conclusions about the climates of countries that lie on the Equator.
Research the characteristics of mountaineers and understand the physical fitness and strength needed.

Skills

Identify the different hemispheres on a map.
Locate places in the world where volcanoes lie.
Understand and be able to communicate in different ways the cause of volcanoes and the process that occurs before a volcano erupts.
Draw diagrams, produce writing and use the correct vocabulary for each stage of the process of volcanic eruption.
Ask and answer questions about the effects of volcanoes.
Discuss how volcanoes affect human life e.g. settlements and spatial variation.

Understanding

To recognise that mountains are situated in all seven continents in the world.
Be confident when locating UK Mountains.
To understand the features of the Earth and the process that happens to create mountains/volcanoes.
Explain the stages within a volcanic eruption and the impact they have on the people living close to a volcano.

Viking and Anglo-Saxon Struggle for the Kingdom of England to the time of Edward the Confessor (1042 AD) (Vikings raids on Britain and their battles with Anglo-Saxons)

Knowledge

Continue to understand the order of events studied and the duration of time of each era in comparison to one another.
Use historical terms and phrases to explain the passing of time singularly and in comparison to more than one time in history.
Know and understand where specific people/events studied fit into a chronological framework.
Deduce and explain contrasts over periods to time, including similarities and differences, and the reasons for these.

Skills

Continue to understand and use a wider variety of historical terms and phrases.
Understand and use specific historical terms and phrases inked to the historical time period studied

Understanding

Continue to ask a range of questions to develop their historical knowledge and understanding
Answer historical questions by selecting and organising relevant information.
Understand how knowledge of the past is constructed from a range of sources.
Show understanding and knowledge by choosing key historical information.
Understand and explain different ways in which the past is represented.

Numbers 1-50, il y a/il n’ai pas, weather, Easter

Knowledge

Present ideas and information orally to a range of audiences.
Make simple rehearsed statements about themselves, objects and people.
Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
Children understand what letters in French have different sounds in English (E.G. ch make a sh sound) and silent s at the end of words.
Key phonemes/graphemes: silent ‘t’ and ‘d’ at end of some French words

Skills

Read carefully and show understanding of words, phrases and simple writing.
Children can read words and phrases with understandable accuracy.
Broaden their vocabulary and develop their ability to understand new words that are introduced into the familiar written material, including through using a dictionary.
Children can use a bi-lingual dictionary to help them find out the meaning of new vocabulary and attempt to say the word.

Understanding

Describe people, places, things and actions orally and in writing.
Children can use adjectives to describe nouns and understand their position off them in relation to the noun (before or after)
Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
Children can write short phrases from memory or longer phrases using a writing scaffold with understandable accuracy.
Children show awareness that the noun can change spelling when used in masculine/feminine form.
Children can make a positive sentence negative (j’ai../ Je n’ai pas…)
Il y a
Il n’ya pas
Revision of numbers
Weather- il fait, il y a
Quel temps fait-il aujoud hui ?

Knowledge

Sing songs from aural memory with accurate pitch and in tune.
Show control in voice and pronounce the words in a song clearly (diction).
Improvise (including call and response) within a group using 1 or notes

Skills

Compose and perform melodies using two or three notes (inspired from Alice in Wonderland)

Understanding

Hear, identify and internalise the pulse in music.
Start to use musical dimensions vocabulary to describe music – duration, timbre, pitch, dynamics, tempo, texture, structure.
Know number of beats in a minim, crotchet, quaver and semibreve and recognise symbols (duration) – applying to singing given music.
Describe different purposes of music in History / other cultures – How is singing different throughout the world? What different techniques are used to sing? What is the value of singing in different cultures? When is singing used? Famous singers past and present that have influenced music.

Theme 2 – Health and Wellbeing

Knowledge

Know what positively and negatively affects their physical, mental and emotional health (including the media)
Know how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’
Recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet
Reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals
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

Skills

Individual Liberty; support pupils to develop their self-knowledge, self-esteem and self-confidence.
Encourage pupils to take responsibility for their behaviour, as well as knowing their rights.

