Y4 Overview 2018-2019 LITERACY AUTUMN SPRING SUMMER 1st Half 2nd Half 1st Half 2nd Half 1st Half 2nd Half T4W Charlie and the Chocolate Factory (3 weeks) RECOUNT - DIARY Focus: first person emotive recount. Task (writing purpose): tense accuracy – irregular past tense verbs, adverbials of place, time and manner (adverbial phrases), pronouns for cohesion. Charlie and the Chocolate Factory (3 weeks) PORTAL STORY Model text: Charlie and the Chocolate Factory (extract) Focus: pre and post-noun modification, speech. Task (writing purpose): describe a portal setting. Charlie and the Chocolate Factory songs – Roald Dahl poems POETRY (2 weeks) Focus: Rhyming couplets Task (writing focus): Write a warning poem T4W The True Story of The Three Little Pigs (3 weeks) TWISTED FAIRYTALES/ TRADITIONAL TALES Focus: plot structures i.e. twists. Task (writing purpose): write a traditional tale from a different perspective. The True Story of The Three Little Pigs (3 weeks) PERSUASIVE Focus: Choosing pronouns and nouns for cohesion. Task (writing purpose): write a persuasive piece from the perspective of a villain (wolf). 100 Best Poems for Children ‘Jack Frost In The Garden’ page 104 (2 week) POETRY Focus: Rhyming Task (writing purpose): create own rhyming Winter poem T4W ‘Opening of the Tomb’ - The Secret of The Sun King (3 weeks) SUSPENSE Focus: building suspense/tension Task (writing purpose): write a narrative about discovering another monster. Newspaper Report (3 weeks) JOURNALISM Focus: formal language. Task (writing purpose): writing a newspaper report on the discovery of Tutankhamen’s Tomb. T4W Egyptian-themed Explanation Text (Egyptian based) EXPLANATION Focus: organisation around a series of steps and diagrams Task (writing purpose): write an explanation on how to mummify an object. Information Text National Trust: How to Help a Hedgehog and Protect a Polar Bear (3 weeks) INFORMATION Focus: presenting facts Task (writing purpose): create an information text on ‘The World/Living Things’ T4W The Spiderwick Chronicles – Fieldguide/The Seeing Stone (3 weeks) FANTASY TALE Focus: describing settings. Task (writing purpose): write a finding tale set in a fantasy world. The Spiderwick Chronicles – The Seeing Stone (3 weeks) DISCUSSION Focus: Debate language – creating a balanced argument Task (writing purpose): write a discussion answering a different ‘Should…’ question. T4W The Firework Maker’s Daughter (3 weeks) JOURNEY TALE Focus: cohesion within and between narrative paragraphs. Task (writing purpose): create a new journey tale (either from perspectives of the firework maker’s daughter or an original). Journey to Jo’burg (3 weeks) EXPLANTION/INFORMATIO N Focus: formal and informal letter writing Task (writing purpose): Write a letter of complaint about treatment of the characters in the book A Caribbean Dozen (Who Dat Girl by Valerie Bloom page 18) POETRY (2 weeks) Focus: word choice Task (writing purpose): write a poem about identity.
T4W Charlie and the Chocolate Factory (3 weeks) RECOUNT - DIARY Focus: first person emotive recount. Task (writing purpose): tense accuracy – irregular past tense verbs, adverbials of place, time and manner (adverbial phrases), pronouns for cohesion. Charlie and the Chocolate Factory (3 weeks) PORTAL STORY Model text: Charlie and the Chocolate Factory (extract) Focus: pre and post-noun modification, speech. Task (writing purpose): describe a portal setting. Charlie and the Chocolate Factory songs – Roald Dahl poems POETRY (2 weeks) Focus: Rhyming couplets Task (writing focus): Write a warning poem
T4W The True Story of The Three Little Pigs (3 weeks) TWISTED FAIRYTALES/ TRADITIONAL TALES Focus: plot structures i.e. twists. Task (writing purpose): write a traditional tale from a different perspective. The True Story of The Three Little Pigs (3 weeks) PERSUASIVE Focus: Choosing pronouns and nouns for cohesion. Task (writing purpose): write a persuasive piece from the perspective of a villain (wolf). 100 Best Poems for Children ‘Jack Frost In The Garden’ page 104 (2 week) POETRY Focus: Rhyming Task (writing purpose): create own rhyming Winter poem
T4W ‘Opening of the Tomb’ - The Secret of The Sun King (3 weeks) SUSPENSE Focus: building suspense/tension Task (writing purpose): write a narrative about discovering another monster. Newspaper Report (3 weeks) JOURNALISM Focus: formal language. Task (writing purpose): writing a newspaper report on the discovery of Tutankhamen’s Tomb.
