St George's Catholic Primary School

Religious Education

Our school follows the Come and See RE programme.

Autumn	Spring	Summer
Domestic Church PEOPLE The family of God in Scripture	Local Church COMMUNITY Life in the local Christian community and ministries in the parish	Pentecost NEW LIFE To hear and live the Easter message
Baptism/Confirmation CALLED Confirmation: a call to witness	Eucharist GIVING & RECEIVING Living in communion	Reconciliation / Anointing of the sick BUILDING BRIDGES Admitting wrong, being reconciled with God and each other
Judaism Torah		Islam Qur’an
Advent / Christmas GIFT God’s gift of love and friendship in Jesus	Lent/Easter SELF DISCIPLINE Celebrating growth to new life	Universal Church GOD’S PEOPLE Different saints show people what God is like

Autumn

Spring

Summer

Domestic Church

PEOPLE
The family of God in Scripture

Local Church

COMMUNITY
Life in the local Christian community and ministries in the parish

Pentecost

NEW LIFE
To hear and live the Easter message

Baptism/Confirmation

CALLED
Confirmation: a call to witness

Eucharist

GIVING & RECEIVING
Living in communion

Reconciliation / Anointing of the sick

BUILDING BRIDGES
Admitting wrong, being reconciled with God and each other

Judaism

Torah

Islam

Qur’an

Advent / Christmas

GIFT
God’s gift of love and friendship in Jesus

Lent/Easter

SELF DISCIPLINE
Celebrating growth to new life

Universal Church

GOD’S PEOPLE
Different saints show people what God is like

English

Spoken Language	Text Types
Listen and respond appropriately to adults and their peers Ask relevant questions to extend their understanding and knowledge Use relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinions Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Speak audibly and fluently with an increasing command of Standard English Participate in discussions, presentations, performances, role play/improvisations and debates Gain, maintain and monitor the interest of the listener(s) Consider and evaluate different viewpoints, attending to and building on the contributions of others Select and use appropriate registers for effective communication	Poetry using similes Reference books Textbooks Dictionaries Myths and legends Folk tales Non-fiction texts with contents and index pages Plays Poetry (free verse, narrative poetry) Letters Diary Instructions Significant authors and poets

Spoken Language

Text Types

Listen and respond appropriately to adults and their peers
Ask relevant questions to extend their understanding and knowledge
Use relevant strategies to build their vocabulary
Articulate and justify answers, arguments and opinions
Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
Speak audibly and fluently with an increasing command of Standard English
Participate in discussions, presentations, performances, role play/improvisations and debates
Gain, maintain and monitor the interest of the listener(s)
Consider and evaluate different viewpoints, attending to and building on the contributions of others
Select and use appropriate registers for effective communication

Poetry using similes

Reference books

Textbooks

Dictionaries

Myths and legends

Folk tales

Non-fiction texts with contents and index pages

Plays

Poetry (free verse, narrative poetry)

Letters

Diary

Instructions

Significant authors and poets

Vocabulary, Grammar and Punctuation	Spelling
Understand the grammatical difference between plural and possessive –s Use Standard English forms for verb inflections instead of local spoken forms, e.g. we were instead of we was, or I did instead of I done Expand noun phrases by adding modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair) Using fronted adverbials, e.g. Later that day, I heard the bad news. Use paragraphs to organise ideas around a theme Choose appropriate pronoun or noun within and across sentences to aid cohesion and avoid repetition. Use inverted commas and other punctuation to indicate direct speech, e.g. a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!” Use apostrophes to mark plural possession, e.g. the girl’s name, the girls’ names Use commas after fronted adverbials Terminology: determiner, pronoun, possessive pronoun, adverbial	Spell words with endings sounding like –sion, -cian, -tion, -ssion Add prefixes ‘in-‘, ‘il-‘, ‘im-‘ and ‘ir-‘ Add prefixes ‘anti-’ and ‘inter-‘sub’ ‘auto’, ‘super’ Suffix ‘ation’ Add suffixes ‘-ous’ Use possessive apostrophe with plurals Spell homophones & near-homophones Words spelt with ‘sc’ Write from memory simple sentences dictated by teacher, including words and punctuation taught so far. Use first 2 or 3 letters of a word to check its spelling in a dictionary. See annotated version of appendix 1 for year 4 Handwriting Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined. Increase the legibility, consistency and quality of their handwriting (for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch)

Vocabulary, Grammar and Punctuation

Spelling

Understand the grammatical difference between plural and possessive –s
Use Standard English forms for verb inflections instead of local spoken forms, e.g. we were instead of we was, or I did instead of I done
Expand noun phrases by adding modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
Using fronted adverbials, e.g. Later that day, I heard the bad news.
Use paragraphs to organise ideas around a theme
Choose appropriate pronoun or noun within and across sentences to aid cohesion and avoid repetition.
Use inverted commas and other punctuation to indicate direct speech, e.g. a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”
Use apostrophes to mark plural possession, e.g. the girl’s name, the girls’ names
Use commas after fronted adverbials
Terminology: determiner, pronoun, possessive pronoun, adverbial