Understanding

Creation/Symbol of Light

Knowledge

Select skills, actions and ideas and apply them with co-ordination and control.
Can devise routines of stretching exercises that prepare them for gymnastic work.
Can recognise there are different styles of running, jumping and throwing.
Can tell the difference between sprints and middle distance. Can explain the aim of a field event.
Knows the safety rules for throwing.
Can co-operate effectively, showing awareness of others.
To be able to work collaboratively as a team.
Pupils can see how their work is similar to and different from others’ work and use this understanding to improve their own performance.
Can look at own and others’ work to improve performance.
Can review their performance as they work through a task.
Can follow instructions to improve their own technique.
Can suggest ways to develop their technique and composition.
Explain the similarities and differences between two performances commenting on quality.
Can appreciate the process involved in improving a performance.

Skills

Can copy basic arm movements for the three throwing actions.
Can copy the correct action for long jump and lands safely.
Can run consistently and smoothly at different speeds.
Able to show fast and slow running styles, can walk through relay change overs.
Can pass and receive a ball with control.
Can beat an opponent with an appropriate skill.
Can follow an opponent in a defensive situation.
Can understand and apply simple tactics in small sided games.
Can send a ball to a target with increasing accuracy and control.
Can receive and retrieve with increased efficiency and control over a variety of distances and directions.
To send and receive with increased accuracy towards a target.
To be able to attack and defend.
Control movements, demonstrating co-ordination and balance.
To be agile in their movements.
Perform a range of actions and agilities with consistency, fluency and clarity of movement.
Make similar and contrasting shapes on the floor and apparatus working with a partner.
Combine actions to make sequences with changes of speed, level and direction and clarity of shape, gradually increasing the length of sequences.
Show imagination responding to different stimuli.
Explore movement patterns while working in a partnership/small group.
Can use their core strength within a range of movements.
Can link actions to make dance phrases when working with partner/small group.
Can perform short dance with expression, describe what makes a good dance phrase.
Move confidently through familiar and less familiar environments.
Use skills, actions and ideas appropriately.
Pupils can swim with speed and proficiency over a distance of at least 25m.
Pupils show a streamlined body position, and begin to develop controlled breathing.
Able to identify and demonstrate safe procedures in order to perform self-rescue actions in a range of situations
Swim for a sustained distance, showing continuous arm/leg movements towards a recognised/efficient stroke.
Pupils begin to show more control through improved co-ordination in their chosen stroke.

Understanding

Can select the correct tactics appropriate to a variety of positions played.
To apply different forms of travel
To begin to think about tactics in small-sided games.
Can recognise that strength and suppleness are key features of gymnastic performance.
Can describe and interpret dance movements using appropriate vocabulary.
Use experience of similar challenges to decide on strategies, skills and equipment needed."

RE Concept: Creation

Link to Whole School Focus: Our responsibility to caring for the community.

RE Focus: Investigation into the different creation stories and beliefs about how the world began.

RE Concept: Symbol of Light (Easter Spr 2)

RE Focus: The importance at light at Easter with a particular focus on the Orthodox church Paschal Candle Ceremony.

Knowledge

Spring 1:
Hinduism
Important Hindu stories of the Gods, eg: Rama’s exile and return (Ramayana), the childhood of Krishna (Puranas), Durga, Lakshmi and the descent of Ganga.
The cycle of life
The ideas associated with the cycle of life, eg: the endless cycle of creation, preservation and destruction
Spring 2 (Easter):
Festivals and celebrations Christmas, Holy Week and Easter, eg: the story, celebrations, symbols and meanings associated with Christmas, Holy Week and Easter.
Examples of worship of at least two contrasting Christian denominations, eg: Orthodox worship.

