Year 4 Curriculum Overview Autumn 1

Transcription

1 English: Stories with fantasy settings Regularly listen to whole novels read aloud by the teacher. Identify, discuss and collect effective words and phrases which capture the reader s interest and imagination e.g. metaphors, similes. Make predictions based on information stated and implied. Demonstrate active reading strategies e.g. generate questions, find answers, refine thinking, modify questions, construct images. Draw inferences around characters thoughts, feelings, actions and motives, and justify with evidence from the text using point and evidence. Make and respond to contributions in a variety of group situations e.g. whole class, independent reading groups, book circles. Create sentences with fronted adverbials for when e.g. As the clock struck twelve, the soldiers sprang into action. Use inverted commas and other punctuation to indicate direct speech. Explore, identify, collect and use noun phrases e.g. The crumbly cookie with tasty marshmallow pieces melted in my mouth. Read and analyse narrative. Discuss and record ideas for planning e.g. story board, boxing-up text types to create a plan. Organise paragraphs in narrative. Link ideas within paragraphs e.g. fronted adverbials for when e.g. In the distance, a lone wolf howled. Generate and select from vocabulary banks e.g. powerful adverbs, adverbial phrases, appropriate to text type. Explanations Listen to, read and discuss a range of explanation texts. Analyse and evaluate texts looking at language, structure and presentation. Analyse and evaluate how specific information is organised within an explanation text. Explain how paragraphs are used to order an explanation text. Explore, identify and create complex sentences using a range of conjunctions e.g. if, so, because, when. Discussing and recording ideas for planning e.g. text map, non-fiction bridge, boxing-up text types to create a plan. Organising paragraphs in non-fiction. Linking ideas within paragraphs. Generating and select from vocabulary banks e.g. causal connectives (as a result, so, because, If, therefore, consequently), technical language appropriate to explanations. Film and playscripts Listening to, reading and discussing a range of plays. Analysing and evaluate texts looking at language, structure and presentation. Preparing playscripts to read aloud, showing understanding through intonation, tone, volume and action. Use punctuation to determine intonation and expression when reading aloud to a range of audiences. Drawing inferences around characters thoughts, feelings, actions and motives, and justify with evidence from the text using point and evidence. Develop characterisation using vocabulary to create emphasis, humour, atmosphere, suspense. Discuss and propose changes with partners and in small groups. Improve writing in light of evaluation. Perform own compositions for different audiences. Use appropriate intonation, tone and volume to present their writing to a range of audiences.

2 Spelling (full term): Homophone revision Revision from previous years Words containing ch as /sh/ Words ending in 'gue' and 'que' Words with sc as /s/ Words with ei, eigh and ey as /ay/ Possessive apostrophes Maths: Number and Place Value Read and write numbers to at least Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens and ones). Find 0.1, 1, 10, 100 or 1000 more or less than a given number. Order and compare numbers beyond Identify, represent and estimate numbers using different representations, including the number line. Round any number to the nearest 10, 100 or Solve number and practical problems that involve all of the above and with increasingly large positive numbers. Place Value, decimals and fractions Read and write numbers with up to two decimal places. Identify the value of each digit to two decimal places. Count up and down in hundredths. Recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten. Recognise that one hundred 1p coins are equivalent to 1and that each coin is1100 of 1. Write amounts of money using decimal notation. Round decimals with one decimal place to the nearest whole number. Order and compare numbers with the same number of decimal places up to two decimal places. Find the effect of dividing a one- or two-digit number by 10and 100, identifying the value of the digits in the answer as ones, tenths and hundredths. Addition and Subtraction Partition numbers in different ways (for example,2.3 = and 2.3 = ). Add and subtract numbers with up to 4 digits and decimals with one decimal place using the formal written methods of columnar addition and subtraction where appropriate. Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method). Select a mental strategy appropriate for the numbers involved in the calculation. Estimate and use inverse operations to check answers to a calculation. Addition, Subtraction and Inverse Partition numbers in different ways (for example, 2.3 = and 2.3 = ). Add and subtract mentally combinations of two and three digit numbers and decimals to one decimal place. Add and subtract numbers with up to 4 digits and decimals with one decimal place using the formal written methods of columnar addition and subtraction where appropriate. Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method). Select a mental strategy appropriate for the numbers involved in the calculation. Estimate and use inverse operations to check answers to a calculation. Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. Properties of 2 D shapes Continue to identify horizontal and vertical lines and pairs of perpendicular and parallel lines. Identify acute and obtuse angles and compare and order angles up to two right angles by size. Identify lines of symmetry in 2-D shapes presented indifferent orientations. Use a variety of sorting diagrams to compare and classify numbers and geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. Measurement (Time)

