New Curriculum 2014 - Long Term Planning
Lower Key Stage 2 Year 4
Cycle 1 2015-2016
TERM / Autumn / Spring / SummerTHEME / Changes in Britain from the Stone Age to Iron Age Enrichment Opportunity –Visit to Freeborough Hill / Fangfoss / Climate Change
Enrichment Opportunity – / The Victorians
Enrichment Opportunity – Visit to Preston Park
English / The Iron Man – Ted Hughes
8 week half term / The Wizard Of Oz - L Frank Baum
7 week half term / The Ice Palace – Robert Swindell
6 week half term / Tuesday - by David Weisner
5 week half term / The True Story of the Three Little Pigs by Jon Scieszka
The Stinky Cheeseman by Jon Scieszka
7 week half term / Cracking Contraptions (Wallace and Gromit)
How to catch a Star Oliver Jeffries
7 week half term
Narrative Writing / Skills work / etymology (1 week)
Skills work (1 week)
Character sketches (2 weeks)
Story openings (2 weeks) / Retelling the story from different viewpoint (1 week) / Story writing (3weeks) linked to ‘The Ice Palace’ / Character sketch and settings including dialogue (3 weeks) / Rewriting the story from a different viewpoint (2 weeks)
Write an alternative ending (1 week) / Character sketch and settings including dialogue (3 weeks)
Non-Narrative Writing / Recounts in diary and letter form (2 weeks) / Newspaper Reports (3 weeks)
Revisit diary recounts (1 week)
Persuasion - letter of complaint / advert (2 weeks) / Non-chronological reports (2 weeks)
Recount in the form of postcard (1 week) / Explanation text (2 weeks) / Discussion text (3 weeks) including 1 week for debating skills orally / Explanation (3 weeks)
Reading / Children to identify the features of the story – Iron Man. Predicting what might happen from evidence supplied.
Draw inferences such as inferring character’s feelings, thoughts and motives from their actions and justifying inferences with evidence.
Using dictionaries to check meaning of words they have used and read
Look at diary texts and explore the format and style of writing.
Class Reader: Anne Fine Bill’s New Frock / Clockwork / Recognises some different forms of poetry (e.g. free verse, narrative poetry)
Children to read the poem and capture the basic premise of the story.
Read with the children the narrative version of the story. Ensure that all the children understand what they are reading.
Identifies words and phrases that capture the reader’s interest and imagination and participates in discussion about them
Children to explore newspaper through First News and to explore the features of newspaper texts.
Class Reader: Anne Fine Bill’s New Frock / Michael Morpurgo The Pied Piper / Identifies words and phrases that capture the reader’s interest and imagination and participates in discussion about them.
Children to read The Lost Thing and compare with The Viewer.
Look at character development and the development of the plot.
Class Reader: Roald Dahl Charlie and the Chocolate factory / Children to focus on the author’s use of language to describe the imagination of Mina. Focus on the development of character and plot.
Share a range of explanation texts focussing on the layout and organisation of the text.
Class Reader: David Almond My Name is Mina. / Share a range of explanation texts focussing on the layout and organisation of the text.
Examine the features and stylistic devices of myths and legends from across the world
Class Reader: A collection of myths and legends. / Share a range of explanation texts focussing on the layout and organisation of the text.