Skills

Reflect on their own experience of, and responses to, the concept.
Respond to others’ ideas and situations.
Recognise human experience which may be different from their own.
Express how their responses to the concept may be applied in specific situations.
Identify the issues raised in applying their responses to specific situations.
Recognise some of the difficulties or problems involved in developing a coherent set of beliefs and values.
Recognise the complexity of concepts.
Frame questions (problematising the concept).
Define and analyse concepts by forming criteria.
Construct explanations.
Give good reasons and distinguish good from bad reasons.
Construct inferences (if … then …).
Explore the interpretation of concepts. demand further engagement.
Recognise that differing religious, social and cultural contexts influence interpretations and raise sometimes controversial issues that demand further engagement.
Express and communicate their understanding of why context influences interpretation of a concept.
Build capacity to compare different interpretations of concepts by giving examples.
Show sensitivity to the interpretations of the concept in the context.
Form an evaluative judgement about the significance of the concept within the given context and without.
Discern and clarify the reasons behind different judgements, including their own and those of others.
Recognise specific characteristics which make a difference in forming a judgement.
Express the value the concept has beyond the context.

Understanding

Describe concepts that are important to both religious and non-religious people (for example, sacrifice, peace, freedom, community, reflection)
Explain how a concept is expressed in one or more religions (for example, how Buddhists and Christians create situations in which to feel peaceful)
explain their views about how a concept is expressed in religions (for example, what do pupils think about meditation or confession as a way to help a person to feel at peace?)
describe and explain their own responses to a concept (for example, what do pupils think about peace and being peaceful?)
describe when and how a concept has applied to experiences in their own or others’ lives (for example, do pupils have times when they want to feel peaceful and how do they achieve it? What stops them feeling peaceful?).

Electricity and Sound

Knowledge

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.
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

Skills

Using results to draw conclusions forming explanations
Identify further enquiries and questions to deepen learning.
Identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings

Understanding

Source of electricity is needed for electrical devices to work.
A complete circuit is needed.
Electricity sources push electricity round a circuit.
More batteries will push the electricity further.
Devices work harder when more electricity goes through them.
Some materials allow electricity to flow easily and these are called conductors. Materials that don’t allow electricity to flow are called insulators.
Sound travels in all directions and we hear it when it travels to our ears.
Sound spreads out as it travels.

Summer Term: The Seaside

Knowledge

Select and use relevant resources and references to develop their ideas.
Use sketchbooks, and drawing, purposefully to improve understanding, inform ideas and plan for an outcome. (For instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome.)
Investigate the nature and qualities of different materials and processes systematically.
Apply the technical skills they are learning to improve the quality of their work. (for instance, in painting they select and use different brushes for different purposes)
Regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve.
By the end of Yr. 4 pupils should know:
About and describe some of the key ideas, techniques and working practices of a variety of artists, crafts makers, architects and designers that they have studied.
About, and be able to demonstrate, how tools they have chosen to work with, should be used effectively and with safety

Skills

Sketching Kay Harden
To use my sketchbook to collect and record from a range of sources.
To make marks and lines with a wide range of drawing implements.
To experiment with different grades of pencil and other implements to create lines and marks.
To experiment with different grades of pencil to draw different forms and shapes.
To begin to show an awareness of third dimension within objects.
To experiment with different grades of pencil to achieve variation in tone.
To apply tone within drawings.
To create textures with a range of tools.
To apply pattern and texture within a drawing.
Sculpture Sharon Brill
To apply my knowledge of techniques and experiences of sculpture.
Painting Monet
To understand primary and secondary colours
To use appropriate language when referring to colour.
To mix and use to tints and shades within painting.
Textiles Louise Baldwin
To develop skills in stitching, cutting and joining.
To experiment with paste resits.

Understanding

Can they identify and draw simple objects, and use marks and lines to produce texture?
Can they organise line, tone, shape and colour to represent figures and forms in movement?
Can they show reflections?
Can they explain why they have chosen specific materials to draw with?
Can they create all the colours they need?
Can they create mood in their paintings?
Do they successfully use shading to create mood and feeling?
Can they experiment with different styles which artists have used?
Can they explain art from other periods of history?
Can they use their sketch books to express their feelings about various subjects and outline likes and dislikes?
Do they use their sketch books to adapt and improve their original ideas?
Do they keep notes about the purpose of their work in their sketch books?