Spell words with endings sounding like –sion, -cian, -tion, -ssion
Add prefixes ‘in-‘, ‘il-‘, ‘im-‘ and ‘ir-‘
Add prefixes ‘anti-’ and ‘inter-‘sub’ ‘auto’, ‘super’
Suffix ‘ation’
Add suffixes ‘-ous’
Use possessive apostrophe with plurals
Spell homophones & near-homophones
Words spelt with ‘sc’
Write from memory simple sentences dictated by teacher, including words and punctuation taught so far.
Use first 2 or 3 letters of a word to check its spelling in a dictionary.
See annotated version of appendix 1 for year 4

Handwriting

Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
Increase the legibility, consistency and quality of their handwriting (for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch)

Word Reading	Writing: Composition, Cohesion and Effect
Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), both to read aloud and to understand the meaning of new words they meet Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Reading Comprehension Develop positive attitudes to reading, and an understanding of what they read. Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Read books that are structured in different ways and read for a range of purposes Use dictionaries to check the meaning of words that they have read Increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally Identify themes and conventions in a wide range of books Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action. Discuss words and phrases that capture the reader’s interest and imagination Recognise some different forms of poetry. In books read independently: Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context. Ask questions to improve their understanding of a text Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justify inferences with evidence. Predict what might happen from details stated and implied Identify main ideas drawn from more than 1 paragraph and summarise these Identify how language, structure, and presentation contribute to meaning Retrieve and record information from non-fiction Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.	Write in a range of genres/forms, taking account of different audiences and purposes. Planning Compose and rehearse sentences orally, varying sentence structures Rehearse dialogue Discuss and record ideas Identify key features in similar texts (structure, vocabulary and grammar) Drafting and writing Narrative Create settings, characters and plot Sequence events clearly to show how one event leads to another using appropriate grammatical structures and vocabulary. Use paragraphs shift to indicate a change in setting, character, time (rather than simply reflecting stages in planning) Use Standard English forms for verb inflections instead of local spoken forms, e.g. we were instead of we was, or I did instead of I done. Include descriptive detail and make writing more vivid using specific nouns, adjectives, expanded noun phrases and figurative language (similes, metaphors) Describe characters in such a way to provoke a particular feeling in the reader, e.g. sympathy or dislike Develop mood and atmosphere using a range of vocabulary and dialogue between characters Include details expressed in ways that engage the reader Use techniques to get the reader on side (address them to engage or influence) Imitate authorial techniques gathered from the reading of narrative texts Poetry Writing poems imitating poetic structures studied Include details expressed in ways that engage the reader Non-narrative use simple organisational devices in non-narrative material, e.g. sub-headings. Organise or categorise information based on notes from several sources. Use paragraphs to organise ideas around a theme. Imitate authorial techniques gathered from reading. Use techniques to get the reader on side (address them to engage or persuade) Proofreading, editing and evaluating Proofreading for spelling and punctuation errors. Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences. Evaluate and edit by assessing the effectiveness of their own and other’s writing and suggesting improvements. Presenting Read aloud own writing, to a group or the whole class, using appropriate intonation and controlling the volume so that the meaning is clear.

Word Reading

Writing: Composition, Cohesion and Effect

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), both to read aloud and to understand the meaning of new words they meet
Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Reading Comprehension

Develop positive attitudes to reading, and an understanding of what they read.
Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
Read books that are structured in different ways and read for a range of purposes
Use dictionaries to check the meaning of words that they have read
Increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
Identify themes and conventions in a wide range of books
Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
Discuss words and phrases that capture the reader’s interest and imagination
Recognise some different forms of poetry.

In books read independently:

Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
Ask questions to improve their understanding of a text
Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justify inferences with evidence.
Predict what might happen from details stated and implied
Identify main ideas drawn from more than 1 paragraph and summarise these
Identify how language, structure, and presentation contribute to meaning
Retrieve and record information from non-fiction
Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Write in a range of genres/forms, taking account of different audiences and purposes.

Planning

Compose and rehearse sentences orally, varying sentence structures
Rehearse dialogue
Discuss and record ideas
Identify key features in similar texts (structure, vocabulary and grammar)

Drafting and writing

Narrative

Create settings, characters and plot
Sequence events clearly to show how one event leads to another using appropriate grammatical structures and vocabulary.
Use paragraphs shift to indicate a change in setting, character, time (rather than simply reflecting stages in planning)
Use Standard English forms for verb inflections instead of local spoken forms, e.g. we were instead of we was, or I did instead of I done.
Include descriptive detail and make writing more vivid using specific nouns, adjectives, expanded noun phrases and figurative language (similes, metaphors)
Describe characters in such a way to provoke a particular feeling in the reader, e.g. sympathy or dislike
Develop mood and atmosphere using a range of vocabulary and dialogue between characters
Include details expressed in ways that engage the reader
Use techniques to get the reader on side (address them to engage or influence)
Imitate authorial techniques gathered from the reading of narrative texts

Poetry

Writing poems imitating poetic structures studied
Include details expressed in ways that engage the reader

Non-narrative

use simple organisational devices in non-narrative material, e.g. sub-headings.
Organise or categorise information based on notes from several sources.
Use paragraphs to organise ideas around a theme.
Imitate authorial techniques gathered from reading.
Use techniques to get the reader on side (address them to engage or persuade)

Proofreading, editing and evaluating

Proofreading for spelling and punctuation errors.
Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
Evaluate and edit by assessing the effectiveness of their own and other’s writing and suggesting improvements.