Examine the features and stylistic devices of myths and legends from across the world
Class Reader: A collection of myths and legends
Spelling / Use the first two or three letters of a word to check its spelling in a dictionary
To understand and use the possessive apostrophe with plural words (girls’, boys’, babies’, children’s, men’s, mice’s (Note: singular proper nouns ending in an s use the ’s suffix e.g. Cyprus’s population)
To spell words with the /k/ sound spelt ch (Greek in origin) (scheme, chorus, chemist, echo, character) / Use the first two or three letters of a word to check its spelling in a dictionary
To understand and use the possessive apostrophe with plural words (girls’, boys’, babies’, children’s, men’s, mice’s (Note: singular proper nouns ending in an s use the ’s suffix e.g. Cyprus’s population)
To spell words with the /k/ sound spelt ch (Greek in origin) (scheme, chorus, chemist, echo, character) / Use the first two or three letters of a word to check its spelling in a dictionary
Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) (league, tongue, antique, unique) / Use the first two or three letters of a word to check its spelling in a dictionary
Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) (league, tongue, antique, unique) / Use the first two or three letters of a word to check its spelling in a dictionary
Words with the /s/ sound spelt sc (Latin in origin) (science, scene, discipline, fascinate, crescent) / Use the first two or three letters of a word to check its spelling in a dictionary
Words with the /s/ sound spelt sc (Latin in origin) (science, scene, discipline, fascinate, crescent)
Grammar and Punctuation / Expands sentences by adding modifying adjectives, nouns and proposition phrases (e.g the teacher is expanded to : the strict maths teacher with curly hair)
Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]
Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names] / Expands sentences by adding modifying adjectives, nouns and proposition phrases (e.g the teacher is expanded to : the strict maths teacher with curly hair)
To correctly punctuate and use fronted adverbials. / Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”] / Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”] / Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names] / Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]
Ongoing reading objectives
- Reads independently , with understanding, and explains the meaning of words in context
- Draws inferences such as inferring characters’ feelings, thoughts and motives and can use evidence from the text to justify these inferences
- Summarises the main ideas across a text
- Identifies how language, structure and presentation contribute to meaning
- Predicts what might happen based on details stated and implied in the text
- Retrieves and records information from non-fiction*
- Participates in discussion about books they have read/heard, taking turns, asking questions and listening to what others say
- Spell all the words in the Y3/4 word list correctly.
- Accurately and appropriately uses and understands the following grammatical terminology determiner pronoun, possessive pronoun adverbial
- Organises the content of paragraphs (usually around a theme)
- Reads aloud their own writing using appropriate intonation
- Proposes changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
- Discussing and recording ideas and discussing writing similar to that which they are planning to write in order to understand and learn from its structure.
- Assess the effectiveness of their own writing and others’ writing suggesting improvements.
- Proof read for spelling and punctuation errors.
- Reads independently , with understanding, and explains the meaning of words in context
- Draws inferences such as inferring characters’ feelings, thoughts and motives and can use evidence from the text to justify these inferences
- Summarises the main ideas across a text
- Identifies how language, structure and presentation contribute to meaning
- Predicts what might happen based on details stated and implied in the text
- Retrieves and records information from non-fiction*
- Participates in discussion about books they have read/heard, taking turns, asking questions and listening to what others say
- Spell all the words in the Y3/4 word list correctly.
- Accurately and appropriately uses and understands the following grammatical terminology determiner pronoun, possessive pronoun adverbial
- Organises the content of paragraphs (usually around a theme)
- Reads aloud their own writing using appropriate intonation
- Proposes changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
- Discussing and recording ideas and discussing writing similar to that which they are planning to write in order to understand and learn from its structure.
- Assess the effectiveness of their own writing and others’ writing suggesting improvements.
- Proof read for spelling and punctuation errors.
- Reads independently , with understanding, and explains the meaning of words in context
- Draws inferences such as inferring characters’ feelings, thoughts and motives and can use evidence from the text to justify these inferences
- Summarises the main ideas across a text
- Identifies how language, structure and presentation contribute to meaning
- Predicts what might happen based on details stated and implied in the text
- Retrieves and records information from non-fiction*
- Participates in discussion about books they have read/heard, taking turns, asking questions and listening to what others say
- Spell all the words in the Y3/4 word list correctly.
- Accurately and appropriately uses and understands the following grammatical terminology determiner pronoun, possessive pronoun adverbial
- Organises the content of paragraphs (usually around a theme)
- Reads aloud their own writing using appropriate intonation
- Proposes changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
- Discussing and recording ideas and discussing writing similar to that which they are planning to write in order to understand and learn from its structure.
- Assess the effectiveness of their own writing and others’ writing suggesting improvements.
- Proof read for spelling and punctuation errors.
Maths
Key Concepts / Number and place value
Read and write numbers to at least a 1000.
Partition 4 digit numbers.
To round 2 & 3 digit numbers.
Find one thousand more or less than a given number
Number – Multiplication
Grid method for multiplication
Including word problems
And introduce short multiplication for HA
To multiply 3 numbers, two digit
Division methods
Short division – to divide 2 digit numbers by a 1 digit numbers
HA to introduce chunking
Working on remainders.
