Year4CurriculumMap
Year4–1English
FictionVarjakPawOutcome:FantasystorybasedonVarjakPaw
NonFictionOutcome:PersuasivetexttoencouragepeopletovisitLondonforwebsite
Reading–WordReading
§ applytheirgrowingknowledgeofrootwords,prefixesandsuffixes(etymologyandmorphology)aslistedinEnglishAppendix1,bothtoreadaloudandtounderstandthemeaningofnewwords
theymeet
§ readfurtherexceptionwords,notingtheunusualcorrespondencesbetweenspellingandsound,andwheretheseoccurintheword.
Atthisstage,teachingcomprehensionshouldbetakingprecedenceoverteachingwordreadingdirectly.Anyfocusonwordreadingshouldsupportthedevelopmentofvocabulary.
Whenpupilsaretaughttoreadlongerwords,theyshouldbesupportedtotestoutdifferentpronunciations.Theywillattempttomatchwhattheydecodetowordstheymayhavealreadyheardbut
maynothaveseeninprint[forexample,inreading‘technical’,thepronunciation/tɛtʃnɪkəl/(‘tetchnical’)mightnotsoundfamiliar,but/tɛknɪkəl/(‘teknical’)should].
Reading–Comprehension
§ developpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ listeningtoanddiscussingawiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks
§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes
§ discussingwordsandphrasesthatcapturethereader’sinterestandimagination
§ understandwhattheyread,inbookstheycanreadindependently,by:
§ checkingthatthetextmakessensetothem,discussingtheirunderstandingandexplainingthemeaningofwordsincontext
§ askingquestionstoimprovetheirunderstandingofatext
§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence
§ predictingwhatmighthappenfromdetailsstatedandimplied
§ retrieveandrecordinformationfromnon-fiction
§ participateindiscussionaboutbothbooksthatarereadtothemandthosetheycanreadforthemselves,takingturnsandlisteningtowhatotherssay.
Thefocusshouldcontinuetobeonpupils’comprehensionasaprimaryelementinreading.Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Thisis
whytheprogrammesofstudyforcomprehensioninyears3and4andyears5and6aresimilar:thecomplexityofthewritingincreasesthelevelofchallenge.Pupilsshouldbetaughttorecognise
themesinwhattheyread,suchasthetriumphofgoodoverevilortheuseofmagicaldevicesinfairystoriesandfolktales.Theyshouldalsolearntheconventionsofdifferenttypesofwriting(for
example,thegreetinginletters,adiarywritteninthefirstpersonortheuseofpresentationaldevicessuchasnumberingandheadingsininstructions).Pupilsshouldbetaughttousetheskillsthey
havelearntearlierandcontinuetoapplytheseskillstoreadfordifferentreasons,includingforpleasure,ortofindoutinformationandthemeaningofnewwords.Pupilsshouldcontinuetohave
opportunitiestolistenfrequentlytostories,poems,non-fictionandotherwriting,includingwholebooksandnotjustextracts,sothattheybuildonwhatwastaughtpreviously.Inthisway,theyalso
meetbooksandauthorsthattheymightnotchoosethemselves.Pupilsshouldalsohaveopportunitiestoexercisechoiceinselectingbooksandbetaughthowtodoso,withteachersmakinguseof
anylibraryservicesandexpertisetosupportthis.I
Writing–Transcription
Spelling(seeEnglishAppendix1)
§ usefurtherprefixesandsuffixesandunderstandhowtoaddthem(EnglishAppendix1)
§ spellfurtherhomophones
§ spellwordsthatareoftenmisspelt(EnglishAppendix1)
§ placethepossessiveapostropheaccuratelyinwordswithregularplurals[forexample,girls’,boys’]andinwordswithirregularplurals[forexample,children’s]
§ usethefirsttwoorthreelettersofawordtocheckitsspellinginadictionary
§ writefrommemorysimplesentences,dictatedbytheteacher,thatincludewordsandpunctuationtaughtsofar.
Pupilsshouldlearntospellnewwordscorrectlyandhaveplentyofpracticeinspellingthem.Asinyears1and2,pupilsshouldcontinuetobesupportedinunderstandingandapplyingtheconceptsof
wordstructure(seeEnglishAppendix2).Pupilsneedsufficientknowledgeofspellinginordertousedictionariesefficiently.
Handwriting
§ usethediagonalandhorizontalstrokesthatareneededtojoinlettersandunderstandwhichletters,whenadjacenttooneanother,arebestleftunjoined
§ increasethelegibility,consistencyandqualityoftheirhandwriting[forexample,byensuringthatthedownstrokesoflettersareparallelandequidistant;thatlinesofwritingarespaced
sufficientlysothattheascendersanddescendersoflettersdonottouch].
Pupilsshouldbeusingjoinedhandwritingthroughouttheirindependentwriting.Handwritingshouldcontinuetobetaught,withtheaimofincreasingthefluencywithwhichpupilsareabletowrite
downwhattheywanttosay.This,inturn,willsupporttheircompositionandspelling.
Writing-Composition
§ plantheirwritingby:
§ discussingwritingsimilartothatwhichtheyareplanningtowriteinordertounderstandandlearnfromitsstructure,vocabularyandgrammar
§ discussingandrecordingideas
§ draftandwriteby:
§ composingandrehearsingsentencesorally(includingdialogue),progressivelybuildingavariedandrichvocabularyandanincreasingrangeofsentencestructures(EnglishAppendix2)
§ organisingparagraphsaroundatheme
§ innarratives,creatingsettings,charactersandplot
§ innon-narrativematerial,usingsimpleorganisationaldevices[forexample,headingsandsub-headings]
§ evaluateandeditby:
§ assessingtheeffectivenessoftheirownandothers’writingandsuggestingimprovements
§ proposingchangestogrammarandvocabularytoimproveconsistency,includingtheaccurateuseofpronounsinsentences
§ proof-readforspellingandpunctuationerrors
§ readaloudtheirownwriting,toagrouporthewholeclass,usingappropriateintonationandcontrollingthetoneandvolumesothatthemeaningisclear.
Pupilsshouldcontinuetohaveopportunitiestowriteforarangeofrealpurposesandaudiencesaspartoftheirworkacrossthecurriculum.Thesepurposesandaudiencesshouldunderpinthe
decisionsabouttheformthewritingshouldtake,suchasanarrative,anexplanationoradescription.Pupilsshouldunderstand,throughbeingshownthese,theskillsandprocessesthatareessential
forwriting:thatis,thinkingaloudtoexploreandcollectideas,drafting,andre-readingtochecktheirmeaningisclear,includingdoingsoasthewritingdevelops.Pupilsshouldbetaughttomonitor
whethertheirownwritingmakessenseinthesamewaythattheymonitortheirreading,checkingatdifferentlevels.
Writing–Vocabulary,punctuationandgrammar
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ usingthepresentperfectformofverbsincontrasttothepasttense
§ learningthegrammarforyears3and4inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelywhendiscussingtheirwritingandreading.
Grammarshouldbetaughtexplicitly:pupilsshouldbetaughttheterminologyandconceptssetoutinEnglishAppendix2,andbeabletoapplythemcorrectlytoexamplesofreallanguage,suchas
theirownwritingorbooksthattheyhaveread.Atthisstage,pupilsshouldstarttolearnaboutsomeofthedifferencesbetweenStandardEnglishandnon-StandardEnglishandbegintoapplywhat
theyhavelearnt[forexample,inwritingdialogueforcharacters].
Year4–1Maths
Starters
StartersuggestionsforNumber
Readandwritenumbersto10,000.
Countonandbackin1s,10sor100sfromanynumberupto10,000.
Countforwardsandbackwardsinequalstepsanddescribeanypatternsinthesequence.
Orderasetofrandomnumberstoatleast10,000includingamountsofmoneyandmeasures.
Orderasetofdecimalnumberstoonedecimalplace.
Recalladditionandsubtractionfactsforeachnumberupto20.
Recalladditionandsubtractionfactsfor100.
Recallmultiplicationfactsfor2,3,4,5and8xtables.
Multiplyanddividewholenumbersby10or100(wholenumberanswers).
Week
MainLearning
1
Readandwritenumberstoatleast10000.
Placevalue
Recognisetheplacevalueofeachdigitinafour-digitnumber(thousands,hundreds,tensandones).
Find0.1,1,10,100or1000moreorlessthanagivennumber.
Orderandcomparenumbersbeyond1000.
Identify,representandestimatenumbersusingdifferentrepresentations,includingthenumberline.
Roundanynumbertothenearest10,100or1000.
Solvenumberandpracticalproblemsthatinvolvealloftheaboveandwithincreasinglylargepositivenumbers.
2
Readandwritenumberswithuptotwodecimalplaces.
Placevalue,
Identifythevalueofeachdigittotwodecimalplaces.
decimals
Countupanddowninhundredths.
and
Recognisethathundredthsarisewhendividinganobjectbyahundredanddividingtenthsbyten.
!
fractions
Recognisethatonehundred1pcoinsareequivalentto£1andthateachcoinis of£1.
!""
Writeamountsofmoneyusingdecimalnotation.
Rounddecimalswithonedecimalplacetothenearestwholenumber.
Orderandcomparenumberswiththesamenumberofdecimalplacesuptotwodecimalplaces.
Findtheeffectofdividingaone-ortwo-digitnumberby10and100,identifyingthevalueofthedigitsintheansweras
ones,tenthsandhundredths.
3
Partitionnumbersindifferentways(forexample,2.3=2+0.3and2.3=1+1.3).
Additionand
Addandsubtractnumberswithupto4digitsanddecimalswithonedecimalplaceusingtheformalwrittenmethodsof
subtraction
columnaradditionandsubtractionwhereappropriate.
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Estimateanduseinverseoperationstocheckanswerstoacalculation.
4
Partitionnumbersindifferentways(forexample,2.3=2+0.3and2.3=1+1.3).
Additionand
Addandsubtractmentallycombinationsoftwoandthreedigitnumbersanddecimalstoonedecimalplace.
subtraction,
Addandsubtractnumberswithupto4digitsanddecimalswithonedecimalplaceusingtheformalwrittenmethodsof
using
columnaradditionandsubtractionwhereappropriate.
inverseand
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
problem
mentally,useajotting,writtenmethod).
solving
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Estimateanduseinverseoperationstocheckanswerstoacalculation.
Solveadditionandsubtractiontwo-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.
5
Continuetoidentifyhorizontalandverticallinesandpairsofperpendicularandparallellines.
Properties
Identifyacuteandobtuseanglesandcompareandorderanglesuptotworightanglesbysize.
ofshape
Identifylinesofsymmetryin2-Dshapespresentedindifferentorientations.
Useavarietyofsortingdiagramstocompareandclassifynumbersandgeometricshapes,includingquadrilateralsand
triangles,basedontheirpropertiesandsizes.
6
Read,writeandconverttimebetweenanalogueanddigital12and24-hourclocks.
Time
Solveproblemsinvolvingconvertingfromhourstominutes;minutestoseconds;yearstomonths;weekstodaysand
problemsinvolvingmoneyandmeasures.
StartersuggestionsforMeasurement,GeometryandStatistics
Recognise2Dand3Dshapesindifferentorientationsanddescribethem.
Useavarietyofsortingdiagramstocompareandclassifynumbersandgeometricshapesbasedontheirproperties.
Identifyrightanglesandangleslessthanandmorethanarightangle.
Estimateandcomparelengths,volumes/capacitiesandmasses.
Readmeasuringscalestoanappropriatedegreeofaccuracy.
Knowthenumberofmmin1cm,cmin1m,min1km,gin1kg,mlin1l,secondsin1minute,minutesin1hour,hoursin1day,
daysineachmonth,daysinayearandleapyear.
Tellandwritethetimefromananalogueclockand12and24-hourclocks.
Interpretdatainbarcharts,pictogramsandtables.
Rationale
Understandingofthenumbersystemisnecessarypre-requisiteknowledgeforanynumberwork.
ChildrenshouldunderstandtheBase10notioninwhichthereare10numerals(0-9)andthesecanbeorganisedindifferentways
toformanynumber.Thisisbasedongroupingintensi.e.ten1sarethesameasone10;ten10sarethesameasone100;ten100s
arethesameasone1000andsoon.Andviceversa.
Children’sunderstandingoftheBase10numbersystemisextendedtoincludedecimals.Childrenlearnthatdecimalsareawayof
expressingfractionswithinthestructureofourBase10numbersystem.Itisimportantthatchildrenseepracticalandvisualmodels
tounderstandthemeaningandsizeofunits,tenthsandhundredths.Inpreparationforcalculatingwithmoney,childrenshould
!
!
learnthatonehundred1pcoinsareequalto£1,so1pis of£1.Thisbuildsontheirknowledgethat10pis of£1.
!""
!"
Whenmultiplyinganddividingby10and100,itisimportantthatchildrenseethisasscalingupanddown(makingamounts10
timeslargerorsmaller)ratherthanrepeatedadditionandrepeatedsubtraction.
