3/4 Creative Curriculum: Cycle 2
Topic / Autumn 1 / Autumn 2 / Spring 1 / Spring 2 / Summer 1 / Summer 2Topic / Famous People / Sound and Force
Winter / Lifecycles/ Spring / Local Area / Water
Coverage / History / Science / Science / Geography / History / Science
Key Question / Do you think that Christopher Pickering was a hero?
How did the Victorian period help to shape the Hull we know today?
What would you have done after school 100 years ago? / Are you attractive enough?
Why is the sound that One Direction make enjoyed by so many? / How did that blossom become an apple?
Which wild animals and plants will we find in Pickering Park? / Why is the River Hull important?
Why is London such a cool place to live? / Why were the Norman castles certainly not bouncy? / How would you survive without water?
Wow Input / Victorian Day / Build an Iron Man
X Factor / Visit to Pickering Park / Visit to River Hull / Ice Sculpture
English / Street Child – B Doherty
The railway Children – E Nesbit / The Iron Man – T Hughes
What make a Magnet? F Branley
The Pied Piper of Hamelin – N Morpurgo
The Magic Flute – K Teis / James and the giant Peach – R. Dahl
Fox – M Wild & R Brooks
Maths / Timelines, conversions of money / Measures of force and distance. Decibels / Classification of plants and birds, leading to graphs and tables
Tally charts, looking at seasons and months, bar/pie charts / Coordinates
Population comparisons
Statistical information / Measuring Temperatures
Percentage of the body that is water
Water consumption amounts
Capacities of water
Science / KS2 Science (Y3 Magnets) (short unit)
notice that some forces need contact between two objects, but magnetic forces can act at a distance
observe how magnets attract or repel each other and attract some materials and not others
compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
describe magnets as having two poles
predict whether two magnets will attract or repel each other, depending on which poles are facing.
Science Y4: Sound
identify how sounds are made, associating some of them with something vibrating
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. / KS2 Science (Y3 Plants) – (May or June)
identify and describe the functions of different parts of flowering plants: roots, stem, leaves and flowers
explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
investigate the way in which water is transported within plants
explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
Science Y4: All Living Things
identify and name a variety of living things (plants and animals) in the local and wider environment, using classification keys to assign them to groups
recognise that environments can change and that this can sometimes pose dangers to living things. / Science Y4: States of Matter
compare and group materials together, according to whether they are solids, liquids or gases observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
History / KS2 History: Local History - A study of Local History taking account of a period of history that shaped the locality
KS2 History: Local History - A study of Local History taking account of a period of history that shaped the locality
KS2 History: Leisure and Entertainment in the 20th century / Opportunities for research into Hull/ London over the past 100 year or so. This would involve looking at old maps, etc.
Geography / KS2 Geography: Settlements, land use, economic activity including natural resources especially energy and water supplies
Computing / RISING STARS UNITS
3:1 – Programming an animation
E-safety – copyright sources, how to share information safely
4:1 – Develop a simple educational game
E-safety – Consider copyright, develop safe search habits / RISING STARS UNITS
3:2 – Finding and correcting bugs in programs
E-safety –implications of bugs in software, acceptable behaviour online
4:2 – Prototyping an interactive toy
E-safety – Consider copyright, develop safe search habits / RISING STARS UNITS
3:3 – Videoing Performance
E-safety –how to act respectfully when filming, implications of videos being online
4:3 – Producing digital music
E-safety – Consider copyright / RISING STARS UNITS
3:4 – Finding mages using the web
E-safety – consider implications of privacy when using the internet
4:4 – Editing and writing HTML
E-safety – learn how easy it is to create content for web, develop safe search habits / RISING STARS UNITS
3:5 – Communicating safely on the internet
E-safety – safe use of e-mail, aware of spam and viruses
4:5 – Producing a wiki
E-safety – develop a shared wiki and learn how to do so safely / RISING STARS UNITS
3:6 – Collecting and analysing data
E-safety – legal requirements for designing surveys
2:6 – Presenting the weather
E-safety –consider impact of using accurate data, record each other in a safe and responsible way
Art / Use old photographs and create their own images of Hull based on LS Lowry’s style. / Children to use water colours to create paintings of different blossom working from first-hand experience.