Presenting

Read aloud own writing, to a group or the whole class, using appropriate intonation and controlling the volume so that the meaning is clear.

Maths

Maths
Number: Number & Place Value	Count in multiples of 6, 7, 9, 25 and 1000 Find 1000 more or less than a given number Count backwards through zero to include negative numbers Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) Order and compare numbers beyond 1000 Identify, represent and estimate numbers using different representations Round any number to the nearest 10, 100 or 1000 Solve number and practical problems that involve all of the above and with increasingly large positive numbers Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.
Number: Addition & Subtraction	Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate. Estimate and use inverse operations to check answers to a calculation Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.
Number: Multiplication & Division	Recall multiplication and division facts for multiplication tables up to 12 x 12 Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers. Recognise and use factor pairs and commutativity in mental calculations Multiply two-digit and three-digit numbers by a one-digit number using formal written layout Solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Number: Fractions	Recognise and show, using diagrams, families of common equivalent fractions Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. 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 Add and subtract fractions with the same denominator Recognise and write decimal equivalents of any number of tenths or hundredths Recognise and write decimal equivalents to 1/4, 1/2, 3/4 Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths. Round decimals with one decimal place to the nearest whole number. Compare numbers with the same number of decimal places up to two decimal places. Solve simple measure and money problems involving fractions and decimals to two decimal places.
Measurement	Convert between different units of measure [for example, kilometre to metre; hour to minute] Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. Find the area of rectilinear shapes by counting squares. Estimate, compare and calculate different measures, including money in pounds and pence.
Geometry: Properties of Shapes	Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes Identify acute and obtuse angles and compare and order angles up to two right angles by size. Identify lines of symmetry in 2-D shapes presented in different orientations Complete a simple symmetric figure with respect to a specific line of symmetry.
Geometry: Position & Direction	Describe positions on a 2-D grid as coordinates in the first quadrant Describe movements between positions as translations of a given unit to the left/right and up/down Plot specified points and draw sides to complete a given polygon.
Statistics	Interpret and present discrete and continuous data 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.

Science

Autumn	Spring	Summer
*Making waves* To describe and explain sound sources by identifying and explaining sound sources around school. To find patterns between the volume of a sound and the strength of the vibrations that produced it. To explain how different sounds travel. To recognise that vibrations from sounds travel through a medium to the ear. To explore ways to change the pitch of a sound. To recognise that sounds get fainter as the distance from the sound source increases, by exploring how sounds change over distance. To investigate ways to absorb sound. To make a musical instrument to play different sounds.	*What is the matter?* To compare and group materials together, according to whether they are solids, liquids or gases by sorting and describing materials into solids, liquids and gases Investigate gases and their uses. To 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) by investigating how heating and cooling can change a material’s state. To 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) by exploring how water can change its state to a solid, liquid or a gas. To associate the rate of evaporation with temperature by investigating the effect of temperature on drying washing. To make systematic, careful and accurate observations and measurements and report on findings from enquiries by displaying results and conclusions by investigating the effect of temperature on drying washing. To identify the part played by evaporation and condensation in the water cycle by creating a model of the water cycle.	Wriggle and crawl To recognise that living things can be grouped in a variety of ways by sorting living things into a range of groups. Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. To explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment by generating questions to sort vertebrates and invertebrates in a classification key. Identifying differences, similarities or changes related to simple scientific ideas and processes by identifying vertebrates by their similarities and differences. Using straightforward scientific evidence to answer questions by explaining how they have identified an invertebrate. To recognise that environments can change and that this can sometimes pose dangers to living things i.e. endangered species and changes in our local environment. Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and table by recording observations on a map and in a table. Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions by writing about and orally presenting findings from research.
*Food glorious food!* To describe the simple functions of the basic parts of the digestive system in humans in the context of identifying and explaining the parts of the digestive system. To identify the different types of teeth in humans and their simple functions by learning about different types of teeth. To identify differences, similarities or changes related to simple scientific ideas and processes by comparing human and animal teeth. To ask relevant questions and use different types of scientific enquiries to answer them by distinguishing between scientific and non-scientific questions and choosing between types of scientific enquiry. To set up simple practical enquiries, comparative and fair tests by setting up an enquiry or test to understand what causes tooth decay. To make systematic and careful observations by observing the changes that occur in their enquiry or test. To use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions By presenting findings, making predictions and raising questions about results. To construct and interpret a variety of food chains, identifying producers, predators and prey by understanding food chains and the role of different plants and animals within them.	*Bright sparks!* Identify common appliances that run on electricity. Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers. Making systematic and careful observations, using a range of equipment. Recording findings using labelled diagrams. 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. Setting up simple practical enquiries, comparative and fair tests. Making systematic and careful observations, using a range of equipment. Using results to draw simple conclusions. Recognise some common conductors and insulators, and associate metals with being good conductors. Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit. Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. Using straight forward scientific evidence to answer questions or to support their findings. Identifying differences, similarities or changes related to simple scientific ideas and processes.	*Spectacular scientists* To recognise that environments can change and that this can sometimes pose dangers to living things by exploring Gerald Durrell’s conservation work in Madagascar. To set up simple practical enquiries and report on findings from enquiries in the context of soil erosion and nutrient loss. To recognise that vibrations from sounds travel through a medium to the ear in the context of Alexander Graham Bell’s invention of the telephone. To report on findings, including oral and written presentations and displays. Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers in the context of building a solar oven. Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit in the context of creating a traffic light. To compare and group materials together according to whether they are solids, liquids or gases by exploring the discovery of oxygen. To identify changes relating to simple scientific ideas and processes by exploring the discovery of oxygen and the theory of phlogiston. To 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) by exploring Kelvin’s discovery of absolute zero. To take accurate measurements using standard units and a range of equipment, including thermometers by comparing the Kelvin scale with Celsius. To identify changes related to scientific ideas and processes by exploring Thomas Edison's and Lewis Latimer's work with electricity. To identify common electrical appliances that run on electricity by exploring Thomas Edison's and Lewis Latimer's work with electricity. To identify the different types of teeth in humans and their functions by finding out about the invention of toothpaste. To use scientific evidence from comparative tests to support their findings by comparing different toothpastes.