Childrenlearnwhenitisappropriatetousementalandwrittenmethodsofcalculation.
Childrenmakelinkswiththeirknowledgeofroundingnumberstothenearest10,100and1000toestimatetheanswersto
calculations.Calculationsshouldbeincontextsincluding,money,measures,reallifeproblemsandnumberenquiries.
Whencalculating,childrenshouldlearnwhichmethodssuitthenumbersinvolvedandwhy.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Childrencontinuetoworkwithadditionandsubtractionandunderstandtheinverserelationship,usingthistocheckcalculations.
Calculationsshouldbeincontextsincludingmoney,measures,reallifeproblemsandnumberenquiries.
Whencalculating,childrenshouldlearnwhichmethodssuitthenumbersinvolvedandwhy.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Children’sknowledgeandunderstandingofanglesandsymmetrydevelopsandisappliedwhenclassifyingshapes,including
trianglesandquadrilaterals.Thetermsregularandirregularareintroducedtodescribeshapesthathaveallequalsidesandangles
andthosethatdonot.
Children’sunderstandingofreadingtimetothenearestminuteisdevelopedtoincludeconvertingbetweendifferenttimesystems
(analogueanddigital)anddifferentunitsoftime.
Year4
1
London
Calling
Outcome:
Createa
websiteto
promote
Londonto
tourists
including
the
different
Geography
skillsthey
haveused
Trip:
London
Assembly,
OpenTop
BusTour
Science
Statesofmatter
-compareandgroupmaterialstogether,accordingtowhether
theyaresolids,liquidsorgases
-observethatsomematerialschangestatewhentheyareheated
orcooled,andmeasureorresearchthetemperatureatwhich
thishappensindegreesCelsius(°C)
-identifythepartplayedbyevaporationandcondensationinthe
watercycleandassociatetherateofevaporationwith
temperature.
WorkingScientifically
-askingrelevantquestionsandusingdifferenttypesofscientific
enquiriestoanswerthem
-settingupsimplepracticalenquiries,comparativeandfairtests
-makingsystematicandcarefulobservationsand,where
appropriate,takingaccuratemeasurementsusingstandardunits,
usingarangeofequipment,includingthermometersanddata
loggers
-gathering,recording,classifyingandpresentingdatainavariety
ofwaystohelpinansweringquestions
-recordingfindingsusingsimplescientificlanguage,drawings,
labelleddiagrams,keys,barcharts,andtables
-reportingonfindingsfromenquiries,includingoralandwritten
explanations,displaysorpresentationsofresultsandconclusions
-usingresultstodrawsimpleconclusions,makepredictionsfor
newvalues,suggestimprovementsandraisefurtherquestions
-identifyingdifferences,similaritiesorchangesrelatedtosimple
scientificideasandprocesses
-usingstraightforwardscientificevidencetoanswerquestionsor
tosupporttheirfindings.
CreativeCurriculum
Geography
-nameandlocatecounties
andcitiesoftheUnited
Kingdom,geographical
regionsandtheiridentifying
humanandphysical
characteristicskey
topographicalfeatures
(includinghills,mountains,
coastsandrivers),andlandusepatterns;and
understandhowsomeof
theseaspectshavechanged
overtime
-understandgeographical
similaritiesanddifferences
throughthestudyofhuman
andphysicalgeographyofa
regionoftheUnited
Kingdom
-usetheeightpointsofa
compass,fourandsix-figure
gridreferences,symbolsand
key(includingtheuseof
OrdnanceSurveymaps)to
buildtheirknowledgeofthe
UnitedKingdom
-usefieldworktoobserve,
measure,recordandpresent
thehumanandphysical
featuresinthelocalarea
usingarangeofmethods,
includingsketchmaps,plans
andgraphs,anddigital
technologies.
Computing
IT–Weebly
-understandcomputer
networksincludingthe
internet;howtheycan
providemultiple
services,suchasthe
worldwideweb;andthe
opportunitiestheyoffer
forcommunicationand
collaboration
-usetechnologysafely,
respectfullyand
responsibly;recognise
acceptable/unacceptable
behaviour;identifya
rangeofwaystoreport
concernsaboutcontent
andcontact.
-Createasinglepage
websitetopromote
Londontotourists.Look
atwhatmakesagood
website.Howto
communicate.
UseschoolWeebly
accounttocreatelogins.
Languages
Encore!
st
nd
rd
1 ,2 &3 person
singularavoir&être;
adjectivalendings
Lemonde
francophone
-listenattentivelyto
spokenlanguageand
showunderstanding
byjoininginand
responding
-explorethepatterns
andsoundsof
languagethrough
songsandrhymesand
linkthespelling,
soundandmeaningof
words
-understandbasic
grammarappropriate
tothelanguagebeing
studied,including
(whererelevant):
feminine,masculine
andneuterformsand
theconjugationof
high-frequencyverbs;
keyfeaturesand
patternsofthe
language;howto
applythese,for
instance,tobuild
sentences;andhow
thesedifferfromor
aresimilartoEnglish.
PE
Games
-Userunning,
jumping,throwing
andcatchingin
isolationand
combination
-Playcompetitive
games,modified
whereappropriate,
andapplybasic
principlessuitable
forattackingand
defending
Year4–2English
NonFiction
PoetryBenjaminZephaniah–TheLondonBreed
Outcome:Explanationtextbasedonsound/vibrations
Outcome:PoemsbasedonLondon
Reading–WordReading
§ applytheirgrowingknowledgeofrootwords,prefixesandsuffixes(etymologyandmorphology)aslistedinEnglishAppendix1,bothtoreadaloudandtounderstandthemeaningof
newwordstheymeet
§ readfurtherexceptionwords,notingtheunusualcorrespondencesbetweenspellingandsound,andwheretheseoccurintheword.
Atthisstage,teachingcomprehensionshouldbetakingprecedenceoverteachingwordreadingdirectly.Anyfocusonwordreadingshouldsupportthedevelopmentofvocabulary.
Whenpupilsaretaughttoreadlongerwords,theyshouldbesupportedtotestoutdifferentpronunciations.Theywillattempttomatchwhattheydecodetowordstheymayhavealready
heardbutmaynothaveseeninprint[forexample,inreading‘technical’,thepronunciation/tɛtʃnɪkəl/(‘tetchnical’)mightnotsoundfamiliar,but/tɛknɪkəl/(‘teknical’)should].
Reading–Comprehension
§ developpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ listeningtoanddiscussingawiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks
§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes
§ usingdictionariestocheckthemeaningofwordsthattheyhaveread
§ understandwhattheyread,inbookstheycanreadindependently,by:
§ checkingthatthetextmakessensetothem,discussingtheirunderstandingandexplainingthemeaningofwordsincontext
§ askingquestionstoimprovetheirunderstandingofatext
§ identifyingmainideasdrawnfrommorethanoneparagraphandsummarisingthese
§ identifyinghowlanguage,structure,andpresentationcontributetomeaning
§ retrieveandrecordinformationfromnon-fiction
§ participateindiscussionaboutbothbooksthatarereadtothemandthosetheycanreadforthemselves,takingturnsandlisteningtowhatotherssay.
Thefocusshouldcontinuetobeonpupils’comprehensionasaprimaryelementinreading.Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferent
ages.Thisiswhytheprogrammesofstudyforcomprehensioninyears3and4andyears5and6aresimilar:thecomplexityofthewritingincreasesthelevelofchallenge.
Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchasthetriumphofgoodoverevilortheuseofmagicaldevicesinfairystoriesandfolktales.Theyshouldalsolearnthe
conventionsofdifferenttypesofwriting(forexample,thegreetinginletters,adiarywritteninthefirstpersonortheuseofpresentationaldevicessuchasnumberingandheadingsin
instructions).Pupilsshouldbetaughttousetheskillstheyhavelearntearlierandcontinuetoapplytheseskillstoreadfordifferentreasons,includingforpleasure,ortofindoutinformation
andthemeaningofnewwords.Pupilsshouldcontinuetohaveopportunitiestolistenfrequentlytostories,poems,non-fictionandotherwriting,includingwholebooksandnotjustextracts,
sothattheybuildonwhatwastaughtpreviously.Inthisway,theyalsomeetbooksandauthorsthattheymightnotchoosethemselves.Pupilsshouldalsohaveopportunitiestoexercise
choiceinselectingbooksandbetaughthowtodoso,withteachersmakinguseofanylibraryservicesandexpertisetosupportthis.Reading,re-reading,andrehearsingpoemsandplaysfor
presentationandperformancegivepupilsopportunitiestodiscusslanguage,includingvocabulary,extendingtheirinterestinthemeaningandoriginofwords.Pupilsshouldbeencouragedto
usedramaapproachestounderstandhowtoperformplaysandpoemstosupporttheirunderstandingofthemeaning.Theseactivitiesalsoprovidethemwithanincentivetofindoutwhat
expressionisrequired,sofeedingintocomprehension.Inusingnon-fiction,pupilsshouldknowwhatinformationtheyneedtolookforbeforetheybeginandbeclearaboutthetask.They
shouldbeshownhowtousecontentspagesandindexestolocateinformation.Pupilsshouldhaveguidanceaboutthekindsofexplanationsandquestionsthatareexpectedfromthem.They
shouldhelptodevelop,agreeon,andevaluaterulesforeffectivediscussion.Theexpectationshouldbethatallpupilstakepart.
Writing–Transcription
Spelling(seeEnglishAppendix1)
§ spellwordsthatareoftenmisspelt(EnglishAppendix1)
§ writefrommemorysimplesentences,dictatedbytheteacher,thatincludewordsandpunctuationtaughtsofar.
Pupilsshouldlearntospellnewwordscorrectlyandhaveplentyofpracticeinspellingthem.Asinyears1and2,pupilsshouldcontinuetobesupportedinunderstandingandapplyingthe
conceptsofwordstructure(seeEnglishAppendix2).Pupilsneedsufficientknowledgeofspellinginordertousedictionariesefficiently.
Handwriting
§ increasethelegibility,consistencyandqualityoftheirhandwriting[forexample,byensuringthatthedownstrokesoflettersareparallelandequidistant;thatlinesofwritingarespaced
sufficientlysothattheascendersanddescendersoflettersdonottouch].
Pupilsshouldbeusingjoinedhandwritingthroughouttheirindependentwriting.Handwritingshouldcontinuetobetaught,withtheaimofincreasingthefluencywithwhichpupilsareable
towritedownwhattheywanttosay.This,inturn,willsupporttheircompositionandspelling.
Writing-Composition
§ plantheirwritingby:
§ discussingwritingsimilartothatwhichtheyareplanningtowriteinordertounderstandandlearnfromitsstructure,vocabularyandgrammar
§ discussingandrecordingideas
§ draftandwriteby:
§ composingandrehearsingsentencesorally(includingdialogue),progressivelybuildingavariedandrichvocabularyandanincreasingrangeofsentencestructures(English
Appendix2)
§ organisingparagraphsaroundatheme
§ innon-narrativematerial,usingsimpleorganisationaldevices[forexample,headingsandsub-headings]
§ evaluateandeditby:
§ assessingtheeffectivenessoftheirownandothers’writingandsuggestingimprovements
§ proposingchangestogrammarandvocabularytoimproveconsistency,includingtheaccurateuseofpronounsinsentences
§ proof-readforspellingandpunctuationerrors
§ readaloudtheirownwriting,toagrouporthewholeclass,usingappropriateintonationandcontrollingthetoneandvolumesothatthemeaningisclear.
Pupilsshouldcontinuetohaveopportunitiestowriteforarangeofrealpurposesandaudiencesaspartoftheirworkacrossthecurriculum.Thesepurposesandaudiencesshouldunderpin
thedecisionsabouttheformthewritingshouldtake,suchasanarrative,anexplanationoradescription.Pupilsshouldunderstand,throughbeingshownthese,theskillsandprocessesthat
areessentialforwriting:thatis,thinkingaloudtoexploreandcollectideas,drafting,andre-readingtochecktheirmeaningisclear,includingdoingsoasthewritingdevelops.Pupilsshould
betaughttomonitorwhethertheirownwritingmakessenseinthesamewaythattheymonitortheirreading,checkingatdifferentlevels.
Writing–Vocabulary,punctuationandgrammar
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ extendingtherangeofsentenceswithmorethanoneclausebyusingawiderrangeofconjunctions,includingwhen,if,because,although
§ learningthegrammarforyears3and4inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelywhendiscussingtheirwritingandreading.
Grammarshouldbetaughtexplicitly:pupilsshouldbetaughttheterminologyandconceptssetoutinEnglishAppendix2,andbeabletoapplythemcorrectlytoexamplesofreallanguage,
suchastheirownwritingorbooksthattheyhaveread.Atthisstage,pupilsshouldstarttolearnaboutsomeofthedifferencesbetweenStandardEnglishandnon-StandardEnglishandbegin
toapplywhattheyhavelearnt[forexample,inwritingdialogueforcharacters].
Year4–2Maths
Starters
StartersuggestionsforNumber
Readandwritenumbersto10,000.
