Science – Sound
Pupils should be taught to:
Identify how sounds are made, associating some of them with something vibrating
Recognise that vibrations from sounds travel through a medium to the ear
FInd patterns between the pitch of a sound and features of the object that produced it
Find patterns between the volume of a sound and the strength of the vibrations that produced it
Recognise that sounds get fainter as the distance from the sound source increases.
Met
Science – States of Matter/ Working Scientifically
Pupils should be taught to:
Compare and group materials together, according to whether they are solids, liquids or gases
Observe that some materials change state when they are heated or cooled, and measure or research the tem
perature at which this happens in degrees Celsius (°C)
Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporate
ion with temperature.
Computing – Effective internet searches
Met
To understand computer networks, including the internet and how they can provide multiple services, such as
the world-wide web
To use a search engine to find a specific website
To use note-taking skills to decide which text to copy and paste into a document
To use tabbed browsing to open two or more web pages at the same time
To open a link to a new window
To open a document (PDF) and view it
Computing – Using images
Met
To capture images using webcams, screen capture, scanning, visualiser and internet
To choose images and download into a file
To download images from the camera into files on the computer
To copy graphics from a range of sources and paste into a desktop publishing program
CHALLENGE: To use photo editing software, to crop photographs and add effects
Geography – Locational knowledge/Human and physical geography
Digital Literacy – Key to words
Art – Collage
Children should learn to:
Met
Met
Pupils learn strategies to increase the
accuracy of their keyword searches and
make inferences about the effectiveness
of the strategies.
To create sketch books to record their observations and use them to review and revisit ideas
To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of
materials [for example, pencil, charcoal, paint, clay]
Know about great artists, architects and designers in history.
DT – Fabric/ Christmas stocking
Children should learn to:
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and
skills needed to engage in an iterative process of designing and making.
Design -use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make -select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting,
shaping, joining and finishing], accurately select from and use a wider range of materials and components,
including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate –Investigate and analyse a range of existing products evaluate their ideas and products against their
own design criteria and consider the views of others to improve their work understand how key events
and individuals in design and technology have helped shape the world
Technical knowledge - apply their understanding of how to strengthen, stiffen and reinforce more complex structures understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers
and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] apply their understanding of computing to program, monitor
and control their products
Met
Name and locate counties and cities of the United Kingdom, geographical regions and
their identifying human and physical characteristics, key topographical features (including
hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these
aspects have changed over time
Use fieldwork to observe, measure, record and present the human and physical features in the
local area using a range of methods, including sketch maps, plans and graphs, and digital tech
nologies.
History– Romans/The Roman Empire and its impact on Britain
Met
Y4 - Autumn Term 2016
Why were the Romans so powerful?
Met
Julius Caesar’s attempted invasion in 55-54 BC
The Roman Empire by AD 42 and the power of its army
Successful invasion by Claudius and conquest, including Hadrian’s Wall
British resistance, for example, Boudica
Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including
early Christianity
PE– Gymnastics
RE - How and why do religious people care for
Met
others?
By the end of this unit most pupils should be able to:
describe ways in which Christians, Sikhs and Jews help others
make some links to appropriate religious teaching about care for others
express views about who should care for others, supporting their views
with plausible reasons
reflect on their own feelings and experiences of helping others and
being helped.
RE – Christmas
Met
Pupils will describe Christian beliefs shown in the Christmas story.
Pupils will describe Christian belief in Jesus as light and saviour, they
will have the opportunity to look at some images which depict Jesus as
light of the world and suggest meaning of the imagery.
Met
Develop flexibility, strength, technique, control and balance [for exam
ple, through athletics and gymnastics]
Perform dances using a range of movement patterns
Take part in outdoor and adventurous activity challenges both individu
ally and within a team
Compare their performances with previous ones and demonstrate im
provement to achieve their personal best.
PE– Swimming
Swim competently, confidently and proficiently over a distance of at
least 25 metres
Use a range of strokes effectively [for example, front crawl, backstroke
and breaststroke]
Perform safe self-rescue in different water-based situations
MFL – Calendar:
Pupils should be taught to: Seasons, months, days of the week, school subjects
Music – Timeless pop songs from the 70s (Mama Mia)
Play and perform in solo and ensemble contexts, using their voices and playing musical instru
ments with increasing accuracy, fluency, control and expression
Improvise and compose music for a range of purposes using the inter-related dimensions of music
Listen with attention to detail and recall sounds with increasing aural memory
Use and understand staff and other musical notations
Appreciate and understand a wide range of high-quality live and recorded music drawn from dif
ferent traditions and from great composers and musicians
Develop an understanding of the history of music.
Met
Listen attentively to spoken language and show understanding by joining in and respondi
ng
Explore the patterns and sounds of language through songs and rhymes and link the
spelling, sound and meaning of words
Read carefully and show understanding of words, phrases and simple writing
Met