Autumn

Spring

Summer

Making waves

To describe and explain sound sources by identifying and explaining sound sources around school.
To find patterns between the volume of a sound and the strength of the vibrations that produced it.
To explain how different sounds travel.
To recognise that vibrations from sounds travel through a medium to the ear.
To explore ways to change the pitch of a sound.
To recognise that sounds get fainter as the distance from the sound source increases, by exploring how sounds change over distance.
To investigate ways to absorb sound.
To make a musical instrument to play different sounds.

What is the matter?

To compare and group materials together, according to whether they are solids, liquids or gases by sorting and describing materials into solids, liquids and gases
Investigate gases and their uses.
To 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) by investigating how heating and cooling can change a material’s state.
To 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) by exploring how water can change its state to a solid, liquid or a gas.
To associate the rate of evaporation with temperature by investigating the effect of temperature on drying washing.
To make systematic, careful and accurate observations and measurements and report on findings from enquiries by displaying results and conclusions by investigating the effect of temperature on drying washing.
To identify the part played by evaporation and condensation in the water cycle by creating a model of the water cycle.

Wriggle and crawl

To recognise that living things can be grouped in a variety of ways by sorting living things into a range of groups.
Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
To explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment by generating questions to sort vertebrates and invertebrates in a classification key.
Identifying differences, similarities or changes related to simple scientific ideas and processes by identifying vertebrates by their similarities and differences.
Using straightforward scientific evidence to answer questions by explaining how they have identified an invertebrate.
To recognise that environments can change and that this can sometimes pose dangers to living things i.e. endangered species and changes in our local environment.
Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and table by recording observations on a map and in a table.
Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions by writing about and orally presenting findings from research.

Food glorious food!

To describe the simple functions of the basic parts of the digestive system in humans in the context of identifying and explaining the parts of the digestive system.
To identify the different types of teeth in humans and their simple functions by learning about different types of teeth.
To identify differences, similarities or changes related to simple scientific ideas and processes by comparing human and animal teeth.
To ask relevant questions and use different types of scientific enquiries to answer them by distinguishing between scientific and non-scientific questions and choosing between types of scientific enquiry.
To set up simple practical enquiries, comparative and fair tests by setting up an enquiry or test to understand what causes tooth decay.
To make systematic and careful observations by observing the changes that occur in their enquiry or test.
To use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions By presenting findings, making predictions and raising questions about results.
To construct and interpret a variety of food chains, identifying producers, predators and prey by understanding food chains and the role of different plants and animals within them.

Bright sparks!

Identify common appliances that run on electricity.
Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
Making systematic and careful observations, using a range of equipment.
Recording findings using labelled diagrams.
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.
Setting up simple practical enquiries, comparative and fair tests.
Making systematic and careful observations, using a range of equipment.
Using results to draw simple conclusions.
Recognise some common conductors and insulators, and associate metals with being good conductors.
Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions.
Using straight forward scientific evidence to answer questions or to support their findings.
Identifying differences, similarities or changes related to simple scientific ideas and processes.