Countonandbackin1s,10sor100sfromanynumberupto10,000.
Countforwardsandbackwardsinequalstepsanddescribeanypatternsinthesequence.
Orderasetofrandomnumberstoatleast10,000includingamountsofmoneyandmeasuresinvolvingdecimals.
Recalladditionandsubtractionfactsfor100.
Recallmultiplicationfactsfor2,3,4,5,6,8and9xtables.
Multiplyanddividewholenumbersby10or100(wholenumberanswers).
Doubleanynumberupto100.
Halveanynumberupto200.
1
2
3
Countinfractionsteps,e.g. /5, /5, /5…
Week
MainLearning
1
Recallmultiplicationanddivisionfactsforthe6timestableand9timestable.
Mental
Useplacevalue,knownandderivedfactstomultiplymentally,including:multiplyingby0and1;multiplyingtogether
multiplication
threenumbers.
Recogniseandusefactorpairsandcommutativityinmentalcalculations.
Usepartitioningtodoubleorhalveanynumber,includingdecimalstoonedecimalplace.
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
2
Mental
division
Partitionnumbersindifferentways(forexample,2.3=2+0.3and2.3=1+1.3).
Recallmultiplicationanddivisionfactsforthe6timestableand9timestable.
Useplacevalue,knownandderivedfactstodividementally,includingdividingby1.
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
3
Written
multiplication
4
Measures,
length
including
perimeter
5
Statistics
6
7
Multiplytwo-digitandthree-digitnumbersbyaone-digitnumberusingformalwrittenlayout.
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriate
degreeofaccuracy.
Solveproblemsinvolvingmultiplyingandadding,includingusingthedistributivelawtomultiplytwodigitnumbersby
onedigit,division(includingremainders),integerscalingproblemsandhardercorrespondenceproblemssuchaswhich
nobjectsareconnectedtomobjects.
Estimate,compareandcalculatedifferentlengths.
Measureandcalculatetheperimeterofarectilinearfigure(includingsquares)incentimetresandmetres.
Convertbetweendifferentunitsofmeasure(e.g.kilometretometre;hourtominute).
StartersuggestionsforMeasurement,GeometryandStatistics
Recognise2Dand3Dshapesindifferentorientationsanddescribethem.
Useavarietyofsortingdiagramstocompareandclassifynumbersandgeometricshapesbasedontheirproperties.
Identifyrightanglesandangleslessthanandmorethanarightangle.
Measuretheperimeterofsimple2-Dshapes.
Estimateandcomparelengths,volumes/capacitiesandmasses.
Readmeasuringscalestoanappropriatedegreeofaccuracy.
Knowthenumberofmmin1cm,cmin1m,min1km,gin1kg,mlin1l,secondsin1minute,minutesin1hour,hoursin1day,
daysineachmonth,daysinayearandleapyear.
Tellandwritethetimefromananalogueclockand12and24-hourclocks.
Interpretdatainbarcharts,pictogramsandtables.
Rationale
Childrenusetheirknowledgeofthe3timestabletoderivethe6timestable.Whenlearningmultiplicationtables,children
shouldexperienceablendofpractical,visualactivities,patternspotting,generalisingaswellasrotelearning.
Childrenlearnthatthecommutativelawappliestomultiplication(butnotdivision)i.e.5x3=3x5,andthatfactorpairscan
supportmentalcalculatione.g.tomultiplyby6itispossibletomultiplyby2andthenby3asthesearefactorpairsfor6.
Mentalcalculationissupportedbypracticalequipment,picturesandjottings.
Whencalculating,childrenshouldlearnwhichmethodssuitthenumbersinvolvedandwhy.
Inpreparationformentaldivision,childrenpartitionnumbersindifferentwaystorecognisemultiplesofthedivisorwhenthe
dividendispartitionede.g.whenconsidering96÷4itisusefultothinkof96as80+16(bothmultiplesof4)ratherthan90+6
(neitheraremultiplesof4).
Childrencontinuetodeveloptheirknowledgeandconfidenceofthe6and9timestables,includingidentifyingrulesofdivisibility
formultiplesof9(digitsumis9whentakentoasingledigit).
Mentalcalculationissupportedbypracticalequipment,picturesandjottings.
Whencalculating,childrenshouldlearnwhichmethodssuitthenumbersinvolvedandwhy.
Childrenbuildontheirunderstandingofplacevalueandmultiplicationfactstodevelopawrittenmethodformultiplication.
Correspondenceproblemsinwhichnobjectsareconnectedtomobjectsincludeateamsportskitwithashirt,shortsandsocks
andthreepossiblecoloursforeach.Howmanydifferentcombinationscouldtherebe?
Whencalculating,childrenshouldlearnwhichmethodssuitthenumbersinvolvedandwhy.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Childrendeveloptheirestimatingandmeasuringskillsinthecontextoflength.Theyrelatelengthtodistanceincluding
perimeter.Themeasuresmadecouldbeusedinthenextunitasthecontextforhandlingdata.
Childrenrelatetheirknowledgeofmultiplyinganddividingby10and100toconvertingbetweendifferentunitsoflength.
Interpretandpresentdiscreteandcontinuousdatausingappropriategraphicalmethods,includingbarchartsandtime
graphs.
Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinbarcharts,pictograms,tablesand
othergraphs.
Assessandreviewweek
Childrenusethemeasuresfromthepreviousweektopresentandinterpretindifferentforms.
Childrenlearnthedifferencebetweendiscreteandcontinuousdata.
Childrenapplytheirknowledgeofmentalandwrittencalculationswhenansweringquestionsaboutthedata.
Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessand
reviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.
Year4
2
IsLondonthe
centreof
music?
Outcome:ICT
presentation
with
multimedia
clipswith
music
composedby
children
Trip:TheLink
Thamesmead,
Royal
Academyof
Music/Royal
FestivalHall
Science
Sound
-identifyhowsoundsaremade,associatingsomeofthemwith
somethingvibrating
-recognisethatvibrationsfromsoundstravelthroughamediumto
theear
-findpatternsbetweenthepitchofasoundandfeaturesofthe
objectthatproducedit
-findpatternsbetweenthevolumeofasoundandthestrengthof
thevibrationsthatproducedit
-recognisethatsoundsgetfainterasthedistancefromthesound
sourceincreases.
WorkingScientifically
-askingrelevantquestionsandusingdifferenttypesofscientific
enquiriestoanswerthem
-settingupsimplepracticalenquiries,comparativeandfairtests
-makingsystematicandcarefulobservationsand,where
appropriate,takingaccuratemeasurementsusingstandardunits,
usingarangeofequipment,includingthermometersanddata
loggers
-gathering,recording,classifyingandpresentingdatainavarietyof
waystohelpinansweringquestions
-recordingfindingsusingsimplescientificlanguage,drawings,
labelleddiagrams,keys,barcharts,andtables
-reportingonfindingsfromenquiries,includingoralandwritten
explanations,displaysorpresentationsofresultsandconclusions
-usingresultstodrawsimpleconclusions,makepredictionsfornew
values,suggestimprovementsandraisefurtherquestions
-identifyingdifferences,similaritiesorchangesrelatedtosimple
scientificideasandprocesses
-usingstraightforwardscientificevidencetoanswerquestionsorto
supporttheirfindings.
Remembertoplananoutcomeandlookattheinvestigativeskills
andhighlightwhatyouhavecovered.
CreativeCurriculum
Music
-appreciateand
understandawiderange
ofhigh-qualityliveand
recordedmusicdrawn
fromdifferenttraditions
andfromgreat
composersand
musicians
-developan
understandingofthe
historyofmusic.
-listenwithattentionto
detailandrecallsounds
withincreasingaural
memory
-improviseandcompose
musicforarangeof
purposesusingtheinterrelateddimensionsof
music
Childrenlistentoand
appreciatearangeof
musicgeneratedin
Londonandcompose
theirownusingthe
stimulusofLondon
music.
Thismusicwillthenbe
includedinICT
presentations.
Computing
IT-Audacity
-select,useand
combineavarietyof
software(including
internetservices)on
arangeofdigital
devicestodesignand
createarangeof
programs,systems
andcontentthat
accomplishgiven
goals,including
collecting,analysing,
evaluatingand
presentingdataand
information
Audacity–editing/
recordingownmusic
andbuildingup
layers.Usewhen
composingown
musicbeforecreating
presentation.
C
Languages
Tobeconfirmed
PE
Gym
-Develop
flexibility,
strength,
technique,control
andbalance
-Userunning,
jumping,throwing
andcatchingin
isolationandin
combination
R.E.
PSHCE
Buddhismpart1unit2–
LivingasaBuddhist
Seevaluesplanner
Remembertoplanan
outcome
Year4–3English
FictionTheOdyssey/Thelightningthief:PercyJackson-RickRiordan
NonFiction
Outcome:Childrenwriteownmyth–explorethefeaturesofamyth(narrativestructureand Outcome:Nonchronologicalreport–Greekmythology–extendingsentences,varying
languagefeatures.
sentencetypes,appendixforyear3and4
Reading–Comprehension
§ developpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ listeningtoanddiscussingawiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks
§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes
§ usingdictionariestocheckthemeaningofwordsthattheyhaveread
§ increasingtheirfamiliaritywithawiderangeofbooks,includingfairystories,mythsandlegends,andretellingsomeoftheseorally
§ identifyingthemesandconventionsinawiderangeofbooks
§ understandwhattheyread,inbookstheycanreadindependently,by:
§ checkingthatthetextmakessensetothem,discussingtheirunderstandingandexplainingthemeaningofwordsincontext
§ askingquestionstoimprovetheirunderstandingofatext
§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence
§ predictingwhatmighthappenfromdetailsstatedandimplied
§ retrieveandrecordinformationfromnon-fiction
§ participateindiscussionaboutbothbooksthatarereadtothemandthosetheycanreadforthemselves,takingturnsandlisteningtowhatotherssay.
Thefocusshouldcontinuetobeonpupils’comprehensionasaprimaryelementinreading.Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferent
ages.Thisiswhytheprogrammesofstudyforcomprehensioninyears3and4andyears5and6aresimilar:thecomplexityofthewritingincreasesthelevelofchallenge.
Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchasthetriumphofgoodoverevilortheuseofmagicaldevicesinfairystoriesandfolktales.Theyshouldalsolearnthe
conventionsofdifferenttypesofwriting(forexample,thegreetinginletters,adiarywritteninthefirstpersonortheuseofpresentationaldevicessuchasnumberingandheadingsin
instructions).Pupilsshouldbetaughttousetheskillstheyhavelearntearlierandcontinuetoapplytheseskillstoreadfordifferentreasons,includingforpleasure,ortofindoutinformation
andthemeaningofnewwords.Pupilsshouldcontinuetohaveopportunitiestolistenfrequentlytostories,poems,non-fictionandotherwriting,includingwholebooksandnotjustextracts,
sothattheybuildonwhatwastaughtpreviously.Inthisway,theyalsomeetbooksandauthorsthattheymightnotchoosethemselves.Pupilsshouldalsohaveopportunitiestoexercise
choiceinselectingbooksandbetaughthowtodoso,withteachersmakinguseofanylibraryservicesandexpertisetosupportthis.Inusingnon-fiction,pupilsshouldknowwhatinformation
theyneedtolookforbeforetheybeginandbeclearaboutthetask.Theyshouldbeshownhowtousecontentspagesandindexestolocateinformation.Pupilsshouldhaveguidanceabout
thekindsofexplanationsandquestionsthatareexpectedfromthem.Theyshouldhelptodevelop,agreeon,andevaluaterulesforeffectivediscussion.Theexpectationshouldbethatall
pupilstakepart.
Writing–Transcription
Spelling(seeEnglishAppendix1)
§ spellwordsthatareoftenmisspelt(EnglishAppendix1)
§ writefrommemorysimplesentences,dictatedbytheteacher,thatincludewordsandpunctuationtaughtsofar.
Pupilsshouldlearntospellnewwordscorrectlyandhaveplentyofpracticeinspellingthem.Asinyears1and2,pupilsshouldcontinuetobesupportedinunderstandingandapplyingthe
conceptsofwordstructure(seeEnglishAppendix2).Pupilsneedsufficientknowledgeofspellinginordertousedictionariesefficiently.
Handwriting
§ increasethelegibility,consistencyandqualityoftheirhandwriting[forexample,byensuringthatthedownstrokesoflettersareparallelandequidistant;thatlinesofwritingarespaced
sufficientlysothattheascendersanddescendersoflettersdonottouch].
Pupilsshouldbeusingjoinedhandwritingthroughouttheirindependentwriting.Handwritingshouldcontinuetobetaught,withtheaimofincreasingthefluencywithwhichpupilsareable
towritedownwhattheywanttosay.This,inturn,willsupporttheircompositionandspelling.