T4W Egyptian-themed Explanation Text (Egyptian based) EXPLANATION Focus: organisation around a series of steps and diagrams Task (writing purpose): write an explanation on how to mummify an object. Information Text National Trust: How to Help a Hedgehog and Protect a Polar Bear (3 weeks) INFORMATION Focus: presenting facts Task (writing purpose): create an information text on ‘The World/Living Things’
T4W The Spiderwick Chronicles – Fieldguide/The Seeing Stone (3 weeks) FANTASY TALE Focus: describing settings. Task (writing purpose): write a finding tale set in a fantasy world. The Spiderwick Chronicles –The Seeing Stone (3 weeks) DISCUSSION Focus: Debate language – creating a balanced argument Task (writing purpose): write a discussion answering a different ‘Should…’ question.
T4W The Firework Maker’s Daughter (3 weeks) JOURNEY TALE Focus: cohesion within and between narrative paragraphs. Task (writing purpose): create a new journey tale (either from perspectives of the firework maker’s daughter or an original). Journey to Jo’burg (3 weeks) EXPLANTION/INFORMATION Focus: formal and informal letter writing Task (writing purpose): Write a letter of complaint about treatment of the characters in the book A Caribbean Dozen (Who Dat Girl by Valerie Bloom page 18) POETRY (2 weeks) Focus: word choice Task (writing purpose): write a poem about identity.
Place Value – Part 1 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. Round any number to the nearest 10, 100 or 1000 Read Roman numerals to 100 (l to C) and know that over time, the numeral system changed to include the concept of zero and place value.
Geometry – Part 1 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.
Measure the perimeter of simple 2-D shapes.
Complete a simple symmetric figure with respect to a specific line of symmetry.
Find the area of rectilinear shapes by counting squares.
Fractions – Part 1 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 show, using diagrams, families of common equivalent fractions.
Recognise and write decimal equivalents of any number of tenths or hundredths.
Round decimals with one decimal place to the nearest whole number.
Addition and Subtraction – Part 2 Solve addition and subtraction problems in contexts, deciding which operations and methods to use and why. Estimate and use inverse operations to check answers to a calculation.
Position and 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.
Multiplication and Division – Part 2 Recognise and use factor pairs and commutativity in mental calculators.
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.
Count up and down in hundredths; recognise that hundredths arise when dividing and object by one hundred and dividing tenths by ten.
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.
Measure
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.
Addition and Subtraction – Part 1 Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate. Solve addition and subtraction problems in contexts, deciding which operations and methods to use and why.
Multiplication and Division – Part 1 Count in multiples of 6, 7. 9, 25 and 1000.
Recall multiplication and division facts for multiplication tables up to 12 x 12
Recognise and use factor pairs and commutativity in mental calculations.
Multiply two-digit by one-digit number using formal written layout.
Solve problems involving multiplying and adding, including using distributive law. Integer scaling problems and harder correspondence e.g. n objects are connected to m objects.
Fractions – Part 1
Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
Place Value – Part 2 Count in multiples of 6, 7, 9, 25 and 1000 Find 1000 more or less than a given number. Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens and ones). 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.
Addition and Subtraction – Part 2 Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate.
Multiplication and Division – Part 2
Recall multiplication and division facts for multiplication tables up to 12 × 12.
Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; multiplying together three numbers.
Fractions – Part 2
Recognise and show, using diagrams, families of common equivalent fractions.
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 tenths or hundredths.
Recognise and write 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.
Position and Direction – Part 2 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.
Geometry
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.
Measure the perimeter of simple 2-D shapes.
Complete a simple symmetric figure with respect to a specific line of symmetry.
Find the area of rectilinear shapes by counting squares.
-Describe the simple functions of the basic parts of the digestive system in humans.
Identify the different types of teeth in humans and their simple functions.
Construct and interpret a variety of food chains, identifying producers, predators and prey.
States of matter
Overview
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.
Sound
Overview
Identify how sounds are made, associating some of them with something vibrating.
Recognise that vibrations from sounds travel through a medium to the ear.
Find patterns between the pitch of a sound and features of the object that produced it.
Find patterns between the volume of a sound and the strength of the vibrations that produced it.
Recognise that sounds get fainter as the distance from the sound source increases.
Living things
Overview
Recognise that living things can be grouped in a variety of ways.
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 that this can sometimes pose dangers to living things.
Brilliant Bubbles
Working scientifically
Overview
-Ask relevant questions and use scientific enquiry to answer them
-Use results to draw simple conclusions
-Observing & Measuring
-Make systematic and careful observations
-Gather, record, classify and present data in a variety of ways to help in answering questions
-Set up simple practical enquiries, comparative and fair tests
-Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
Electricity
Overview
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.
HISTORY & GEOGRAPHY
AUTUMN SPRING SUMMER Natural Disasters Outcomes: What volcanoes are and where in the world can they be found. To describe and understand key aspects of physical geography in the concepts of earthquakes. To be able to write a newspaper report on a natural disaster. Vocabulary: volcanoes, lava, magma particles, eruption tectonic plates, core mantle, crust, earthquake Richter scale, epicentre destruction, collapse. Roman Britain - Legacy of Roman Culture Roman Empire and its impact on Britain. Wow factors: Trip to St Albans (mosaic workshop) Roman Dress up day.
Our World Wow factor – Royal Museum, Greenwich. Outcomes: Be able to explain the position and significance of the Equator, Northern Hemisphere, and the Southern Hemisphere. To be able to identify lines of latitude and longitude. Describe the key features of the polar regions and compare them to the UK. Explain the position and significance of the Prime Meridian. Be able to explain the position and significance of time zones. Vocabulary: Equator, Northern Hemisphere, Southern Hemisphere, lines of longitude and latitude. Egyptians –Ancient Civilisations Achievements of the earliest civilizations.
Contrast between Lake District and local area Outcomes: To be able to compare physical and human features of their local area and the Lake District.
Key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.
Vocabulary:
national park, urban, rural, conservation, land use vocabulary.
Shang Dynasty Achievements of the earliest civilizations.
Using HTML/CSS Children learn about the mark-up language behind a webpage; becoming familiar with HTML tags, changing HTML and CSS code to alter images and ‘remixing’ a website’s text and images to create a fake news story.
Website Design Website
creation and Google Site In this topic, children develop their research, word processing, and collaborative working skills whilst learning how web pages and web sites are created, exploring how to change layouts, embed images and videos and link between pages.
Investigating Weather
Computers in weather prediction Children investigate the role of computers in forecasting and recording weather as well as how technology is used present forecasts.
Collaborative Learning Google Docs,
Slides, Forms and Sheet In this topic, children learn how to work collaboratively in a responsible and considerate way as well as looking at a range of collaborative tools including Google Docs, Slides, Forms and Sheets.
The Internet
Website and data transfer In this topic, children learn what the internet is and how it works. Acting out different processes, children gain a deeper understanding of how data is transferred and how this enables us to view and interact with different websites.
Computational Thinking Logical reasoning and
processing Pupils learn about the four skill areas needed to solve problems effectively: abstraction, algorithm design, decomposition and pattern recognition. Pupils explore and apply these skills in a range of plugged and unplugged activities before being challenged to complete an independent programming challenge.
why the world is not always a good place (e.g. Christian
ideas of sin).
