Year 4 CH
Year 4 Curriculum Map
Social emotional and mental health (having a voice), Lifelong learning (basic skills, independence, resilience), Aspirations, possibilities and responsibilities
| Autumn Term 1 | Autumn Term 2
| Spring Term 1 | Spring Term 2 | Summer Term 1 | Summer Term 2 |
Science | Animals, including humans
| Living things and their habitats | States of matter
| States of matter
| Electricity | Sound |
Computing | Select and use software to accomplish given goals Microsoft office skills – Word – Publisher – (link to art) To search for specific information and know which information is useful and which is not E-safety |
Give an onscreen robot instructions to move from a to b - Scratch E-safety – acceptable and unacceptable behaviour using technology | To design a computer program that follows a sequence.
To create alternative paths to be taken through a program (using if, then, else) E-safety
| Make an accurate prediction and explanation and explain why they believe something will happen E-safety | Devise and construct databases using applications designed for this purpose in areas across the curriculum. E-safety | Produce and upload a podcast
E-safety
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History | Romans |
| Anglo Saxons and Scots |
| Vikings |
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Geography |
| Rivers |
| Migration
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| Natural resources in Northern Chile |
Art | Drawing - Basic skills and techniques – know how to use marks and lines to show texture in art Use sketch books to create facial expressions and to experiment with texture Integrating digital images into artwork | Understand how to show facial expressions and body language in sketches and paintings Select the works of artists from the renaissance period and consider the features (da Vinci, Michelangelo, Raphael) etc. Use photographs to help create reflections
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| Sculpt clay and other mouldable materials – Barbara Hepworth (local artist) inspired styles Know how to print onto different materials using at least four colours (Examples can be used form the work of Ruth Issett or Clare Burchell) |
| Know how to use line, tone, shape and colour to represent figures and forms in movement and know how to show reflections (Claude Monet) For movement and form, use Damien Hirst |
DT | Using the skills of design, make and evaluate create product (eg: Roman artefacts or animal homes) | Food technology | Create an Anglo-saxon helmet or ship using elements from DT curriculum use IT where appropriate to enhance the product – use sculpture
| Food technology | Using the skills of design, make and evaluate create product Link to Science by using lights, switches, or buzzers, using electrical systems in products | Food technology |
RE | Buddhism
| Buddhism | Christianity | Christianity | Islam | Sikhism
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SMSC/ British Values/RSE | Being me in my world | Celebrating difference | Dreams and Goals | Healthy Me | Relationships | Changing me |
Music | Charanga Brass 1 | Charanga Brass 1 Vocal tuition | Charanga Brass 1 | Charanga Brass 2 | Charanga Brass 2 | Charanga Brass 2 |
French | La Jolie Ronde Revision of colours from Y3 Parts of the body Ask how to say something in French
| La Jolie Ronde Zoo animals Letters of the alphabet Christmas themes | La Jolie Ronde 6 vowel sounds and simple words and phrases – written and read Oh la la, j’aime ca | La Jolie Ronde Play French games Recite short poem and/or song | La Jolie Ronde Members of the family Ask and answer questions about the family | La Jolie Ronde Vocabulary for a story, nouns and verbs, traditional stories Revision of pets |
PE | Functional Fitness - Agility Netball | Functional Fitness – Strength and Fitness
Dodgeball | Functional Fitness - Reaction
Basketball (Featherstone Rovers) | Functional Fitness – Running and Speed
Kwik Cricket (Featherstone Rovers) | Functional Fitness - Balance
Football | Functional Fitness – Hand eye
Football (Featherstone Rovers) |
Visits/Visitors |
| Askham Bryan Wildlife Park |
| Visit to The Hepworth Wakefield |
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