Writing-Composition
§ plantheirwritingby:
§ discussingwritingsimilartothatwhichtheyareplanningtowriteinordertounderstandandlearnfromitsstructure,vocabularyandgrammar
§ discussingandrecordingideas
§ draftandwriteby:
§ composingandrehearsingsentencesorally(includingdialogue),progressivelybuildingavariedandrichvocabularyandanincreasingrangeofsentencestructures(English
Appendix2)
§ organisingparagraphsaroundatheme
§ innarratives,creatingsettings,charactersandplot
§ innon-narrativematerial,usingsimpleorganisationaldevices[forexample,headingsandsub-headings]
§ evaluateandeditby:
§ assessingtheeffectivenessoftheirownandothers’writingandsuggestingimprovements
§ proposingchangestogrammarandvocabularytoimproveconsistency,includingtheaccurateuseofpronounsinsentences
§ proof-readforspellingandpunctuationerrors
§ readaloudtheirownwriting,toagrouporthewholeclass,usingappropriateintonationandcontrollingthetoneandvolumesothatthemeaningisclear.
Pupilsshouldcontinuetohaveopportunitiestowriteforarangeofrealpurposesandaudiencesaspartoftheirworkacrossthecurriculum.Thesepurposesandaudiencesshouldunderpin
thedecisionsabouttheformthewritingshouldtake,suchasanarrative,anexplanationoradescription.Pupilsshouldunderstand,throughbeingshownthese,theskillsandprocessesthat
areessentialforwriting:thatis,thinkingaloudtoexploreandcollectideas,drafting,andre-readingtochecktheirmeaningisclear,includingdoingsoasthewritingdevelops.Pupilsshould
betaughttomonitorwhethertheirownwritingmakessenseinthesamewaythattheymonitortheirreading,checkingatdifferentlevels.
Writing–Vocabulary,punctuationandgrammar
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ choosingnounsorpronounsappropriatelyforclarityandcohesionandtoavoidrepetition
§ learningthegrammarforyears3and4inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelywhendiscussingtheirwritingandreading.
Grammarshouldbetaughtexplicitly:pupilsshouldbetaughttheterminologyandconceptssetoutinEnglishAppendix2,andbeabletoapplythemcorrectlytoexamplesofreallanguage,
suchastheirownwritingorbooksthattheyhaveread.Atthisstage,pupilsshouldstarttolearnaboutsomeofthedifferencesbetweenStandardEnglishandnon-StandardEnglishandbegin
toapplywhattheyhavelearnt[forexample,inwritingdialogueforcharacters].
Year4–3Maths
Starters
Week
1
Placevalue,
counting,
including
negative
numbers
2
Fractions
3
Fractionsand
writtenand
mentaldivision
4
Positionand
direction
5
Area,counting
inequalsteps
6
Writtenaddition
andsubtraction
incontextsof
moneyand
measures.
StartersuggestionsforNumber
Readandwritenumberswithonedecimalplace.
Countonandbackin0.1s,1s,10sor100sfromanynumberupto10,000.
Countforwardsandbackwardsinequalstepsanddescribeanypatternsinthesequence.
Orderasetofrandomnumberstoatleast10,000includingamountsofmoneyandmeasuresinvolvingdecimals.
Recalladditionandsubtractionfactsfor100.
Recallmultiplicationfactsfor2,3,4,5,6,8and9xtablesandderiveassociateddivisionfacts.
Identifypatternsofsimilarcalculations,e.g.ifIknow7x8,Ialsoknow
0.7x0.8,70x8,70x80etc.
Multiplyanddividenumbersby10,includingthosewhichhaveanswerstoonedecimalplace.
Doubleanymultipleof10or100.
1
2
3
Countinfractionsteps,e.g. /5, /5, /5…
MainLearning
ReadRomannumeralsto100(ItoC)andknowthat,overtime,thenumeralsystemchangedtoincludetheconceptof
zeroandplacevalue.
Countinmultiplesof6,8,25and1000.
Countbackwardsthroughzerotoincludenegativenumbers.
Ordertemperaturesincludingthosebelow0˚C.
Describeandextendnumbersequencesinvolvingcountingonorbackindifferentsteps,includingsequenceswith
multiplicationanddivisionsteps.
#
Understandthatafractionisonewholenumberdividedbyanother(forexample, canbeinterpretedas3÷4).
$
Addandsubtractfractionswiththesamedenominator.
Recogniseandshow,usingdiagrams,familiesofcommonequivalentfractions.
Recogniseandwritedecimalequivalentsofanynumberoftenthsorhundredths.
Recogniseandwritedecimalequivalentsto¼;½;¾.
Countonandbackinstepsofunitfractions.
Compareandorderunitfractionsandfractionswiththesamedenominator(includingonanumberline).(Year3
objective)
Recognise,findandwritefractionsofadiscretesetofobjectsincludingthosewitharangeofnumeratorsand
denominators.
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,an
appropriatedegreeofaccuracy.
Solveproblemsinvolvingincreasinglyharderfractionstocalculatequantities,andfractionstodividequantities,
includingnon-unitfractionswheretheanswerisawholenumber.
Solvesimplemeasureandmoneyproblemsinvolvingfractionsanddecimalstotwodecimalplaces.
Describepositionsona2-Dgridascoordinatesinthefirstquadrant.
Describemovementsbetweenpositionsastranslationsofagivenunittotheleft/rightandup/down.
Plotspecifiedpointsanddrawsidestocompleteagivenpolygon.
Completeasimplesymmetricfigurewithrespecttoaspecificlineofsymmetry.
Understandthatareaisameasureofsurfacewithinagivenboundary.
Findtheareaofrectilinearshapesbycountingsquares.
Addandsubtractnumberswithupto4digitsanddecimalswithonedecimalplaceusingtheformalwrittenmethods
ofcolumnaradditionandsubtractionwhereappropriate.
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Estimateanduseinverseoperationstocheckanswerstoacalculation.
Solveadditionandsubtractiontwo-stepproblemsincontexts,decidingwhichoperationsandmethodstouseand
why.
StartersuggestionsforMeasurement,GeometryandStatistics
Recognise2Dand3Dshapesindifferentorientationsanddescribethem.
Useavarietyofsortingdiagramstocompareandclassifynumbersandgeometricshapesbasedontheirproperties.
Identifyrightanglesandacuteandobtuseangles.
Estimateandcomparelengths,volumes/capacitiesandmasses.
Readmeasuringscalestoanappropriatedegreeofaccuracy.
Convertbetweendifferentunitsofmeasure.
Describepositionsonasquaregridlabelledwithlettersandnumbers.
Tellandwritethetimefromananalogueclockand12and24-hourclocks.
Calculatetimedurationsinminutes,hoursanddays.
Interpretdatainbarcharts,pictogramsandtables.
Rationale
Childrenlearnaboutanalternativenumbersystem(Romannumerals)andrelatethistoourBase10system,appreciatingthe
efficiencyofplacevalueandtheconceptofzero,includingitsuseasaplaceholder.
Children’sunderstandingofthenumbersystemisextendedtoincludenegativenumbers.Itisusefultointroducetheseinways
childrencaneasilyidentify,suchasfloorsbelowgroundlevelinabuildingorstepsintoaswimmingpoolsomeaboveandsome
belowthesurfaceofthewater.Thisunderstandingcanthenbeappliedtomoreabstractconceptssuchastemperature.
Thelearningoffractionsisanextensioninunderstandingofthenumbersystem.Equivalentfractionsshouldbelearned
throughpracticalexperiencesandusingpictorialrepresentations.
Childrenshouldusefactorsandmultiplestorecogniseequivalentfractionsandsimplifywhereappropriate.
Childrenlearnthattoconvertafractionintoadecimal,anequivalentfractionwithadenominatorof10or100isrequired.
ChildrenrelatethefractionstenthsandhundredthstoourBase10numbersystem.
Childrenbuildontheirunderstandingoffractionsofshapes,usingtheseshapeswhensharingitemsintoequalgroups.Thelink
betweenfindingfractionsofamountsanddivisionismade.
Whenchildrenarecalculatingfractionsofamounts,thisshouldbeinacontexte.g.length,money,timetoconsolidateprevious
learning.Childrenshouldlearnthatfindingfractionsisdivisionbysharingandtheactivitiesshouldreflectthis.Later,children
shouldlearnthatgroupingisamoreefficientmethodofperformingwrittendivision,evenincontextsofsharing.
Whencalculating,childrenshouldlearnwhichmethodssuitthenumbersinvolvedandwhy.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Childrenareintroducedtocoordinategridsandapplytheirknowledgeof2-Dshapeswhencompletingpartlydrawnpolygons.
Translationsareintroducedandchildren’slearningofsymmetryisextendedfromidentifyinglinesofsymmetryinshapesto
completingsymmetricfiguresusingaspecificlineofsymmetry.Thiscouldbevertical,horizontaloroblique,dependingon
children’sability.
Childrenareintroducedtoareaasameasureofsurfacewithinagivenboundary.Theycountthenumberofsquareswithin
rectilinearshapes,utilisingtheirskillsofcountinginequalsteps.
NB–rectilinearshapesareonesmadeupofsidesmeetingatrightangles.
Childrenshouldrelateareatoarraysandmultiplication.
Childrendevelopandrehearsetheprocessesinvolvedinwrittenadditionandsubtraction.Practicalandvisualresourcesmay
beusedtosupportunderstandingoftheseprocesses.
Calculationsarepresentedindifferentcontextsofmoneyandmeasurestoconsolidatetheseareasandsupportchildrenin
understandingwhentousetheircalculationskills.
Whencalculating,childrenshouldlearnwhichmethodssuitthenumbersinvolvedandwhy.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Year4
3
Whatdidthe
Greeksdofor
us?
Outcome:
Information
bookbasedon
thehistoryof
theGreeks–
focuson
lookingat
sourcesand
understanding
thedifferences
intheirlifeand
what
influencesthey
havehadon
ourworld
Trip:OldRoyal
NavalCollege
‘Mythsand
Masks’
workshop
Science
Statesofmatter
-compareandgroupmaterialstogether,accordingto
whethertheyaresolids,liquidsorgases
-observethatsomematerialschangestatewhenthey
areheatedorcooled,andmeasureorresearchthe
temperatureatwhichthishappensindegreesCelsius
(°C)
-identifythepartplayedbyevaporationand
condensationinthewatercycleandassociatetherateof
evaporationwithtemperature.
WorkingScientifically
-askingrelevantquestionsandusingdifferenttypesof
scientificenquiriestoanswerthem
-settingupsimplepracticalenquiries,comparativeand
fairtests
-makingsystematicandcarefulobservationsand,where
appropriate,takingaccuratemeasurementsusing
standardunits,usingarangeofequipment,including
thermometersanddataloggers
-gathering,recording,classifyingandpresentingdataina
varietyofwaystohelpinansweringquestions
-recordingfindingsusingsimplescientificlanguage,
drawings,labelleddiagrams,keys,barcharts,andtables
-reportingonfindingsfromenquiries,includingoraland
writtenexplanations,displaysorpresentationsofresults
andconclusions
-usingresultstodrawsimpleconclusions,make
predictionsfornewvalues,suggestimprovementsand
raisefurtherquestions
-identifyingdifferences,similaritiesorchangesrelatedto
simplescientificideasandprocesses
-usingstraightforwardscientificevidencetoanswer
questionsortosupporttheirfindings.
Investigationsusinginvestigativeskills–perhapswriting
outcometocontinuetoboostwritingacrossthe
curriculum
CreativeCurriculum
History
-AncientGreece–astudyofGreeklife
andachievementsandtheirinfluence
onthewesternworld
Computing
IT–Data
-select,useand
combineavarietyof
software(including
internetservices)ona
rangeofdigitaldevices
todesignandcreatea
rangeofprograms,
Usinghistoryskillsattached,children
systemsandcontent
lookatsourcesandresearchthelifeof thataccomplishgiven
goals,including
theGreeksinordertocreatean
collecting,analysing,
informationbookletaboutwhatthey
evaluatingand
havelearnt.
presentingdataand
information
-Excel
RecapInput,Output
andSelection.
Createtables
Creategraphs
InsertFormulae
Formatcells
Couldlinktodata
collectedinmaths
Languages
Doyouhaveapet?
[IntermediateLLU]
PE
Gym
-Develop
flexibility,
strength,
technique,
controland
balance
-Userunning,
jumping,
throwingand
catchingin
isolationandin
combination
R.E.
PSHCE
HinduismPart2unit1
Hindulife
WritingOutcome–
non-chronological
reportaboutHindu
Life.
Seevalues
planner
Year4–4English
FictionTheGreeksonstage
NonFiction
Outcome:WriteownscriptbasedonGreekmyth
Outcome:HistoricalrecountonlifeinGreece
Reading–Comprehension
§ developpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ listeningtoanddiscussingawiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks
§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes
§ increasingtheirfamiliaritywithawiderangeofbooks,includingfairystories,mythsandlegends,andretellingsomeoftheseorally
§ identifyingthemesandconventionsinawiderangeofbooks
§ preparingpoemsandplayscriptstoreadaloudandtoperform,showingunderstandingthroughintonation,tone,volumeandaction
§ understandwhattheyread,inbookstheycanreadindependently,by:
§ checkingthatthetextmakessensetothem,discussingtheirunderstandingandexplainingthemeaningofwordsincontext
§ askingquestionstoimprovetheirunderstandingofatext
§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence
§ identifyinghowlanguage,structure,andpresentationcontributetomeaning
§ retrieveandrecordinformationfromnon-fiction
§ participateindiscussionaboutbothbooksthatarereadtothemandthosetheycanreadforthemselves,takingturnsandlisteningtowhatotherssay.