Geometry – properties of shape
Compare and classify geometric shapes including quadrilaterals and triangles based on their properties and sizes and identify lines of symmetry / Measurement
Length. To be able to accurately measure any given length. To be able to convert between different units of length. Cm and m, M/km
Time - Read write and convert time between analogue and digital 12 and 24 hour clock, solve problems involving converting from hours to minutes to seconds years to months weeks to days
Number - Fractions
Recognise and how families of common equivalent fractions
Adding and subtracting fractions with the same denominator
Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities including non-unit fractions where the answer is a whole number
Recognise and write decimal equivalents of any number of hundredths , recognise and write decimal equivalents to 1/4 , ½, ¾
Statistics
Interpret and present, discrete and continuous using appropriate graphical methods, including bar charts and time graphs, solve comparison sum and difference problems using information presented in bar charts, pictograms, tables and other graphs – (pie charts) / Number – addition and subtraction
2 step problems in contexts linked to money and measures using formal written methods for addition and subtraction
Number - multiplication
Use grid method for multiplying 2&3 digit number by a 1 digit number. 2 step word problems
Number and place Value
Use knowledge of rounding, all 4 number operations and inverses to estimate and check calculations.
Geometry – properties of shape
Visualise 3-D objects from 2 D drawings; make nets of common solids.
Identify acute and obtuse angels and compare and order angels up to 2 right angles by size.
Statistics
Suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers – Bar charts. / Geometry – properties of shape
Symmetry – complete a simple symmetric figure with respect to a specific line of symmetry.
To draw symmetric patterns using a variety of media to become familiar with different orientations of lines of symmetry.
To recognise lines of symmetry in a variety of diagrams, including where the line of symmetry does not dissect the original shape.
Number – addition, subtraction, multiplication and division
Solving one and two step word problems involving time and length. Refine and use efficient written methods to add and subtract two & three digit whole numbers and £.p
Identify represent and estimate numbers using different representations
Measurement
Find the perimeter of regular and irregular polygons.
Measure and calculate the perimeter of a rectilinear
Fractions inc Decimals
Rounding decimals place to the nearest whole number. Compare numbers with the same number of decimal places, up to 2 decimal places
Solving simple measure and money problems involving fractions and decimals to 2 decimal places / Number – division
Develop and use written methods for division of two digit number by one digit number
2 step word problem
Remainders as fractions
Number and place value
Recognise and continue number sequences formed by counting on or back in steps of constant size
Working into negative numbers.
Looking at the difference between negative numbers
Geometry – Position and Direction
Describe positions and movements between positions on a 2-d grid and as coordinates in the first quadrant and point specified points and draw sides to complete a given polygon.
Describe movements between positions as translations of a given unit to the left/right and up/down.
To solve problems involving multiplying and adding with integral scaling problems and harder correspondence questions problems such as n objects are connected to m objects
Statistics
Suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers – looking at Carroll and Venn diagrams. / Measurement
To read and write and convert time between analogue and digital 12 and 24 clocks, solving problems – involving numeral numerals
Number and place value
Interpret intervals and divisions on partially numbered lines.
Solve number and practical problems, that involve all of the above and with increasingly large positive numbers
Geometry – properties of shapes
Find the area and perimeter of squares and rectangles and relate composite shapes.
Science: / Sound
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 increases. / Living things and their habitats
Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
Recognise that environments can change and this can sometimes pose dangers to living things
Recognise that living things can be grouped in a variety of ways / Animals Including Humans
Identify the different types of teeth in humans and their simple functions
Describe the simple function of the digestive system in humans.
Construct and interpret a variety of food chains, identifying producers, predators and prey. / Electricity
Identify common appliances that run on electricity
Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
Recognise some common conductors and insulators, and associate metals with being good conductors. / 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.
Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. / Review
Computing / We are html editors (Y4)
Editing and writing html
Computer networks(Google Site)
We are KODU Programmers (Y4)
Producing interactive games and writing codes (KODU) / We are meteorologists (Y4)
Recording and analysing weather data
Productivity (Excel)
We are musicians (Y4)
Producing digital music – Creativity (Garage band) / We are toy makers (Y4)