Spectacular scientists

To recognise that environments can change and that this can sometimes pose dangers to living things by exploring Gerald Durrell’s conservation work in Madagascar.
To set up simple practical enquiries and report on findings from enquiries in the context of soil erosion and nutrient loss.
To recognise that vibrations from sounds travel through a medium to the ear in the context of Alexander Graham Bell’s invention of the telephone.
To report on findings, including oral and written presentations and displays.
Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers in the context of building a solar oven.
Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit in the context of creating a traffic light.
To compare and group materials together according to whether they are solids, liquids or gases by exploring the discovery of oxygen.
To identify changes relating to simple scientific ideas and processes by exploring the discovery of oxygen and the theory of phlogiston.
To 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) by exploring Kelvin’s discovery of absolute zero.
To take accurate measurements using standard units and a range of equipment, including thermometers by comparing the Kelvin scale with Celsius.
To identify changes related to scientific ideas and processes by exploring Thomas Edison's and Lewis Latimer's work with electricity.
To identify common electrical appliances that run on electricity by exploring Thomas Edison's and Lewis Latimer's work with electricity.
To identify the different types of teeth in humans and their functions by finding out about the invention of toothpaste.
To use scientific evidence from comparative tests to support their findings by comparing different toothpastes.

Computing

We use the Teach Computing scheme of work to deliver the computing curriculum to ensure full coverage and progression in this specialised area. The children are also given opportunities to use their computing skills in other areas of the curriculum using desktop computers, laptops, chromebooks and tablets.

To find out more about the Teach Computing curriculum, visit www.teachcomputing.org

Computing systems and networks	Creating media	Programming A	Data and Information	Creating media	Programming B
The internet Recognising the internet as a network of networks including the WWW, and why we should evaluate online content.	Audio production Capturing and editing audio to produce a podcast, ensuring that copyright is considered.	Repetition in shapes Using a text-based programming language to explore count-controlled loops when drawing shapes.	Data logging Recognising how and why data is collected over time, before using data loggers to carry out an investigation.	Photo editing Manipulating digital images, and reflecting on the impact of changes and whether the required purpose is fulfilled.	Repetition in games Using a block-based programming language to explore count-controlled and infinite loops when creating a game.

Computing systems and networks

Creating media

Programming A

Data and Information

Creating media

Programming B

The internet

Recognising the internet as a network of networks including the WWW, and why we should evaluate online content.

Audio production

Capturing and editing audio to produce a podcast, ensuring that copyright is considered.

Repetition in shapes

Using a text-based programming language to explore count-controlled loops when drawing shapes.

Data logging

Recognising how and why data is collected over time, before using data loggers to carry out an investigation.

Photo editing

Manipulating digital images, and reflecting on the impact of changes and whether the required purpose is fulfilled.

Repetition in games

Using a block-based programming language to explore count-controlled and infinite loops when creating a game.

PE

Year 4 PE Objectives
Communication	Communicate and compete with each other Begin to show an understanding of how to improve own and others’ performances
Competence	Begin to use running, jumping, throwing and catching in isolation and in combination Further develop flexibility, strength, control and balance
Participate	Play competitive games and demonstrate their sense of sportsmanship, e.g. fairness and respect Understand basic principles suitable for attacking and defending Participate in outdoor and adventurous activities
Performance	Perform dances and gymnastics routines on own and with others using movement patterns Compare performances with previous ones Begin to demonstrate improvement to achieve personal best

	TERM 1	TERM 2	TERM 3
First half-term	Dodgeball	Swimming	Athletics
Second half-term	Gymnastics	Swimming	Rounders

Music

Year 4 Music Objectives
Composition	Compose music on their own and with others, using the linked dimensions of music, e.g. pitch, tempo, dynamics, musical notations Use and understand some staff and other musical notation
Listen To	Listen to and begin to recall sounds with increased aural memory
Play and performance	Use voices and musical instruments with increasing accuracy, fluency and expression
Review and evaluate	Appreciate and understand a range of high quality live and recorded music of different cultures, traditions and composers Develop an understanding of the history of music

Art

Autumn Term

Topic (Taken from Long Term Plan)	Media and Materials	Skills	Vocabulary	Significant Artists
Anglo Saxon – Design and Make Jewellery	Create sketchbooks to record and revisit observations. Draw Anglo Saxon jewellery.	Apply art and design techniques with creativity, experimentation and increasing awareness. – Use clay to create a piece of jewellery inspired by Anglo Saxon designs.	Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.	Draw on work of other artists for inspiration and begin to emulate their style. Know about great artists, architects and designers and how their art/ design reflected and shaped our history and contributed to the culture of our nation.

Topic (Taken from Long Term Plan)

Media and Materials

Skills

Vocabulary

Significant Artists

Anglo Saxon – Design and Make Jewellery

Create sketchbooks to record and revisit observations. Draw Anglo Saxon jewellery.

Apply art and design techniques with creativity, experimentation and increasing awareness. – Use clay to create a piece of jewellery inspired by Anglo Saxon designs.

Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.

Draw on work of other artists for inspiration and begin to emulate their style.

Know about great artists, architects and designers and how their art/ design reflected and shaped our history and contributed to the culture of our nation.

Spring Term

Topic (Taken from Long Term Plan)	Media & Materials	Skills	Vocabulary	Significant Artists
Mothers day/Easter card	In textiles, use basic cross stitch and back stitch.	Apply art and design techniques with creativity, experimentation and increasing awareness.	Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.
Extreme earth – watercolour painting of arctic landscape	Create sketchbooks to record and revisit observations. In painting, use watercolours to create washes for backgrounds.	Apply art and design techniques with creativity, experimentation and increasing awareness.	Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.	Draw on work of other artists for inspiration and begin to emulate their style.