Make links between religious beliefs and teachings and why people try to live and make the world a better
place.
Understand the impact Make simple links between teachings about how to live
and ways in which people try to make the world a better place (e.g. Tikkun Olam and
the charity Tzedek).
Describe some examples of how people try to live (e.g.
individuals and organisations).
Identify some differences in how people put their beliefs
into action.
What are the deeper meanings of religious
festivals?
Make sense of belief Identify and describe how
festivals from at least three religions are celebrated,
using the right words.
Explain examples of texts and stories which lie behind the
festivals in terms of the values and beliefs they show.
Consider questions about the belief that God is at work in
human life, and stories which show this should be
celebrated.
Understand the impact Make simple connections between sacred texts and the practice of religious
festivals today.
Describe how people show devotion to God and
commitment to key values in their festivals.
Identify similarities,
differences and generalities in relation to the festivals
they study.
For Christians, what was the impact of
Pentecost?
Make sense of belief
Make clear links between the story of Pentecost and
Christian beliefs about the ‘kingdom of God’ on Earth.
Offer informed suggestions about what the events of Pentecost in Acts 2 might
mean.
Give examples of what Pentecost means to some
Christians now.
Understand the impact
Make simple links between the description of Pentecost in Acts 2, the Holy Spirit, the
kingdom of God and how Christians live now.
Describe how Christians show their beliefs about the
Holy Spirit in worship.
How do festivals and worship show what
matters to a Muslim?
Make sense of belief Identify some beliefs about God in Islam, expressed in
Sura 1 of the Qur’an.
Make clear links between beliefs about God and ibadah
(e.g. how God is worth worshipping; how Muslims
submit to God).
Understand the impact Give examples of ibadah (worship) in Islam (e.g.
prayer, fasting, celebrating) and describe what they
involve.
Make links between Muslim beliefs about God and a range of ways in which
Muslims worship (e.g. in prayer and fasting, as a
family and as a community, at home and in the mosque).
How is faith expressed in Hindu communities
and traditions?
Make sense of belief Identify the terms ‘dharma’,
‘Sanatan Dharma’ and ‘Hinduism’ and say what they
mean.
Make links between Hindu practices and the idea that
Hinduism is a whole ‘way of life’ (dharma).
Understand the impact
Describe how Hindus show their faith within their
families in Britain today (e.g. home puja).
Describe how Hindus show their faith within their faith
communities in Britain today (e.g. arti and bhajans at the mandir; in festivals such as
Diwali).
Identify some different ways in which Hindus show their
faith (e.g. between different communities in Britain, or
between Britain and parts of India).
How is faith expressed in Sikh communities and
traditions?
Make sense of belief Identify and describe key
Sikh beliefs and values including Waheguru and
Sewa.
Explain examples of texts such as the Mool Mantar.
Consider questions about the
belief that all humans are equal to God.
Understand the impact
Make simple connections between sacred texts and
practice, e.g. in provision of food and care for those ‘left
out’.
Describe how people show their Sikh identity in dress,
behaviour and values.
Make connections Raise questions and suggest
answers about why the world is not always a good place, and the best ways of
making it better.
Make links between some commands for living from religious traditions, non-religious worldviews and
pupils’ own ideas.
Express their own ideas about the best ways to make
the world a better place, making links with religious ideas studied, giving good
reasons for their views.
Make connections Raise questions about what
is worth celebrating and why, suggesting answers of their
own with reasons.
Make links between different religions, which all celebrate
the triumph of goodness over evil.
Make connections
Make links between ideas about the kingdom of God in
the Bible and what people believe about following God today, giving good reasons
for their ideas
Make connections Raise questions and suggest answers about the value of submission and self-control
to Muslims, and whether there are benefits for people
who are not Muslim.
Make links between the Muslim idea of living in
harmony with the Creator and the need for all people
to live in harmony with each other in the world today,
giving good reasons for their ideas.