3 Read, write and convert time between analogue and digital12 and 24-hour clocks. Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days and problems involving money and measures. Topic: Sparks Might Fly! Lead Subjects: Science Electricity series circuits, switches, conductors, insulators 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. Know that electricity can be dangerous. Recognise electricity sources can be mains or battery. Know that batteries push electricity round a circuit and can make bulbs, buzzers and motors work. Recognise that faults in circuits can be found by methodically testing connections. Know that drawings, photographs and diagrams can be used to represent circuits (although standard symbols need not be introduced until upper KS2). Pupils Might Work Scientifically By observing patterns, for example, that bulbs get brighter if more cells are added, that metals tend to be conductors of electricity, and that some materials can and some cannot be used to connect across a gap in a circuit. Design & technology ICT and electrical systems control and electrical components Project Focus: Electrical Systems (A Product, for a Stated Purpose and a Stated User) Through an Iterative Process Evaluation of Existing Products Investigate similar products to the one to be made to give starting points for a design. Draw/sketch products to help analyse and understand how products are made. Investigate key events and individuals in Design and Technology. Focused Tasks Use electrical systems such as switches, bulbs and buzzers. Develop vocabulary related to the project. Use ICT to control products. Design Develop more than one design or adaptation of an initial design research needs of user. Plan a sequence of actions to make a product. Use prototypes to develop and share ideas identify the strengths/weaknesses of their design ideas in relation to purpose/user. Think ahead about the order of their work. Decide which design idea to develop; propose realistic suggestions as to how they can achieve their design ideas. Consider aesthetic qualities of materials chosen. Use CAD where appropriate. Make Select from techniques for different parts of the process. Select from materials according to their functional properties. Use appropriate finishing techniques. Evaluation (of Their Finished Product) Consider and explain how the finished product could be improved. Discuss how well the finished product meets the design criteria of the user.

4 Music Creating explore, choose, combine and organise musical ideas using an electronic sound source Improvise and compose music for a specific purpose. Performing Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. Listening Listen with attention to detail and recall sounds with increasing aural memory. Appreciate and understand a wide range of high quality live and recorded music drawn from different traditions and from great composers and musicians. Creating Improvise and compose music for a range of purposes using the interrelated dimensions of music. Understanding Use and understand staff and other musical notations. Develop an understanding of the history of music. Standalone Unit: Science Sound Additional Subjects: Computing Programming Skills Write programs that accomplish specific goals. Read what a sequence in a program does. Work with various forms of input. Work with various forms of output. Use logical reasoning to predict outputs. Design programs, showing skills needed to plan and implement a task / problem that accomplish specific goals. Create programs that implement algorithms to achieve specific goals. Debug programs that accomplish specific goals through self and peer assessment. Use sequence, repetition and selection in programs Use sequences of commands to control physical devices using outputs. Demonstrate and develop a sense of audience when appropriate. Use logical reasoning to detect and correct errors in programs. Knowledge Understand how to plan and write programs that accomplish specific goals. Know a range of input devices and how they can be used. Know a range of output devices and how they can be used. Know the difference between an input and an output. Understand that computers can collect data from various inputs. Know what debugging is and how it can be used to achieve specific goals. Understand that planning is a vital part of designing programs. Understand that evaluation is a vital part of the design process. Understand what the terms sequence, repetition and selection mean and know how to use them in programs. Understand how to control physical devices. Be aware that everyday devices use sensors and outputs, e.g. automatic doors, traffic lights, intruder alarms. Understand how to use logical reasoning to detect errors in programs. Understand how to use logical reasoning to correct errors in programs. Understand that computers can collect data from various inputs. PSHE: SEAL

5 RE: Jesus, the man who changed lives. Harvest Ongoing: PE: Master basic movements and begin to apply these in a range of activities. These activities must include team games and performing dances. Lancashire KS2 PE scheme of work would support children s learning in PE. E-Safety: Whenever children are engaged in electronic communication, establish and reinforce messages about using technology safely and responsibly.