Topic (Taken from Long Term Plan)

Media & Materials

Skills

Vocabulary

Significant Artists

Mothers day/Easter card

In textiles, use basic cross stitch and back stitch.

Apply art and design techniques with creativity, experimentation and increasing awareness.

Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.

Extreme earth – watercolour painting of arctic landscape

Create sketchbooks to record and revisit observations.

In painting, use watercolours to create washes for backgrounds.

Apply art and design techniques with creativity, experimentation and increasing awareness.

Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.

Draw on work of other artists for inspiration and begin to emulate their style.

Summer Term

Topic (Taken from Long Term Plan)	Media and Materials	Skills	Vocabulary	Significant Artists
Mothers day/Easter card	In textiles, use basic cross stitch and back stitch.	Apply art and design techniques with creativity, experimentation and increasing awareness.	Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.
Extreme earth – watercolour painting of arctic landscape	Create sketchbooks to record and revisit observations. In painting, use watercolours to create washes for backgrounds.	Apply art and design techniques with creativity, experimentation and increasing awareness.	Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.	Draw on work of other artists for inspiration and begin to emulate their style.

Topic (Taken from Long Term Plan)

Media and Materials

Skills

Vocabulary

Significant Artists

Mothers day/Easter card

In textiles, use basic cross stitch and back stitch.

Apply art and design techniques with creativity, experimentation and increasing awareness.

Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.

Extreme earth – watercolour painting of arctic landscape

Create sketchbooks to record and revisit observations.

In painting, use watercolours to create washes for backgrounds.

Apply art and design techniques with creativity, experimentation and increasing awareness.

Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.

Draw on work of other artists for inspiration and begin to emulate their style.

Summer Term

Topic (Taken from Long Term Plan)	Media & Materials	Skills	Vocabulary	Significant Artists
Rainforests – draw animals found in rainforests. Make a print of rainforest leaves	Create sketchbooks to record and revisit observations. In drawing, use a range of pencils and techniques to show effect, movement, perspective and reflection. In print, use layers of two or more colours. In digital media, use a range of tools to create different images, video and sound recordings. Create an animation and add sound effects of rainforest	Apply art and design techniques with creativity, experimentation and increasing awareness.	Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.	Draw on work of other artists for inspiration and begin to emulate their style.
Artist – Henri Rousseau	In collage, use mosaic and montage. Make a collage of the painting – Tiger in a Tropical Storm	Apply art and design techniques with creativity, experimentation and increasing awareness.	Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.	Draw on work of other artists for inspiration and begin to emulate their style. Know about great artists, architects and designers and how their art/ design reflected and shaped our history and contributed to the culture of our nation.

Topic (Taken from Long Term Plan)

Media & Materials

Skills

Vocabulary

Significant Artists

Rainforests – draw animals found in rainforests.

Make a print of rainforest leaves

Create sketchbooks to record and revisit observations.

In drawing, use a range of pencils and techniques to show effect, movement, perspective and reflection.

In print, use layers of two or more colours. In digital media, use a range of tools to create different images, video and sound recordings. Create an animation and add sound effects of rainforest

Apply art and design techniques with creativity, experimentation and increasing awareness.

Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.

Draw on work of other artists for inspiration and begin to emulate their style.

Artist – Henri Rousseau

In collage, use mosaic and montage. Make a collage of the painting – Tiger in a Tropical Storm

Apply art and design techniques with creativity, experimentation and increasing awareness.

Use a range of artistic vocabulary to discuss and evaluate work e.g. Reflection, contemporary, convey.

Draw on work of other artists for inspiration and begin to emulate their style.

Know about great artists, architects and designers and how their art/ design reflected and shaped our history and contributed to the culture of our nation.

DT

Autumn Term

Topic (Taken from Long Term Plan)

Designing Objectives

Making Objective

Evaluating Objective

Technical Knowledge Objective

Cooking and Nutrition Objective

IT / Science

Use computing to program, monitor and control products.

Identify a wider range of mechanical systems and how they work ( gears, pulleys, cams, levers and linkages)

Use understanding of electrical systems (series circuits, switches, bubs and motors)

Anglo Saxon COOKING - Twinkl Planit-Design-and-Technology-LKS2-The-Great-Bread-Bake-Off-Planning link to Anglo Saxons growing wheat and making bread.

Know where and how a variety of ingredients are grown, reared, caught and processed.- link to food eaten in the Anglo Saxon Times.

Spring Term

Topic (Taken from Long Term Plan)	Designing Objective	Making Objective	Evaluating Objective	Technical Knowledge Objective	Cooking and Nutrition Objective
Extreme STRUCTURES - Twinkl -PlanIt-DT-LKS2-Mechanical-Posters-Planning- Make a poster to show how eruptions in volcanos work Earth	Communicate, generate and develop ideas using a range of strategies eg prototypes, pattern pieces. Use research to inform design and develop design criteria. Take risks to become innovative and resourceful.	Select from and use a wider range of tools, equipment and materials and components accurately to make prototypes.	Evaluate own and other’s work suggesting improvements and consider the views of others to improve their work. Investigate a range of existing products of relevant contexts eg cultural, industry.	Apply understanding of how to strengthen, stiffen in order to reinforce more complex structures.