Make connections Raise questions and suggest answers about what is good
about being a Hindu in Britain today, and whether
taking part in family and community rituals is a good
thing for individuals and society, giving good reasons
for their ideas.
Make connections Raise questions about what it means to live a good life and
examine Sikh answers.
Make links between their own ideas and values and
those held dear in Sikh communities.
Give good reasons for their views about the importance of values such as equality, community, tradition and
respect.
ART & DESIGN AND TECHNOLOGY
AUTUMN SPRING SUMMER At the Pantomime Children will explore what pantomimes are and look at photos and video clips of pantomime productions. Outcome: Pupils will design their own set for a pantomime scene, create a model of their scene and design some props for their scene.
Survival Bags Overview To explore and analyse existing products To explore different ways to join fabric using sewing skills. To explore different ways to decorate fabric using sewing skills. To design a survival bag/box. To use appropriate skills to make a survival bag/box. To evaluate a finished product.
Can we change places? The children will explore the role of sculptures and look at how they transform the environment. Outcomes: They will design and create a sculpture for a particular site, which might be in their local area or a picture of a scene. They will add texture and create a base for adding colour to their sculpture.
Making Mini Greenhouses
Overview To explore existing greenhouses. To investigate stable structures. To investigate materials for making a mini greenhouse. To design a mini greenhouse. To make a mini greenhouse To evaluate a finished product.
Warhol and the Pop Art Movement (Artist, director and producer) To learn about the life, work and techniques of Andy Warhol. To explore the aspects of popular culture in the 1950s – 60s. They will learn to use the blotted line technique to create artwork. Children will study Warhol’s work including his portraits Outcome: To create their own pop art pictures or sculptures in the style of Warhol using a range of techniques, materials and objects.
Alarms
Overview To investigate what alarm systems are used for and how different types of switches are activated. To investigate how to create circuits with a variety of different switches. To be able to design an alarm system for a particular purpose. To be able to create an alarm system based on a design. To evaluate a finished product.
MUSIC
1st Half 2nd Half
Recorder: • Understanding technique
• Learning to follow notation if necessary
• Extending their ensemble skills
• Learning how to play in parts
• Listening, performing and composing
• Building on their musical understanding and appreciation
• Songs and music games
Delivered by Luton Music Service
Flute: • Understanding technique
• Learning to follow notation if necessary
• Extending their ensemble skills
• Learning how to play in parts
• Listening, performing and composing
• Building on their musical understanding and appreciation
• To develop and understand the rules and players’ positions in greater depth
• To be able to apply all the knowledge and tactics gained in a Tag Rugby match/tournament
• To discuss and understand the rules of a tag rugby game
• To create and explore new ways/strategies of how to evade opponents in order to score a try
Circuit Training
• To develop an understanding of why a healthy lifestyle is important
• To assess and measure students’ fitness levels
• To understand the different muscles utilised during circuit training sessions
Football
• To develop further understanding of how to evade the opposing team
• To discuss and understand how to handle pressure from the opposing team
• To use ABC (agility, balance, co-ordination) techniques to keep control of the ball in a match situation
• To be able to apply all the skills/tactics learnt so far in a game situation
Netball
• To understand and demonstrate the five different passes (chest pass, bounce pass, lob, shoulder pass and overhead pass)
• To develop basic shooting techniques
• To develop and apply different evasive techniques in order to keep possession of the ball
• To develop and apply different strategies for intercepting the opposing team
• To apply knowledge and skills in a small match
Athletics
• To develop and maintain a certain running pace for different distances
• Develop throwing with power and accuracy
• To understand how to be safe when throwing an object
• To help develop specific footwork for each event
• To understand and develop which technique is the most effective for jumping over a distance
• To demonstrate all the skills learnt in a competitive situation
OAA
• To develop and demonstrate basic map reading skills in order to move from point A to point B
• To develop how to use a compass in order to navigate
• To develop the basic techniques of how to draw a map with landmarks
• Demonstrate good communication and teamwork skills
• To demonstrate the basic cross-curricular links in using compasses and coordinates
Tennis
• To develop and accurately demonstrate an underarm serve
• To develop and understand the basic rules of tennis
• To explore how to start a rally with a partner
• To develop and understand how to get the ball into play
• To apply skills learnt in a mini tennis game
Preparation for sports day will also be incorporated into this half term.