Thefocusshouldcontinuetobeonpupils’comprehensionasaprimaryelementinreading.Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferent
ages.Thisiswhytheprogrammesofstudyforcomprehensioninyears3and4andyears5and6aresimilar:thecomplexityofthewritingincreasesthelevelofchallenge.
Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchasthetriumphofgoodoverevilortheuseofmagicaldevicesinfairystoriesandfolktales.Theyshouldalsolearnthe
conventionsofdifferenttypesofwriting(forexample,thegreetinginletters,adiarywritteninthefirstpersonortheuseofpresentationaldevicessuchasnumberingandheadingsin
instructions).Pupilsshouldbetaughttousetheskillstheyhavelearntearlierandcontinuetoapplytheseskillstoreadfordifferentreasons,includingforpleasure,ortofindoutinformation
andthemeaningofnewwords.Pupilsshouldcontinuetohaveopportunitiestolistenfrequentlytostories,poems,non-fictionandotherwriting,includingwholebooksandnotjustextracts,
sothattheybuildonwhatwastaughtpreviously.Inthisway,theyalsomeetbooksandauthorsthattheymightnotchoosethemselves.Pupilsshouldalsohaveopportunitiestoexercise
choiceinselectingbooksandbetaughthowtodoso,withteachersmakinguseofanylibraryservicesandexpertisetosupportthis.Reading,re-reading,andrehearsingpoemsandplaysfor
presentationandperformancegivepupilsopportunitiestodiscusslanguage,includingvocabulary,extendingtheirinterestinthemeaningandoriginofwords.Pupilsshouldbeencouragedto
usedramaapproachestounderstandhowtoperformplaysandpoemstosupporttheirunderstandingofthemeaning.Theseactivitiesalsoprovidethemwithanincentivetofindoutwhat
expressionisrequired,sofeedingintocomprehension.Inusingnon-fiction,pupilsshouldknowwhatinformationtheyneedtolookforbeforetheybeginandbeclearaboutthetask.They
shouldbeshownhowtousecontentspagesandindexestolocateinformation.Pupilsshouldhaveguidanceaboutthekindsofexplanationsandquestionsthatareexpectedfromthem.They
shouldhelptodevelop,agreeon,andevaluaterulesforeffectivediscussion.Theexpectationshouldbethatallpupilstakepart.
Writing–Transcription
Spelling(seeEnglishAppendix1)
§ spellwordsthatareoftenmisspelt(EnglishAppendix1)
§ writefrommemorysimplesentences,dictatedbytheteacher,thatincludewordsandpunctuationtaughtsofar.
Pupilsshouldlearntospellnewwordscorrectlyandhaveplentyofpracticeinspellingthem.Asinyears1and2,pupilsshouldcontinuetobesupportedinunderstandingandapplyingthe
conceptsofwordstructure(seeEnglishAppendix2).Pupilsneedsufficientknowledgeofspellinginordertousedictionariesefficiently.
Handwriting
increasethelegibility,consistencyandqualityoftheirhandwriting[forexample,byensuringthatthedownstrokesoflettersareparallelandequidistant;thatlinesofwritingarespaced
sufficientlysothattheascendersanddescendersoflettersdonottouch].
Pupilsshouldbeusingjoinedhandwritingthroughouttheirindependentwriting.Handwritingshouldcontinuetobetaught,withtheaimofincreasingthefluencywithwhichpupilsareable
towritedownwhattheywanttosay.This,inturn,willsupporttheircompositionandspelling.
Writing-Composition
§ plantheirwritingby:
§ discussingwritingsimilartothatwhichtheyareplanningtowriteinordertounderstandandlearnfromitsstructure,vocabularyandgrammar
§ discussingandrecordingideas
§ draftandwriteby:
§ composingandrehearsingsentencesorally(includingdialogue),progressivelybuildingavariedandrichvocabularyandanincreasingrangeofsentencestructures(English
Appendix2)
§ organisingparagraphsaroundatheme
§ innarratives,creatingsettings,charactersandplot
§ innon-narrativematerial,usingsimpleorganisationaldevices[forexample,headingsandsub-headings]
§ evaluateandeditby:
§ assessingtheeffectivenessoftheirownandothers’writingandsuggestingimprovements
§ proposingchangestogrammarandvocabularytoimproveconsistency,includingtheaccurateuseofpronounsinsentences
§
§ proof-readforspellingandpunctuationerrors
§ readaloudtheirownwriting,toagrouporthewholeclass,usingappropriateintonationandcontrollingthetoneandvolumesothatthemeaningisclear.
Pupilsshouldcontinuetohaveopportunitiestowriteforarangeofrealpurposesandaudiencesaspartoftheirworkacrossthecurriculum.Thesepurposesandaudiencesshouldunderpin
thedecisionsabouttheformthewritingshouldtake,suchasanarrative,anexplanationoradescription.Pupilsshouldunderstand,throughbeingshownthese,theskillsandprocessesthat
areessentialforwriting:thatis,thinkingaloudtoexploreandcollectideas,drafting,andre-readingtochecktheirmeaningisclear,includingdoingsoasthewritingdevelops.Pupilsshould
betaughttomonitorwhethertheirownwritingmakessenseinthesamewaythattheymonitortheirreading,checkingatdifferentlevels.
Writing–Vocabulary,punctuationandgrammar
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ usingconjunctions,adverbsandprepositionstoexpresstimeandcause
§ usingfrontedadverbials
§ learningthegrammarforyears3and4inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ usingcommasafterfrontedadverbials
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelywhendiscussingtheirwritingandreading.
Grammarshouldbetaughtexplicitly:pupilsshouldbetaughttheterminologyandconceptssetoutinEnglishAppendix2,andbeabletoapplythemcorrectlytoexamplesofreallanguage,
suchastheirownwritingorbooksthattheyhaveread.Atthisstage,pupilsshouldstarttolearnaboutsomeofthedifferencesbetweenStandardEnglishandnon-StandardEnglishandbegin
toapplywhattheyhavelearnt[forexample,inwritingdialogueforcharacters].
Year4–4Maths
Starters
StartersuggestionsforNumber
Readandwritenumberswithonedecimalplace.
Countonandbackin0.1s,1s,10sor100sfromanynumberupto10,000.
Countforwardsandbackwardsinequalstepsanddescribeanypatternsinthesequence.
Orderasetofrandomnumberstoatleast10,000includingamountsofmoneyandmeasuresinvolvingdecimals.
Recalladditionandsubtractionfactsfor100.
Recallanduseadditionandsubtractionfactsformultiplesof100totalling1000.
Deriveanduseadditionandsubtractionfactsfor1and10(withdecimalnumberstoonedecimalplace).
Usepartitioningtodoubleorhalveanynumber,includingdecimalstoonedecimalplace.
Recallmultiplicationfactsforalltimestablesotherthan12xandderiveassociateddivisionfacts.
Identifypatternsofsimilarcalculations,e.g.ifIknow7x8,Ialsoknow
0.7x0.8,70x8,70x80etc.
Multiplyanddividenumbersby10,includingthosewhichhaveanswerstoonedecimalplace.
1
2
3
Countinfractionsteps,e.g. /5, /5, /5…
Week
MainLearning
1
Recallmultiplicationanddivisionfactsforthe7timestableand11timestable.
Multiplication Useplacevalue,knownandderivedfactstomultiplyanddividementally,including:
facts,mental
multiplyingby0and1;dividingby1;multiplyingtogetherthreenumbers.
multiplication Recogniseandusefactorpairsandcommutativityinmentalcalculations.
andwritten
Usepartitioningtodoubleorhalveanynumber,includingdecimalstoonedecimalplace.
division
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriate
degreeofaccuracy.
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Continuetounderstanddivisionassharingandgroupinganduseeachappropriately.
Dividenumbersupto3digitsbyaone-digitnumberusingtheformalwrittenmethodofshortdivisionandinterpret
remaindersappropriatelyforthecontext.
2
Recognisetheplacevalueofeachdigitinafour-digitnumber(thousands,hundreds,tensandones).
Placevalue
Orderandcomparenumbersbeyond1000.
Identify,representandestimatenumbersusingdifferentrepresentations,includingthenumberline.
Identifythevalueofeachdigittotwodecimalplaces.
Find0.1,1,10,100or1000moreorlessthanagivennumber.
Roundanynumbertothenearest10,100or1000.
Solvenumberandpracticalproblemsthatinvolvealloftheaboveandwithincreasinglylargepositivenumbers.
3
Countinmultiplesof7.
Written
Multiplytwo-digitandthree-digitnumbersbyaone-digitnumberusingformalwrittenlayout.
multiplication Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
mentally,useajotting,writtenmethod).
Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriate
degreeofaccuracy.
Solveproblemsinvolvingmultiplyingandadding,includingusingthedistributivelawtomultiplytwodigitnumbersby
onedigit,division(includingremainders),integerscalingproblemsandhardercorrespondenceproblemssuchaswhich
nobjectsareconnectedtomobjects.
4
Useavarietyofsortingdiagramstocompareandclassifynumbersandgeometricshapes,includingquadrilateralsand
Shapeand
triangles,basedontheirpropertiesandsizes.
position
Continuetoidentifyhorizontalandverticallinesandpairsofperpendicularandparallellines.
Identifyacuteandobtuseanglesandcompareandorderanglesuptotworightanglesbysize.
Identifylinesofsymmetryin2-Dshapespresentedindifferentorientations.
Describepositionsona2-Dgridascoordinatesinthefirstquadrant.
Plotspecifiedpointsanddrawsidestocompleteagivenpolygon.
5
Addandsubtractnumberswithupto4digitsanddecimalswithonedecimalplaceusingtheformalwrittenmethodsof
Calculations
columnaradditionandsubtractionwhereappropriate.
inthecontext Interpretdiscreteandcontinuousdatausingappropriategraphicalmethods,includingbarchartsandtimegraphs.
ofstatistics
Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinbarcharts,pictograms,tablesandother
graphs.
6
Assessandreviewweek.
StartersuggestionsforMeasurement,GeometryandStatistics
Recognise2Dand3Dshapesindifferentorientationsanddescribethem.
Useavarietyofsortingdiagramstocompareandclassifynumbersandgeometricshapesbasedontheirproperties.
Identifyrightanglesandacuteandobtuseangles.
Estimateandcomparelengths,volumes/capacitiesandmasses.
Readmeasuringscalestoanappropriatedegreeofaccuracy.
Convertbetweendifferentunitsofmeasure.
Describepositionsona2-Dgridascoordinatesinthefirstquadrant.
Tellandwritethetimefromananalogueclockand12and24-hourclocks.
Calculatetimedurationsinminutes,hoursanddays.
Interpretcontinuousdatapresentedintimegraphs.
Rationale
Whenlearningmultiplicationtables,childrenshouldexperienceablendofpractical,visualactivities,patternspotting,
generalisingaswellasrotelearning.
Childrenshouldapplytheirlearningofthe7and11timestableswhencalculatingmentally.
Whencalculating,childrenshouldlearnwhichmethodssuitthenumbersinvolvedandwhy.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Childrendeveloptheirunderstandingofthesizeofnumbers,anduseavarietyofmodelsandimages(suchasBase10
equipment,bundlesofstraws,arrowcards,numberlines)tocompare,order,roundandestimatenumbers.
Manyoftheseplacevalueobjectivescanbeappliedthroughthecontextofdata,realisingthattheoneaxisonabarchartisa
numberline.
Childrendevelopandrehearsetheprocessesinvolvedinwrittenmultiplication.Practicalandvisualresourcesmaybeusedto
supportunderstandingoftheseprocesses.
Calculationsarepresentedindifferentcontextstosupportchildreninunderstandingwhentousetheircalculationskills.
Convertingbetweenweeksanddaysallowschildrentorehearsetheir7timestableknowledge.
Whencalculating,childrenshouldlearnwhichmethodssuitthenumbersinvolvedandwhy.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Childrenapplytheirdevelopingunderstandingofthepropertiesofshapestoclassifyandnamethem.Thetermsregularand
irregularshouldbeusedtodescribeshapesthathaveequalsidesandanglesandthosethatdonot.
Theydraw2-Dshapesoncoordinategrids,combiningtheirknowledgeofpropertiesofshapesandcoordinateprinciples.
Childrendevelopandrehearsetheprocessesinvolvedinwrittenadditionandsubtraction.Practicalandvisualresourcesmaybe
usedtosupportunderstandingoftheseprocesses.
Calculationsarepresentedindifferentcontextsofdata.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessand
reviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.