Topic (Taken from Long Term Plan)

Designing Objective

Making Objective

Evaluating Objective

Technical Knowledge Objective

Cooking and Nutrition Objective

Extreme STRUCTURES - Twinkl -PlanIt-DT-LKS2-Mechanical-Posters-Planning-

Make a poster to show how eruptions in volcanos work Earth

Communicate, generate and develop ideas using a range of strategies eg prototypes, pattern pieces.

Use research to inform design and develop design criteria.

Take risks to become innovative and resourceful.

Select from and use a wider range of tools, equipment and materials and components accurately to make prototypes.

Evaluate own and other’s work suggesting improvements and consider the views of others to improve their work.

Investigate a range of existing products of relevant contexts eg cultural, industry.

Apply understanding of how to strengthen, stiffen in order to reinforce more complex structures.

Summer Term

Topic (Taken from Long Term Plan)	Designing Objective	Making Objective	Evaluating Objective	Technical Knowledge Objective	Cooking and Nutrition Objective
Learn to Juggle TEXTILES – Juggling-Balls-Planning-Overview Tie dye and sewing – use the colours found in the rainforest to inspire design e.g. shades of green.	Communicate, generate and develop ideas using a range of strategies eg prototypes, pattern pieces. Use research to inform design and develop design criteria. Take risks to become innovative and resourceful.	Select from and use a wider range of tools, equipment and materials and components accurately to make prototypes.	Evaluate own and other’s work suggesting improvements and consider the views of others to improve their work. Investigate a range of existing products of relevant contexts eg cultural, industry.

Topic (Taken from Long Term Plan)

Designing Objective

Making Objective

Evaluating Objective

Technical Knowledge Objective

Cooking and Nutrition Objective

Learn to Juggle TEXTILES – Juggling-Balls-Planning-Overview

Tie dye and sewing – use the colours found in the rainforest to inspire design e.g. shades of green.

Communicate, generate and develop ideas using a range of strategies eg prototypes, pattern pieces.

Use research to inform design and develop design criteria.

Take risks to become innovative and resourceful.

Select from and use a wider range of tools, equipment and materials and components accurately to make prototypes.

Evaluate own and other’s work suggesting improvements and consider the views of others to improve their work.

Investigate a range of existing products of relevant contexts eg cultural, industry.

History

History
Autumn	Anglos Saxons, Scots and Vikings	This could include: Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Christian conversion – Canterbury, Iona and Lindisfarne This could include: Viking raids and invasion Resistance by Alfred the Great and Athelstan, first king of England Further Viking invasions and Danegeld Anglo-Saxon laws and justice Edward the Confessor and his death in 1066
	Local historic knowledge of Southend	This could include: A depth study linked to one of the British areas of study listed above A study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066) A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Autumn

Anglos Saxons, Scots and Vikings

This could include:

Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire
Scots invasions from Ireland to north Britain (now Scotland)
Anglo-Saxon invasions, settlements and kingdoms: place names and village life
Anglo-Saxon art and culture
Christian conversion – Canterbury, Iona and Lindisfarne

This could include:

Viking raids and invasion
Resistance by Alfred the Great and Athelstan, first king of England
Further Viking invasions and Danegeld
Anglo-Saxon laws and justice
Edward the Confessor and his death in 1066

Local historic knowledge of Southend

This could include:

A depth study linked to one of the British areas of study listed above
A study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)
A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Geography

Geographical skills and fieldwork to be completed throughout KS2

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.
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, plan sand graphs, and digital technologies.

Geography
Autumn	Human and physical geography	Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water in UK and European countries
Spring		Describe and understand key aspects of physical geography, including: mountains, volcanoes and earthquakes, and the water cycle
Summer		Describe and understand key aspects of climate zones, biomes and vegetation belts, rivers

RSHE

Year 4 Relationships and Health Education Timetable

You can access the parent portal for further information on each session by clicking on the title of the session.