Knowledge

That food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world
How to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source
How to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking
That a healthy diet is made up from a variety and balance of different food and drink, as depicted in the eat well plate
That to be active and healthy, food and drink are needed to provide energy for the body

Skills

Food/ textiles
Understand that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world.
Understand how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source.
Know how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
Know that a healthy diet is made up from a variety and balance of different food and drink, as depicted in ‘The Eat well plate’
Know that to be active and healthy, food and drink are needed to provide energy for the body

Understanding

Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment
Describe the purpose of their products
Indicate the design features of their products that will appeal to intended users
Explain how particular parts of their products work gather information about the needs and wants of particular individuals and groups
Develop their own design criteria and use these to inform their ideas
Share and clarify ideas through discussion
Model their ideas using prototypes and pattern pieces
Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
Use computer-aided design to develop and communicate their ideas
Generate realistic ideas, focusing on the needs of the user
Make design decisions that take account of the availability of resources

Knowledge

Recognise the types of weather associated with the UK. Does this have anything to do with where the UK is located within the world?
Identify the main geographical feature of coasts in the UK and the wider world.
Develop an understanding of the impact that British beaches have on tourism.
Make comparisons between UK beaches and that of a beach in the wider world.
Understand the reasons why people live by the sea.

Skills

Raise questions on the UK weather and make comparison to that of other climate zones around the world.
Use geographical vocabulary to refer to key physical features including: beach, coast, sea, ocean etc
Complete an investigation into the comparison of a UK beach to one of that from the wider world.
Use a variety of methods to present your findings.
Can children use their own experience of a day out at the sea and compare it to those in past times. Use pictures to unpick the differences in food, clothing, activities etc.

Understanding

To be able to make links and see comparison between geographical features in the UK and the wider world.
To recognise the importance of the coasts and the impact that this has on tourism within the UK.
To see similarities and differences between the present day beach and the past. Examine pictures to spot the differences.

History of the Seaside

Knowledge

Continue to understand the order of events studied and the duration of time of each era in comparison to one another.
Use historical terms and phrases to explain the passing of time singularly and in comparison to more than one time in history.
Know and understand where specific people/events studied fit into a chronological framework.
Deduce and explain contrasts over periods to time, including similarities and differences, and the reasons for these.

Skills

Continue to understand and use a wider variety of historical terms and phrases.
Understand and use specific historical terms and phrases inked to the historical time period studied

Understanding

Continue to ask a range of questions to develop their historical knowledge and understanding.
Answer historical questions by selecting and organising relevant information (see below).
Understand how knowledge of the past is constructed from a range of sources.
Show understanding and knowledge by choosing key historical information.
Understand and explain different ways in which the past is represented.

Lucie chat a la plage

Knowledge

Listen attentively to spoken language and show understanding by joining in and responding.
Children can show a physical response to familiar words and short phrases, identify new words within a short text and join in with key parts
Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
Children can listen and identify words in songs and rhymes with the same sound and identify the letter strings which make them.
Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
Children can ask and answer familiar questions with a rehearsed response using a model.
Speak in sentences, using familiar vocabulary, phrases and basic language structures.
Use familiar vocabulary to say simple sentences using a language scaffold.
Present ideas and information orally to a range of audiences.
Make simple rehearsed statements about themselves, objects and people.
Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
Children understand what letters in French have different sounds in English (E.G. ch make a sh sound) and silent s at the end of words.
Key phonemes/graphemes: revise additional silent letters at the end of words
And oi, ain, et-only if they arise

Skills

Read carefully and show understanding of words, phrases and simple writing.
Children can read familiar words and core structures with understandable accuracy and attempt to say new words using their knowledge of letter strings.
Broaden their vocabulary and develop their ability to understand new words that are introduced into the familiar written material, including through using a dictionary.
Children can find new words in a bi-lingual dictionary or a text and attempt to say them.