Year4
4
Greek
theatre:
comedy
or
tragedy?
Outcome:
Children
perform
ownplays
using
masks
they’ve
created
Trip:Rose
Bruford
Theatre
Science
Animalsincludinghumans
-describethesimplefunctionsofthebasicpartsofthe
digestivesysteminhumans
-identifythedifferenttypesofteethinhumansandtheir
simplefunctions
-constructandinterpretavarietyoffoodchains,
identifyingproducers,predatorsandprey.
WorkingScientifically
-askingrelevantquestionsandusingdifferenttypesof
scientificenquiriestoanswerthem
-settingupsimplepracticalenquiries,comparativeand
fairtests
-makingsystematicandcarefulobservationsand,where
appropriate,takingaccuratemeasurementsusing
standardunits,usingarangeofequipment,including
thermometersanddataloggers
-gathering,recording,classifyingandpresentingdataina
varietyofwaystohelpinansweringquestions
-recordingfindingsusingsimplescientificlanguage,
drawings,labelleddiagrams,keys,barcharts,andtables
-reportingonfindingsfromenquiries,includingoraland
writtenexplanations,displaysorpresentationsofresults
andconclusions
-usingresultstodrawsimpleconclusions,make
predictionsfornewvalues,suggestimprovementsand
raisefurtherquestions
-identifyingdifferences,similaritiesorchangesrelatedto
simplescientificideasandprocesses
-usingstraightforwardscientificevidencetoanswer
questionsortosupporttheirfindings.
CreativeCurriculum
Art
-tocreatesketchbooksto
recordtheirobservationsand
usethemtoreviewandrevisit
ideas
-toimprovetheirmasteryof
artanddesigntechniques,
includingdrawing,paintingand
sculpturewitharangeof
materials[forexample,pencil,
charcoal,paint,clay]
-aboutgreatartists,architects
anddesignersinhistory.
ChildrencreateGreektheatre
masksleadingtotheoutcome
ofperformingtheirplay.
Computing
CS–Programming
(Selection&Process)
-design,writeanddebug
programsthataccomplish
specificgoals,including
controllingorsimulating
physicalsystems;solve
problemsbydecomposing
themintosmallerparts
-usesequence,selection,
andrepetitioninprograms;
workwithvariablesand
variousformsofinputand
output
-uselogicalreasoningto
explainhowsomesimple
algorithmsworkandto
detectandcorrecterrorsin
algorithmsandprograms
-Scratch
RecapProgramme,
Algorithm,Debug,
Repetition,Sequence,Input
andOutput.
Introduceselectionand
process.
ShowcapabilitiesofScratch
Languages
Oùvas-tu?
st
nd
1 &2 personaller–jevaisà
Paris;useofimperativewith
directions;useofimpersonal-il
faitre:weatherexpressions
LaCôted’Ivoire
-speakinsentences,using
familiarvocabulary,phrases
andbasiclanguagestructures
-understandbasicgrammar
appropriatetothelanguage
beingstudied,including(where
relevant):feminine,masculine
andneuterformsandthe
conjugationofhigh-frequency
verbs;keyfeaturesand
patternsofthelanguage;how
toapplythese,forinstance,to
buildsentences;andhowthese
differfromoraresimilarto
English.
PE
Dance
-Perform
dancesusinga
rangeof
movement
patterns
-Develop
flexibility,
strength,
technique,
controland
balance
Year4–5English
FictionTheIronManOutcome:Storybasedonobjectcomingtolife
NonFictionOutcome:Discussiontext–istechnologytakingover?
Reading–Comprehension
§ developpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ listeningtoanddiscussingawiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks
§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes
§ usingdictionariestocheckthemeaningofwordsthattheyhaveread
§ identifyingthemesandconventionsinawiderangeofbooks
§ understandwhattheyread,inbookstheycanreadindependently,by:
§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence
§ predictingwhatmighthappenfromdetailsstatedandimplied
§ identifyingmainideasdrawnfrommorethanoneparagraphandsummarisingthese
§ identifyinghowlanguage,structure,andpresentationcontributetomeaning
§ retrieveandrecordinformationfromnon-fiction
§ participateindiscussionaboutbothbooksthatarereadtothemandthosetheycanreadforthemselves,takingturnsandlisteningtowhatotherssay.
Thefocusshouldcontinuetobeonpupils’comprehensionasaprimaryelementinreading.Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferentages.Thisis
whytheprogrammesofstudyforcomprehensioninyears3and4andyears5and6aresimilar:thecomplexityofthewritingincreasesthelevelofchallenge.Pupilsshouldbetaughttorecognise
themesinwhattheyread,suchasthetriumphofgoodoverevilortheuseofmagicaldevicesinfairystoriesandfolktales.Theyshouldalsolearntheconventionsofdifferenttypesofwriting(for
example,thegreetinginletters,adiarywritteninthefirstpersonortheuseofpresentationaldevicessuchasnumberingandheadingsininstructions).Pupilsshouldbetaughttousetheskillsthey
havelearntearlierandcontinuetoapplytheseskillstoreadfordifferentreasons,includingforpleasure,ortofindoutinformationandthemeaningofnewwords.Pupilsshouldcontinuetohave
opportunitiestolistenfrequentlytostories,poems,non-fictionandotherwriting,includingwholebooksandnotjustextracts,sothattheybuildonwhatwastaughtpreviously.Inthisway,theyalso
meetbooksandauthorsthattheymightnotchoosethemselves.shouldhelptodevelop,agreeon,andevaluaterulesforeffectivediscussion.Theexpectationshouldbethatallpupilstakepart.
Writing–Transcription
Spelling(seeEnglishAppendix1)
§ usethefirsttwoorthreelettersofawordtocheckitsspellinginadictionary
§ writefrommemorysimplesentences,dictatedbytheteacher,thatincludewordsandpunctuationtaughtsofar.
Pupilsshouldlearntospellnewwordscorrectlyandhaveplentyofpracticeinspellingthem.Asinyears1and2,pupilsshouldcontinuetobesupportedinunderstandingandapplyingtheconceptsof
wordstructure(seeEnglishAppendix2).Pupilsneedsufficientknowledgeofspellinginordertousedictionariesefficiently.
Handwriting
§ increasethelegibility,consistencyandqualityoftheirhandwriting[forexample,byensuringthatthedownstrokesoflettersareparallelandequidistant;thatlinesofwritingarespaced
sufficientlysothattheascendersanddescendersoflettersdonottouch].
Pupilsshouldbeusingjoinedhandwritingthroughouttheirindependentwriting.Handwritingshouldcontinuetobetaught,withtheaimofincreasingthefluencywithwhichpupilsareabletowrite
downwhattheywanttosay.This,inturn,willsupporttheircompositionandspelling.
Writing-Composition
§ plantheirwritingby:
§ discussingwritingsimilartothatwhichtheyareplanningtowriteinordertounderstandandlearnfromitsstructure,vocabularyandgrammar
§ discussingandrecordingideas
draftandwriteby:
§ composingandrehearsingsentencesorally(includingdialogue),progressivelybuildingavariedandrichvocabularyandanincreasingrangeofsentencestructures(EnglishAppendix2)
§ organisingparagraphsaroundatheme
§ innarratives,creatingsettings,charactersandplot
§ innon-narrativematerial,usingsimpleorganisationaldevices[forexample,headingsandsub-headings]
§ evaluateandeditby:
§ assessingtheeffectivenessoftheirownandothers’writingandsuggestingimprovements
§ proposingchangestogrammarandvocabularytoimproveconsistency,includingtheaccurateuseofpronounsinsentences
§ proof-readforspellingandpunctuationerrors
§ readaloudtheirownwriting,toagrouporthewholeclass,usingappropriateintonationandcontrollingthetoneandvolumesothatthemeaningisclear.
Pupilsshouldcontinuetohaveopportunitiestowriteforarangeofrealpurposesandaudiencesaspartoftheirworkacrossthecurriculum.Thesepurposesandaudiencesshouldunderpinthe
decisionsabouttheformthewritingshouldtake,suchasanarrative,anexplanationoradescription.Pupilsshouldunderstand,throughbeingshownthese,theskillsandprocessesthatareessential
forwriting:thatis,thinkingaloudtoexploreandcollectideas,drafting,andre-readingtochecktheirmeaningisclear,includingdoingsoasthewritingdevelops.Pupilsshouldbetaughttomonitor
whethertheirownwritingmakessenseinthesamewaythattheymonitortheirreading,checkingatdifferentlevels.
Writing–Vocabulary,punctuationandgrammar
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ learningthegrammarforyears3and4inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ indicatingpossessionbyusingthepossessiveapostrophewithpluralnouns
§ usingandpunctuatingdirectspeech
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelywhendiscussingtheirwritingandreading.
Grammarshouldbetaughtexplicitly:pupilsshouldbetaughttheterminologyandconceptssetoutinEnglishAppendix2,andbeabletoapplythemcorrectlytoexamplesofreallanguage,suchas
theirownwritingorbooksthattheyhaveread.Atthisstage,pupilsshouldstarttolearnaboutsomeofthedifferencesbetweenStandardEnglishandnon-StandardEnglishandbegintoapplywhat
theyhavelearnt[forexample,inwritingdialogueforcharacters].
Writing–Vocabulary,punctuationandgrammar
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ extendingtherangeofsentenceswithmorethanoneclausebyusingawiderrangeofconjunctions,includingwhen,if,because,although
§ usingthepresentperfectformofverbsincontrasttothepasttense
§ choosingnounsorpronounsappropriatelyforclarityandcohesionandtoavoidrepetition
§ usingconjunctions,adverbsandprepositionstoexpresstimeandcause
§ learningthegrammarforyears3and4inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelywhendiscussingtheirwritingandreading.
Grammarshouldbetaughtexplicitly:pupilsshouldbetaughttheterminologyandconceptssetoutinEnglishAppendix2,andbeabletoapplythemcorrectlytoexamplesofreallanguage,suchas
theirownwritingorbooksthattheyhaveread.Atthisstage,pupilsshouldstarttolearnaboutsomeofthedifferencesbetweenStandardEnglishandnon-StandardEnglishandbegintoapplywhat
theyhavelearnt[forexample,inwritingdialogueforcharacters].
§
Year4–5Maths
Starters
Week
1
Counting,
sequencingin
thecontextof
barcharts,
pictogramsand
measures
2
Decimalsand
fractionsinthe
contextof
measures
3
Fractionsand
division
4
Measures–
perimeter,
volume/capacity
andmass
5
Shapeandarea
6
Multiplication
factsandtime
StartersuggestionsforNumber
Readandwritenumberswithonedecimalplace.
Countonandbackin0.1s,1s,10sor100sfromanynumberupto10,000.
Countforwardsandbackwardsinequalstepsanddescribeanypatternsinthesequence.
Orderasetofrandomnumberstoatleast10,000includingamountsofmoneyandmeasuresinvolving
decimals.
Recalladditionandsubtractionfactsfor100.
Recallanduseadditionandsubtractionfactsformultiplesof100totalling1000.
Deriveanduseadditionandsubtractionfactsfor1and10(withdecimalnumberstoonedecimalplace).
Usepartitioningtodoubleorhalveanynumber,includingdecimalstoonedecimalplace.
Recallmultiplicationfactsforalltimesupto12x12andderiveassociateddivisionfacts.
Identifypatternsofsimilarcalculations,e.g.ifIknow7x8,Ialsoknow0.7x0.8,70x8,70x80etc
Multiplyanddividenumbersby10,includingthosewhichhaveanswerstoonedecimalplace.
1
2
3
Countinfractionsteps,e.g. /5, /5, /5…
MainLearning
Countinmultiplesof6,7,8,25and1000.
Countbackwardsthroughzerotoincludenegativenumbers.
Countupanddowninhundredths.
Describeandextendnumbersequencesinvolvingcountingonorbackindifferentsteps,includingsequences
withmultiplicationanddivisionsteps.
StartersuggestionsforMeasurement,GeometryandStatistics
Recognise2Dand3Dshapesindifferentorientationsanddescribethem.
Useavarietyofsortingdiagramstocompareandclassifynumbersandgeometricshapesbasedontheirproperties.
Orderandcompareanglesuptotworightangles.
Estimateandcomparelengths,volumes/capacitiesandmasses.
Readmeasuringscalestoanappropriatedegreeofaccuracy.
Convertbetweendifferentunitsofmeasure.
Describepositionsona2-Dgridascoordinatesinthefirstquadrant.
Tellandwritethetimefromananalogueclockand12and24-hourclocks.
Calculatetimedurationsinminutes,hoursanddays.
Interpretcontinuousdatapresentedintimegraphs.
Identifythevalueofeachdigittotwodecimalplaces.
Recogniseandwritedecimalequivalentsofanynumberoftenthsorhundredths.
Recogniseandwritedecimalequivalentsto¼;½;¾.
Findtheeffectofdividingaone-ortwo-digitnumberby10and100,identifyingthevalueofthedigitsin
theanswerasones,tenthsandhundredths.
Convertbetweendifferentunitsofmeasure.