Username: st-george-ss3

Pasword: red-3

Jesus, my friend Children will learn: That Jesus loves, embraces, guides, forgives and reconciles us with Him and one another The importance of forgiveness and reconciliation in relationships, and some of Jesus’ teaching on forgiveness That relationships take time and effort to sustain We reflect God’s image in our relationships with others: this is intrinsic to who we are and to our happiness	Sharing Online Children will learn: To recognise that their increasing independence brings increased responsibility to keep themselves and others safe How to use technology safely That just as what we eat can make us healthy or make us ill, so what we watch, hear, say or do can be good or bad for us and others How to report and get help if they encounter inappropriate materials or messages	Chatting online Children will learn: How to use technology safely That bad language and bad behaviour are inappropriate That just as what we eat can make us healthy or make us ill, so what we watch, hear, say or do can be good or bad for us and others How to report and get help if they encounter inappropriate materials or messages	Safe in my body Children will learn: To judge well what kind of physical contact is acceptable or unacceptable and how to respond That there are different people we can trust for help, especially those closest to us who care for us, including our teachers and parish priest	Drugs, Alcohol and Tobacco Children will learn: Medicines are drugs, but not all drugs are good for us Alcohol and tobacco are harmful substances Our bodies are created by God, so we should take care of them and be careful about what we consume
We don’t have to be the same Children will learn: Similarities and differences between people arise as they grow and make choices, and that by living and working together (‘teamwork’) we create community Self-confidence arises from being loved by God (not status, etc)	Respecting our bodies Children will learn: About the need to respect and look after their bodies as a gift from God through what they wear, what they eat and what they physically do	What is Puberty Children will learn: What the term puberty means When they can expect puberty to take place That puberty is part of God’s plan for our bodies	Changing bodies Children will learn: Correct naming of genitalia What changes will happen to boys during puberty What changes will happen to girls during puberty	Life Cycles Children will learn: That they were handmade by God with the help of their parents How a baby grows and develops in its mother’s womb including, scientifically, the uniqueness of the moment of conception How conception and life in the womb fits into the cycle of life That throughout their lives human beings act at three integrated levels: physical, psychological and spiritual

Jesus, my friend Children will learn:

That Jesus loves, embraces, guides, forgives and reconciles us with Him and one another
The importance of forgiveness and reconciliation in relationships, and some of Jesus’ teaching on forgiveness
That relationships take time and effort to sustain
We reflect God’s image in our relationships with others: this is intrinsic to who we are and to our happiness

Sharing Online

Children will learn:

To recognise that their increasing independence brings increased responsibility to keep themselves and others safe
How to use technology safely
That just as what we eat can make us healthy or make us ill, so what we watch, hear, say or do can be good or bad for us and others
How to report and get help if they encounter inappropriate materials or messages

Chatting online Children will learn:

How to use technology safely
That bad language and bad behaviour are inappropriate
That just as what we eat can make us healthy or make us ill, so what we watch, hear, say or do can be good or bad for us and others
How to report and get help if they encounter inappropriate materials or messages

Safe in my body Children will learn:

To judge well what kind of physical contact is acceptable or unacceptable and how to respond
That there are different people we can trust for help, especially those closest to us who care for us, including our teachers and parish priest

Drugs, Alcohol and Tobacco

Children will learn:

Medicines are drugs, but not all drugs are good for us
Alcohol and tobacco are harmful substances
Our bodies are created by God, so we should take care of them and be careful about what we consume

We don’t have to be the same

Children will learn:

Similarities and differences between people arise as they grow and make choices, and that by living and working

together (‘teamwork’) we create community

Self-confidence arises from being loved by God (not status, etc)

Respecting our bodies

Children will learn:

About the need to respect and look after their bodies as a gift from God through what they wear, what they eat and what they physically do

What is Puberty Children will learn:

What the term puberty means
When they can expect puberty to take place
That puberty is part of God’s plan for our bodies

Changing bodies

Children will learn:

Correct naming of genitalia
What changes will happen to boys during puberty
What changes will happen to girls during puberty

Life Cycles

Children will learn:

That they were handmade by God with the help of their parents
How a baby grows and develops in its mother’s womb including, scientifically, the uniqueness of the moment of conception
How conception and life in the womb fits into the cycle of life
That throughout their lives human beings act at three integrated levels: physical, psychological and spiritual

Cultural Capital

Cultural capital is the essential knowledge, skills and behaviours that children need to prepare them for their future success. It is about giving children the best possible start to their early education with a wide range of enriching experiences. These experiences reflect the child’s environment and develop their many skills such as resilience and confidence, as well as promoting their social interactions, their relationships and culture.

Examples of some of the experiences are:

Learn to play the violin
Record sounds for others to guess
Learn the books of the Bible
Write a moral story for Reception
Go on a historical walk of Southend and walk the pier
Create a sculpture based on work from around the world
Learn how to juggle
Write and perform a poem
Compose a piece of music based on a different culture and perform it to another class
Plan and take part in a treasure hunt
Perform the Stations of the Cross
Learn how to use a compass
Learn the European capital cities
Learn an Indian dance
Learn to sing in rounds
Write a story for Reception class
Take part in a Viking banquet
Make a variety of breads from around the world
Create a 3D rainforest
Plan a weekend trip to anywhere in the British Isles with costs included and make a pamphlet
Find a sporting world record to share with your class
Learn the names of the Kings and Queens of England

MFL

French is taught in key stage 2. The skills listed below are taught across the year groups and regularly revisited.

French
Listening & Comprehension	Listen attentively to spoken language and show understanding by joining in and responding. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
Speaking	Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* Speak in sentences, using familiar vocabulary, phrases and basic language structures Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* Present ideas and information orally to a range of audiences*
Reading & Comprehension	Read carefully and show understanding of words, phrases and simple writing Appreciate stories, songs, poems and rhymes in the language Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
Writing	Write phrases from memory, and adapt these to create new sentences, to express ideas clearly Describe people, places, things and actions orally* and in writing Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Faith, Family, Education, Excellence

Year 4

Religious Education

English

Maths

Science

Computing

PE

Music

Art

DT

History

Geography

RSHE

Cultural Capital

MFL