Understanding

Describe people, places, things and actions orally and in writing.
Children can add an adjective to describe a noun in the correct position within the sentence.
Children show awareness that the noun can change spelling when used in masculine/feminine form.
Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
Children to write simple sentences using some words and phrases from memory with understandable accuracy and adapt them by changing parts of the sentence.
J’ai
Tu-as
Il/Elle a
adjectives

Knowledge

Maintain a simple part within an ensemble.
Improvise (including call and response) within a group 1 or 2 notes.
Create / improvise repeated patterns (ostinato) with a range of instruments.
Effectively choose, order, combine and control sounds (texture / structure)
ICT FOCUS (taught outside of L2M)
Use sound to create abstract effects (including using ICT)
Use musical dimensions vocabulary to describe music – duration, timbre, pitch, dynamics, tempo, texture, structure.
Use these words to identify where music works well / needs improving
Use musical dimensions together to compose music.
Describe different purpose of music in history / other cultures.

Skills

Understanding

Living in the Wider World

Knowledge

Differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’
Deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding 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
Recognise their increasing independence brings increased responsibility to keep themselves and others safe
School rules about health and safety, basic emergency aid procedures, where and how to get help
strategies for keeping physically and emotionally safe including road safety, safety in the environment and safety online (including social media, the responsible use of ICT and mobile phones) the importance of protecting personal information, including passwords, addresses and images

Skills

Individual Liberty
Support pupils to develop their self-knowledge, self-esteem and self-confidence.
Encourage pupils to take responsibility for their behaviour, as well as knowing their rights.

Understanding

Rites of Passage/Peac

Knowledge

Select skills, actions and ideas and apply them with co-ordination and control.
Can devise routines of stretching exercises that prepare them for gymnastic work.
Can recognise there are different styles of running, jumping and throwing.
Can tell the difference between sprints and middle distance. Can explain the aim of a field event.
Knows the safety rules for throwing.
Can co-operate effectively, showing awareness of others.
To be able to work collaboratively as a team.
Pupils can see how their work is similar to and different from others’ work and use this understanding to improve their own performance.
Can look at own and others’ work to improve performance.
Can review their performance as they work through a task.
Can follow instructions to improve their own technique.
Can suggest ways to develop their technique and composition.
Explain the similarities and differences between two performances commenting on quality.
Can appreciate the process involved in improving a performance.

Skills

Can copy basic arm movements for the three throwing actions.
Can copy the correct action for long jump and lands safely.
Can run consistently and smoothly at different speeds.
Able to show fast and slow running styles, can walk through relay change overs.
Can pass and receive a ball with control.
Can beat an opponent with an appropriate skill.
Can follow an opponent in a defensive situation.
Can understand and apply simple tactics in small sided games.
Can send a ball to a target with increasing accuracy and control.
Can receive and retrieve with increased efficiency and control over a variety of distances and directions.
To send and receive with increased accuracy towards a target.
To be able to attack and defend.
Control movements, demonstrating co-ordination and balance.
To be agile in their movements.
Perform a range of actions and agilities with consistency, fluency and clarity of movement.
Make similar and contrasting shapes on the floor and apparatus working with a partner.
Combine actions to make sequences with changes of speed, level and direction and clarity of shape, gradually increasing the length of sequences.
Show imagination responding to different stimuli.
Explore movement patterns while working in a partnership/small group.
Can use their core strength within a range of movements.
Can copy basic arm movements for the three throwing actions.
Can copy the correct action for long jump and lands safely.
Can run consistently and smoothly at different speeds.
Able to show fast and slow running styles, can walk through relay change overs.
Can pass and receive a ball with control.
Can beat an opponent with an appropriate skill.
Can follow an opponent in a defensive situation.
Can understand and apply simple tactics in small sided games.
Can send a ball to a target with increasing accuracy and control.
Can receive and retrieve with increased efficiency and control over a variety of distances and directions.
To send and receive with increased accuracy towards a target.
To be able to attack and defend.
Control movements, demonstrating co-ordination and balance.
To be agile in their movements.
Perform a range of actions and agilities with consistency, fluency and clarity of movement.
Make similar and contrasting shapes on the floor and apparatus working with a partner.
Combine actions to make sequences with changes of speed, level and direction and clarity of shape, gradually increasing the length of sequences.
Show imagination responding to different stimuli.
Explore movement patterns while working in a partnership/small group.
Can use their core strength within a range of movements.
Can link actions to make dance phrases when working with partner/small group.
Can perform short dance with expression, describe what makes a good dance phrase.
Move confidently through familiar and less familiar environments.
Use skills, actions and ideas appropriately.
Pupils can swim with speed and proficiency over a distance of at least 25m.
Pupils show a streamlined body position, and begin to develop controlled breathing.
Able to identify and demonstrate safe procedures in order to perform self-rescue actions in a range of situations
Swim for a sustained distance, showing continuous arm/leg movements towards a recognised/efficient stroke.
Pupils begin to show more control through improved co-ordination in their chosen stroke.