Rounddecimalswithonedecimalplacetothenearestwholenumber.
Orderandcomparenumberswiththesamenumberofdecimalplacesuptotwodecimalplaces.
Solvesimplemeasureproblemsinvolvingfractionsanddecimalstotwodecimalplaces.
Continuetounderstanddivisionassharingandgroupinganduseeachappropriately.
#
Understandthatafractionisonewholenumberdividedbyanother(forexample, canbeinterpretedas3
$
÷4).
Dividenumbersupto3digitsbyaone-digitnumberusingtheformalwrittenmethodofshortdivisionand
interpretremaindersappropriatelyforthecontext.
Solveproblemsinvolvingincreasinglyharderfractionstocalculatequantities,andfractionstodivide
quantities,includingnon-unitfractionswheretheanswerisawholenumber.
Estimate,compareandcalculatedifferentmeasures.
Measureandcalculatetheperimeterofarectilinearfigure(includingsquares)incentimetresandmetres.
Childrendeveloptheirknowledgeandunderstandingofdecimalsandrelatemultiplyinganddividingby10and100todecimalnotationin
ourBase10numbersystem,andtoconvertingunitsofmeasure.
Children’sknowledgeofplacevalueisconsolidatedthroughworkinginthecontextofmeasurement.
Completeasimplesymmetricfigurewithrespecttoaspecificlineofsymmetry.
Describemovementsbetweenpositionsastranslationsofagivenunittotheleft/rightandup/down.
Describepositionsona2-Dgridascoordinatesinthefirstquadrant.
Plotspecifiedpointsanddrawsidestocompleteagivenpolygon.
Findtheareaofrectilinearshapesbycountingsquares.
Recallmultiplicationanddivisionfactsforthe12timestable.
Describeandextendnumbersequencesinvolvingcountingonorbackindifferentsteps,including
sequenceswithmultiplicationanddivisionsteps.
Read,writeandconverttimebetweenanalogueanddigital12and24-hourclocks.
Solveproblemsinvolvingconvertingfromhourstominutes;minutestoseconds;yearstomonths;weeks
todaysandproblemsinvolvingmoneyandmeasures.
Childrendeveloptheirunderstandingofsymmetryandtranslations,applyingtheirknowledgeofshapesandcoordinates.
Thelearningofareaisawayfromchildren’slearningofperimeterasthetwoconceptsarenotrelatedtoeachother.
Childrenshouldrelateareatoarraysandmultiplication.
Rationale
Childrenusetheircounting,sequencingandmultiplicationfactsknowledgeinthecontextsofhandlingdataandmeasures.Whencounting
andcreatingsequences,childrenshouldbeencouragedtospotpatternsthatemergeandusethistogeneratehypotheses,testtheseand
thengeneralise.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwrittenmethodsare
requiredtobetaughtbytheendofKeyStage2.
Childrenbuildontheirunderstandingoffractionsofshapes,usingtheseshapeswhensharingitemsintoequalgroups.Thelinkbetween
findingfractionsofamountsanddivision(bysharing)ismade.
Whenchildrenarecalculatingfractionsofamounts,thisshouldbeinacontexte.g.length,money,timetoconsolidatepreviouslearning.
Childrenapplytheirknowledgeofthenumbersystemwhenmeasuringlengths(mm,cm,m),capacities/volumes(ml,l)andmasses(g,
kg).Theyapplytheircalculationskillswhenmeasuringperimeter,andsolvingproblemsinthecontextofmeasures.
Thelearningofthe12timestablecanbeappliedinthecontextofconvertingyearstomonths.
Whenlearningmultiplicationtables,childrenshouldexperienceablendofpractical,visualactivities,patternspotting,generalisingaswell
asrotelearning.
Childrenfurthertheirknowledgeandunderstandingofunitsoftimeandtheirrelationships,givingopportunitytorehearsecalculation
skillsincontext.
Year4
5
Iron
Man
Outco
me:
Childre
nmake
Iron
Man
model
with
electric
al
circuit
Trip:
Scienc
e
museu
m
Science
Electricity
-identifycommonappliancesthatrunonelectricity
-constructasimpleserieselectricalcircuit,identifyingand
namingitsbasicparts,includingcells,wires,bulbs,switches
andbuzzers
-identifywhetherornotalampwilllightinasimpleseries
circuit,basedonwhetherornotthelampispartofacomplete
loopwithabattery
-recognisethataswitchopensandclosesacircuitand
associatethiswithwhetherornotalamplightsinasimple
seriescircuit
-recognisesomecommonconductorsandinsulators,and
associatemetalswithbeinggoodconductors.
WorkingScientifically
-askingrelevantquestionsandusingdifferenttypesofscientific
enquiriestoanswerthem
-settingupsimplepracticalenquiries,comparativeandfair
tests
-makingsystematicandcarefulobservationsand,where
appropriate,takingaccuratemeasurementsusingstandard
units,usingarangeofequipment,includingthermometersand
dataloggers
-gathering,recording,classifyingandpresentingdataina
varietyofwaystohelpinansweringquestions
-recordingfindingsusingsimplescientificlanguage,drawings,
labelleddiagrams,keys,barcharts,andtables
-reportingonfindingsfromenquiries,includingoraland
writtenexplanations,displaysorpresentationsofresultsand
conclusions
-usingresultstodrawsimpleconclusions,makepredictionsfor
newvalues,suggestimprovementsandraisefurtherquestions
-identifyingdifferences,similaritiesorchangesrelatedto
simplescientificideasandprocesses
-usingstraightforwardscientificevidencetoanswerquestions
ortosupporttheirfindings.
CreativeCurriculum
DT
Design
-useresearchanddevelopdesigncriteriatoinform
thedesignofinnovative,functional,appealing
productsthatarefitforpurpose,aimedatparticular
individualsorgroups
-generate,develop,modelandcommunicatetheir
ideasthroughdiscussion,annotatedsketches,crosssectionalandexplodeddiagrams,prototypes,
patternpiecesandcomputer-aideddesign
Make
-selectfromanduseawiderrangeoftoolsand
equipmenttoperformpracticaltasks[forexample,
cutting,shaping,joiningandfinishing],accurately
-selectfromanduseawiderrangeofmaterialsand
components,includingconstructionmaterials,
textilesandingredients,accordingtotheirfunctional
propertiesandaestheticqualities
Evaluate
-investigateandanalysearangeofexistingproducts
-evaluatetheirideasandproductsagainsttheirown
designcriteriaandconsidertheviewsofothersto
improvetheirwork
-understandhowkeyeventsandindividualsin
designandtechnologyhavehelpedshapetheworld
Technicalknowledge
-understandanduseelectricalsystemsintheir
products[forexample,seriescircuitsincorporating
switches,bulbs,buzzersandmotors]
-applytheirunderstandingofcomputingtoprogram,
monitorandcontroltheirproducts.
Childrencreateaprogrammable‘IronMan’robot
withelectricalsysteme.g.flashingeyes.
Computing
CS–Programming
(UsingInputs)
-design,writeand
debugprograms
thataccomplish
specificgoals,
including
controllingor
simulatingphysical
systems;solve
problemsby
decomposingthem
intosmallerparts
-usesequence,
selection,and
repetitionin
programs;work
withvariablesand
variousformsof
inputandoutput
-uselogical
reasoningtoexplain
howsomesimple
algorithmswork
andtodetectand
correcterrorsin
algorithmsand
programs
-Scratch
RecapProgramme,
Algorithm,Debug,
Repetition,
Sequence,Input,
Output,Selection
andProcess.
Createagameto
accompanytheir
ironman.
Usekeyboardinput
tocontrol.
Planningof
softwareproject.
Languages
Onmange!
Ask&answer
questionsre:food;use
thepartitivearticle–
st
du/dela/des;1 personpluralusingon;
expressingbasic
opinions
LaBelgique
-engagein
conversations;askand
answerquestions;
expressopinionsand
respondtothoseof
others;seek
clarificationandhelp*
-understandbasic
grammarappropriate
tothelanguagebeing
studied,including
(whererelevant):
feminine,masculine
andneuterformsand
theconjugationof
high-frequencyverbs;
PE
Athletics
-Use
running,
jumping,
throwing
and
catching
in
isolation
andin
combinati
on
-Develop
flexibility,
strength,
technique
,control
and
balance
-Compare
theirbest
performa
nceswith
previous
onesand
demonstr
ate
improvem
entto
achieve
their
keyfeaturesand
personal
patternsofthe
best
language;howtoapply these,forinstance,to
buildsentences;and
howthesedifferfrom
oraresimilarto
English.
Year4–6English
FictionTheLegendofAbbeyWood
PoetryTheLadyofShalott
Outcome:
Outcome:HistoricalnarrativepoetrylinkedtotheLegendofAbbeyWood
Reading–Comprehension
§ developpositiveattitudestoreadingandunderstandingofwhattheyreadby:
§ listeningtoanddiscussingawiderangeoffiction,poetry,plays,non-fictionandreferencebooksortextbooks
§ readingbooksthatarestructuredindifferentwaysandreadingforarangeofpurposes
§ increasingtheirfamiliaritywithawiderangeofbooks,includingfairystories,mythsandlegends,andretellingsomeoftheseorally
§ identifyingthemesandconventionsinawiderangeofbooks
§ preparingpoemsandplayscriptstoreadaloudandtoperform,showingunderstandingthroughintonation,tone,volumeandaction
§ discussingwordsandphrasesthatcapturethereader’sinterestandimagination
§ recognisingsomedifferentformsofpoetry[forexample,freeverse,narrativepoetry]
§ understandwhattheyread,inbookstheycanreadindependently,by:
§ checkingthatthetextmakessensetothem,discussingtheirunderstandingandexplainingthemeaningofwordsincontext
§ drawinginferencessuchasinferringcharacters’feelings,thoughtsandmotivesfromtheiractions,andjustifyinginferenceswithevidence
§ predictingwhatmighthappenfromdetailsstatedandimplied
§ identifyingmainideasdrawnfrommorethanoneparagraphandsummarisingthese
§ identifyinghowlanguage,structure,andpresentationcontributetomeaning
§ participateindiscussionaboutbothbooksthatarereadtothemandthosetheycanreadforthemselves,takingturnsandlisteningtowhatotherssay.
Thefocusshouldcontinuetobeonpupils’comprehensionasaprimaryelementinreading.Theknowledgeandskillsthatpupilsneedinordertocomprehendareverysimilaratdifferent
ages.Thisiswhytheprogrammesofstudyforcomprehensioninyears3and4andyears5and6aresimilar:thecomplexityofthewritingincreasesthelevelofchallenge.
Pupilsshouldbetaughttorecognisethemesinwhattheyread,suchasthetriumphofgoodoverevilortheuseofmagicaldevicesinfairystoriesandfolktales.Theyshouldalsolearnthe
conventionsofdifferenttypesofwriting(forexample,thegreetinginletters,adiarywritteninthefirstpersonortheuseofpresentationaldevicessuchasnumberingandheadingsin
instructions).Pupilsshouldbetaughttousetheskillstheyhavelearntearlierandcontinuetoapplytheseskillstoreadfordifferentreasons,includingforpleasure,ortofindoutinformation
andthemeaningofnewwords.Pupilsshouldcontinuetohaveopportunitiestolistenfrequentlytostories,poems,non-fictionandotherwriting,includingwholebooksandnotjustextracts,
sothattheybuildonwhatwastaughtpreviously.Inthisway,theyalsomeetbooksandauthorsthattheymightnotchoosethemselves.Pupilsshouldalsohaveopportunitiestoexercise
choiceinselectingbooksandbetaughthowtodoso,withteachersmakinguseofanylibraryservicesandexpertisetosupportthis.Reading,re-reading,andrehearsingpoemsandplaysfor
presentationandperformancegivepupilsopportunitiestodiscusslanguage,includingvocabulary,extendingtheirinterestinthemeaningandoriginofwords.Pupilsshouldbeencouragedto
usedramaapproachestounderstandhowtoperformplaysandpoemstosupporttheirunderstandingofthemeaning.Theseactivitiesalsoprovidethemwithanincentivetofindoutwhat
expressionisrequired,sofeedingintocomprehension.Theyshouldhelptodevelop,agreeon,andevaluaterulesforeffectivediscussion.Theexpectationshouldbethatallpupilstakepart.
Writing–Transcription
Spelling(seeEnglishAppendix1)
§ writefrommemorysimplesentences,dictatedbytheteacher,thatincludewordsandpunctuationtaughtsofar.
Pupilsshouldlearntospellnewwordscorrectlyandhaveplentyofpracticeinspellingthem.Asinyears1and2,pupilsshouldcontinuetobesupportedinunderstandingandapplyingthe
conceptsofwordstructure(seeEnglishAppendix2).Pupilsneedsufficientknowledgeofspellinginordertousedictionariesefficiently.
Handwriting
§ increasethelegibility,consistencyandqualityoftheirhandwriting[forexample,byensuringthatthedownstrokesoflettersareparallelandequidistant;thatlinesofwritingarespaced
sufficientlysothattheascendersanddescendersoflettersdonottouch].
