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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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Rockland St Mary and Surlingham Primary Schools
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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Rockland St Mary and Surlingham Primary Schools
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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Rockland St Mary and Surlingham Primary Schools
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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