Understanding

Can select the correct tactics appropriate to a variety of positions played.
To apply different forms of travel
To begin to think about tactics in small-sided games.
Can recognise that strength and suppleness are key features of gymnastic performance.
Can describe and interpret dance movements using appropriate vocabulary.
Use experience of similar challenges to decide on strategies, skills and equipment needed.

Knowledge

Summer 1:
Rites of passage in different churches, eg: the way different Christians celebrate rites of passage: birth, initiation, marriage, death.
Hinduism: The Hindu community
The diversity within Hinduism, eg: that different communities dedicate their mandir (temple) to different deities and celebrate festivals in different ways.
Summer 2:
Hinduism: The cycle of life
The ideas associated with the cycle of life, eg: atman (the idea of the individual soul), the endless cycle of creation, preservation and destruction, samsara (reincarnation, the cycle of birth and death).

Skills

Reflect on their own experience of, and responses to, the concept.
Respond to others’ ideas and situations.
Recognise human experience which may be different from their own.
Express how their responses to the concept may be applied in specific situations.
Identify the issues raised in applying their responses to specific situations.
Recognise some of the difficulties or problems involved in developing a coherent set of beliefs and values.
Recognise the complexity of concepts.
Frame questions (problematising the concept).
Define and analyse concepts by forming criteria.
Construct explanations.
Give good reasons and distinguish good from bad reasons.
Construct inferences (if … then …).
Explore the interpretation of concepts. demand further engagement.
Recognise that differing religious, social and cultural contexts influence interpretations and raise sometimes controversial issues that demand further engagement.
Express and communicate their understanding of why context influences interpretation of a concept.
Build capacity to compare different interpretations of concepts by giving examples.
Show sensitivity to the interpretations of the concept in the context.
Form an evaluative judgement about the significance of the concept within the given context and without.
Discern and clarify the reasons behind different judgements, including their own and those of others.
Recognise specific characteristics which make a difference in forming a judgement.
Express the value the concept has beyond the context.

Understanding

Describe concepts that are important to both religious and non-religious people (for example, sacrifice, peace, freedom, community, reflection)
Explain how a concept is expressed in one or more religions (for example, how Buddhists and Christians create situations in which to feel peaceful)
Explain their views about how a concept is expressed in religions (for example, what do pupils think about meditation or confession as a way to help a person to feel at peace?)
Describe and explain their own responses to a concept (for example, what do pupils think about peace and being peaceful?)
Describe when and how a concept has applied to experiences in their own or others’ lives (for example, do pupils have times when they want to feel peaceful and how do they achieve it? What stops them feeling peaceful?).

Living things and their habitats

Knowledge

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

Apply the skills from Autumn and Spring term with a focus on: identifying differences, similarities or changes related to simple scientific ideas and processes record findings in their own appropriate way with careful observations.

Understanding

Living organisms can be divided into groups based upon their characteristics
Different food chains occur in different habitats
Human activity significantly affects the environment
Environmental changes affects different habitats differently
Nutrients produce d by plants move to primary consumers then to secondary consumers through food chains.
Environmental change can affect how well an organism is suited to its environment.
Muscles are connected to bones and move them when they contract.