Pupilsshouldbeusingjoinedhandwritingthroughouttheirindependentwriting.Handwritingshouldcontinuetobetaught,withtheaimofincreasingthefluencywithwhichpupilsareable
towritedownwhattheywanttosay.This,inturn,willsupporttheircompositionandspelling.
Writing-Composition
§ plantheirwritingby:
§ discussingwritingsimilartothatwhichtheyareplanningtowriteinordertounderstandandlearnfromitsstructure,vocabularyandgrammar
§ discussingandrecordingideas
§ draftandwriteby:
§ composingandrehearsingsentencesorally(includingdialogue),progressivelybuildingavariedandrichvocabularyandanincreasingrangeofsentencestructures(English
Appendix2)
§ organisingparagraphsaroundatheme
§ innarratives,creatingsettings,charactersandplot
§ evaluateandeditby:
§ assessingtheeffectivenessoftheirownandothers’writingandsuggestingimprovements
§ proposingchangestogrammarandvocabularytoimproveconsistency,includingtheaccurateuseofpronounsinsentences
§ proof-readforspellingandpunctuationerrors
§ readaloudtheirownwriting,toagrouporthewholeclass,usingappropriateintonationandcontrollingthetoneandvolumesothatthemeaningisclear.
Pupilsshouldcontinuetohaveopportunitiestowriteforarangeofrealpurposesandaudiencesaspartoftheirworkacrossthecurriculum.Thesepurposesandaudiencesshouldunderpin
thedecisionsabouttheformthewritingshouldtake,suchasanarrative,anexplanationoradescription.Pupilsshouldunderstand,throughbeingshownthese,theskillsandprocessesthat
areessentialforwriting:thatis,thinkingaloudtoexploreandcollectideas,drafting,andre-readingtochecktheirmeaningisclear,includingdoingsoasthewritingdevelops.Pupilsshould
betaughttomonitorwhethertheirownwritingmakessenseinthesamewaythattheymonitortheirreading,checkingatdifferentlevels.
Writing–Vocabulary,punctuationandgrammar
§ developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
§ learningthegrammarforyears3and4inEnglishAppendix2
§ indicategrammaticalandotherfeaturesby:
§ useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelywhendiscussingtheirwritingandreading.
Grammarshouldbetaughtexplicitly:pupilsshouldbetaughttheterminologyandconceptssetoutinEnglishAppendix2,andbeabletoapplythemcorrectlytoexamplesofreallanguage,
suchastheirownwritingorbooksthattheyhaveread.Atthisstage,pupilsshouldstarttolearnaboutsomeofthedifferencesbetweenStandardEnglishandnon-StandardEnglishandbegin
toapplywhattheyhavelearnt[forexample,inwritingdialogueforcharacters].
Year4–6Maths
Starters
StartersuggestionsforNumber
Readandwritenumberswithonedecimalplace.
Countonandbackin0.1s,1s,10sor100sfromanynumberupto10,000.
Countforwardsandbackwardsinequalstepsanddescribeanypatternsinthesequence.
Orderasetofrandomnumberstoatleast10,000includingamountsofmoneyandmeasuresinvolvingdecimals.
Recalladditionandsubtractionfactsfor100.
Recallanduseadditionandsubtractionfactsformultiplesof100totalling1000.
Deriveanduseadditionandsubtractionfactsfor1and10(withdecimalnumberstoonedecimalplace).
Usepartitioningtodoubleorhalveanynumber,includingdecimalstoonedecimalplace.
Recallmultiplicationfactsforalltimesupto12x12andderiveassociateddivisionfacts.
Identifypatternsofsimilarcalculations,e.g.ifIknow7x8,Ialsoknow
0.7x0.8,70x8,70x80etc.
Multiplyanddividenumbersby10,includingthosewhichhaveanswerstoonedecimalplace.
1
2
3
Countinfractionsteps,e.g. /5, /5, /5…
Week
MainLearning
1
Recognisetheplacevalueofeachdigitinafour-digitnumber(thousands,hundreds,tensandones).
Placevalue
Orderandcomparenumbersbeyond1000.
Identify,representandestimatenumbersusingdifferentrepresentations,includingthenumberline.
Roundanynumbertothenearest10,100or1000.
Solvenumberandpracticalproblemsthatinvolvealloftheaboveandwithincreasinglylargepositivenumbers.
2
Interpretandpresentdiscreteandcontinuousdatausingappropriategraphicalmethods,includingbarchartsandtime
Statistics
graphs.
Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinbarcharts,pictograms,tablesandother
graphs.
3
Addandsubtractnumberswithupto4digitsanddecimalswithonedecimalplaceusingtheefficientwrittenmethods
Additionand
ofcolumnaradditionandsubtractionwhereappropriate.
subtractionin Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
contextof
mentally,useajotting,writtenmethod).
statistics
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Estimateanduseinverseoperationstocheckanswerstoacalculation.
Solveadditionandsubtractiontwo-stepproblemsincontexts,decidingwhichoperationsandmethodstouseandwhy.
Solvecomparison,sumanddifferenceproblemsusinginformationpresentedinbarcharts,pictograms,tablesandother
graphs.
4
Partitionnumbersindifferentways(forexample,2.3=2+0.3and2.3=1+1.3).
Mentaland
Useplacevalue,knownandderivedfactstomultiplyanddividementally,including:
written
multiplyingby0and1;dividingby1;multiplyingtogetherthreenumbers.
multiplication Recogniseandusefactorpairsandcommutativityinmentalcalculations.
andmental
Chooseanappropriatestrategytosolveacalculationbaseduponthenumbersinvolved(recallaknownfact,calculate
division.
mentally,useajotting,writtenmethod).
Selectamentalstrategyappropriateforthenumbersinvolvedinthecalculation.
Useestimationandinversetocheckanswerstocalculationsanddetermine,inthecontextofaproblem,anappropriate
degreeofaccuracy.
Multiplytwo-digitandthree-digitnumbersbyaone-digitnumberusingformalwrittenlayout.
Solveproblemsinvolvingmultiplyingandadding,includingusingthedistributivelawtomultiplytwodigitnumbersby
onedigit,division(includingremainders),integerscalingproblemsandhardercorrespondenceproblemssuchaswhich
nobjectsareconnectedtomobjects.
5
Useavarietyofsortingdiagramstocompareandclassifynumbersandgeometricshapes,includingquadrilateralsand
Shape
triangles,basedontheirpropertiesandsizes.
Continuetoidentifyhorizontalandverticallinesandpairsofperpendicularandparallellines.
Identifyacuteandobtuseanglesandcompareandorderanglesuptotworightanglesbysize.
Identifylinesofsymmetryin2-Dshapespresentedindifferentorientations.
Completeasimplesymmetricfigurewithrespecttoaspecificlineofsymmetry.
6
Assessandreviewweek
7
StartersuggestionsforMeasurement,GeometryandStatistics
Recognise2Dand3Dshapesindifferentorientationsanddescribethem.
Useavarietyofsortingdiagramstocompareandclassifynumbersandgeometricshapesbasedontheirproperties.
Orderandcompareanglesuptotworightangles.
Estimateandcomparelengths,volumes/capacitiesandmasses.
Readmeasuringscalestoanappropriatedegreeofaccuracy.
Convertbetweendifferentunitsofmeasure.
Describepositionsona2-Dgridascoordinatesinthefirstquadrant.
Tellandwritethetimefromananalogueclockand12and24-hourclocks.
Calculatetimedurationsinminutes,hoursanddays.
Interpretcontinuousdatapresentedintimegraphs.
Rationale
Understandingofthenumbersystemisnecessarypre-requisiteknowledgeforanynumberwork.
ChildrenshouldunderstandtheBase10notioninwhichthereare10numerals(0-9)andthesecanbeorganisedindifferent
waystoformanynumber.Thisisbasedongroupingintensi.e.ten1sarethesameasone10;ten10sarethesameasone100;
ten100sarethesameasone1000andsoon.Andviceversa.
Childrenunderstandthedifferencebetweendiscreteandcontinuousdata.
Childrenapplytheirknowledgeofmentalandwrittencalculationswhenansweringquestionsaboutthedata.Theyshould
discussthevalueofpresentinginformationintables,pictograms,barchartsandlinegraphsandevaluatetheeffectivenessof
eachtypeofpresentation.
Childrenshouldsecuretheirknowledgeandunderstandingofmentalandwrittencalculationskillsinavarietyofcontexts.The
learningshouldincludedecisionmakingaroundwhichmethodismostefficient(mentalorwritten)giventhenumbersinvolved.
Thecontextofdataallowschildrentoexperienceinterpretingalltheformsofdatamentionedacrossthepreviousweekandthis
week.
Whencalculating,childrenshouldlearnwhichmethodssuitthenumbersinvolvedandwhy.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Inpreparationformentaldivision,childrenpartitionnumbersindifferentwaystorecognisemultiplesofthedivisorwhenthe
dividendispartitionede.g.whenconsidering96÷4itisusefultothinkof96as80+16(bothmultiplesof4)ratherthan90+6
(neitheraremultiplesof4).
Childrenexperiencementalandwrittencalculationsinavarietyofcontexts,includingmoneyandmeasures.
Whencalculating,childrenshouldlearnwhichmethodssuitthenumbersinvolvedandwhy.
Writtenmethodsshouldbeagreedbytheschoolandsharedintheprogressioninwrittencalculationspolicy.Efficientwritten
methodsarerequiredtobetaughtbytheendofKeyStage2.
Childrenapplytheirdevelopingunderstandingofthepropertiesofshapestoclassifyandnamethem.
Thetermsregularandirregularshouldbeusedtodescribeshapesthathaveequalsidesandanglesandthosethatdonot.
Thelearningofsymmetrydevelopsfurthertoincludesymmetryinvertical,horizontalandobliquelines.
Itisusefulatregularintervalsforteacherstoconsiderthelearningthathastakenplaceoveraterm(orhalfterm),assessand
reviewchildren’sunderstandingofthelearningandusethistoinformwherethechildrenneedtogonext.
Year4
6
TheHeartof
Abbey
Wood
Outcome:
Display
Trip:Lesnes
Abbey,
Westminster
Abbey
Science
Livingthingsandtheirhabitats
-recognisethatlivingthingscanbegroupedina
varietyofways
-exploreanduseclassificationkeystohelpgroup,
identifyandnameavarietyoflivingthingsintheir
localandwiderenvironment
-recognisethatenvironmentscanchangeandthat
thiscansometimesposedangerstolivingthings.
WorkingScientifically
-askingrelevantquestionsandusingdifferenttypes
ofscientificenquiriestoanswerthem
-settingupsimplepracticalenquiries,comparative
andfairtests
-makingsystematicandcarefulobservationsand,
whereappropriate,takingaccuratemeasurements
usingstandardunits,usingarangeofequipment,
includingthermometersanddataloggers
-gathering,recording,classifyingandpresenting
datainavarietyofwaystohelpinanswering
questions
-recordingfindingsusingsimplescientificlanguage,
drawings,labelleddiagrams,keys,barcharts,and
tables
-reportingonfindingsfromenquiries,includingoral
andwrittenexplanations,displaysorpresentations
ofresultsandconclusions
-usingresultstodrawsimpleconclusions,make
predictionsfornewvalues,suggestimprovements
andraisefurtherquestions
-identifyingdifferences,similaritiesorchanges
relatedtosimplescientificideasandprocesses
-usingstraightforwardscientificevidencetoanswer
questionsortosupporttheirfindings.
CreativeCurriculum
History
-alocalhistorystudy
-astudyofanaspectorthemeinBritishhistory
thatextendspupils’chronologicalknowledge
beyond1066
StudyofLesnesAbbeyfromthetimeitwasbuiltto
thedissolutionofthemonasteries
Computing
IT–ImageEditing
-select,useand
combineavarietyof
software(including
internetservices)ona
rangeofdigitaldevices
todesignandcreatea
rangeofprograms,
systemsandcontent
thataccomplishgiven
goals,including
collecting,analysing,
evaluatingand
presentingdataand
information
-Cameras,GIMP
Takephotosandedit
imagestogowith
createddisplay.
Languages
Lecirque
Negative–ne…pas;
descriptions&
adjectival
agreementsre:
clothing+colour
Enquêtesurles
paysfrancophones
-describepeople,
places,thingsand
actionsorally*and
inwriting
-understandbasic
grammar
appropriatetothe
languagebeing
studied,including
(whererelevant):
feminine,
masculineand
neuterformsand
theconjugationof
high-frequency
verbs;keyfeatures
andpatternsofthe
language;howto
applythese,for
instance,tobuild
sentences;and
howthesediffer
fromoraresimilar
toEnglish.
PE
Athletics
-Userunning,
jumping,
throwingand
catchingin
isolationandin
combination
-Develop
flexibility,
strength,
technique,
controland
balance
-Comparetheir
best
performances
withprevious
onesand
demonstrate
improvementto
achievetheir
personalbest