Taking photographs of flowers in the manner that Georgia O’Keefe would have done.
Develop pencil sketches from the photographs
Paint – water colour or acrylic / Children to look at the work of famous artists and to use water colour or washes to create landscape paintings to include the river Thames/Hull.
DT / Fruit salads
Children design using research and develop against a success criteria using ideas from communication, prototypes and existing products. Children make using a range of tools performing practical tasks accurately. Children select ingredients according to their function. Children evaluate using a range of existing products to consider how to improve their own work.
Music / Year 3- Wider Opportunities / Year 3- Wider Opportunities / Year3-Wider Opportunities
Year 4- Living on a Prayer (rock) Charanga
Livin’ On A Prayer is a classic rock song from the 80s.
As well as learning to sing, play, improvise and compose with this song, children will listen and appraise other classic rock songs. / Year 4- Lean on Me(gospel) Charanga
Lean On Me is a soul song written by Bill Withers in 1972. It is a soul song that has been covered and interpreted as a gospel song because of its lyrics.
As well as learning to sing, play, improvise and compose with this song, children will listen and appraise other Gospel music. / Year 4- Begone, dull care! Fishing song (Benjamin Britten) Charanga
In this unit the material presents an integrated approach to music where games, elements of music (pulse, rhythm, pitch etc), singing and playing instruments are all linked. Other learning within the unit gives your class the opportunity to research Benjamin Britten's life and to listen to many of his other works.
R.E / Y3 Unit 3.1 Remembering
Y4 Unit 4.1 Community / Y3 Unit 3.2 Faith Founders
Y4 Unit 4.2 Saints and Heroes / Y3 Unit 3.3 Encounters
Y4 Unit 4.3 Our World
French / Y3 QCA Unit 1
Moi!
Y4 QCA Unit 7 On y va!
(All aboard!) / Y3 QCA Unit 2
Jeux et chansons.
(Games and songs)
Incorporating Christmas Unit.
Y4 QCA Unit 8 L’argent de poche.
(Pocket money)
Incorporating Christmas Unit. / Y3 QCA Unit 3
On fait la fête.
(Celebrations)
Incorporating Easter
Y4 QCA Unit 9 Raconte – moi une histoire! (Tell me a story)
Incorporating Easter / Y3 QCA Unit 4
Portraits
Y4 QCA Unit 10
Vive le sport! (Our sporting lives) / Y3 QCA Unit 5
Les Quatres Amis.
(The Four Friends)
Y4 QCA Unit 11
Carnaval des animaux.
(Carnival of the animals) Stories/role play/animation / Y3 QCA Unit 6
Ҫa pousse!
(Growing)
Y4 QCA Unit 12
Quel temps fait-il?
(What’s the weather like?)
PSHCE / * New Beginnings
* E Safety
* Our Rights &Rights in Other Cultures
19:Right to be kept safe
13/17:Right to have information
36: Right to be protected from things that harm
*All rights / * Say No to Bullying
* Getting on and falling out
*Differences & Diversity
14:Right to own religion
15: Right to friends &clubs
19:Right to be kept safe
23:Right to special care &support if you’re disabled
31:Right to relax & play
30:Right to own language / * Going for Goals
* Good to be Me
3: All adults who work with children should do what is best for each child
12:Right to a voice
28:Right to an education
29:Right to be the best you can be / Drugs Education
*Emotional Health + Wellbeing
6: Right to life and health
9:Right to be with parents if this is what’s best for you
24: Right to healthy food, water and to see a doctor
27: Right to a good standard of living
32: Right to be protected from dangerous work
33: Right to be protected from dangerous drugs
34:Right to be protected from sexual abuse / * Relationships
*SRE &Body Changes
9:Right to be with parents if this is what’s best for you
15: Right to friends &clubs
16: Right to have privacy
20: Right to be looked after properly if you can’t live with own family
21: Right to live in best place you can if you can’t live with your family
34:Right to be protected from sexual abuse / *Changes
5:Right to learn how to use rights as I grow up
Rights to depend on which change is covered
Outdoor Learning
Cultural
Celebrations
Themed Weeks / Hull Fair / Christmas / Easter / Sports Day