Cricket
• To develop and demonstrate the different types of throwing techniques whilst fielding
• To use ABC (agility, balance, co-ordination) to move into a good position in order to receive the ball with accuracy
• To develop fielding skills and understand their importance when playing a game
• To practise and develop hand-eye co-ordination in order to strike a moving and a stationary ball
• To play a game of cricket and demonstrate good sporting behaviour
Preparation for sports day will also be incorporated into this half term.
Swimming
• To develop basic pool safety skills and confidence in the water
• To introduce and develop a broad range of aquatic skills
• To develop aquatic skills to perform more complex actions and sequences
• To develop and improve working together, communicating and competing
• To introduce and develop different vocabulary
• To be able to apply all the skills learnt/taught in order to: 1. Swim competently,
confidently and proficiently over a distance of at least 25 meters
2. Use a range of strokes effectively
• Perform safe self–rescue in different water-based situations
Hockey
• To demonstrate and develop accurate passing and dribbling techniques
• To develop different attacking and defending techniques
• To demonstrate the different techniques of holding the hockey stick
• To identify and apply different ways to move the ball towards an opponent’s goal
• To apply skills and tactics in a small-sided game
PHSCE
AUTUMN SPRING
SUMMER
1st Half 2nd Half 1st Half 2nd Half Identity, society and equality: Democracy Pupils learn: •about Britain as a democratic society •about how laws are made •about the local council
Drug, alcohol and tobacco education: Making choices Pupils learn: •that there are drugs (other than medicines) that are common in everyday life, and why people choose to use them •about the effects and risks of drinking alcohol •about different patterns of behaviour that are related to drug use
Physical health and wellbeing: What is important to me? Pupils learn: •why people may eat or avoid certain foods (religious, moral, cultural or health reasons) •about other factors that contribute to peopleʼs food choices (such as ethical farming, fair trade and seasonality) •about the importance of getting enough sleep
Keeping safe and managing risk: Playing safe Pupils learn: •how to be safe in their computer gaming habits •about keeping safe near roads, rail, water, building sites and around fireworks •what to do in an emergency and basic emergency first aid procedures
Relationship and sex education: Growing up and changing Pupils learn: • about the way we grow and change throughout the human lifecycle •the basic physical changes associated with puberty •strategies to deal with feelings in the context of relationships Additional lessons: Relationships and Sex Education Pupils will be taught the school’s RSE scheme of work.
Welcome to our school Children will learn how to: o ask who someone is o ask the age of others o ask questions (have
you…?) – o say numbers 0-31 o name classroom objects
My local area, your local area • Robots, commands and
actions
• Shops, signs and directions
• Winter poems Children will learn: o where is …? (shops) o here is/are (shops) o left/right/straight
ahead/there is/there are
Family Tree and faces • Meet the alien family
• Epiphany revisit Children will learn how to: o ask who someone is
(answer; this is mum/dad/brother/sister/grandma/grandad/ friend)
o ask; ‘Who are you?’ o Say parts of the face that
they and others have giving eye and hair colour.
Celebrating carnival/body parts • Carnival of animals
• Body parts of aliens Children will learn: o parts of the body and
simple descriptions o colours/small/big etc. o to ask, ‘Have you…?’ o to use ‘I have’ in
sentences o to use ‘there is/there
are’ correctly
Feeling unwell/Jungle animals • I don’t feel well
• Walking through the jungle (story and rhyme) plus dragons and unicorns – fantastical animal descriptions
Children will learn to: Ask how you are feeling? Simple everyday illnesses and statements The names of jungle animals The names of body parts nouns and colours in simple sentences (noun, verb, adjective)
Summer time
• Weather and the ‘Enormous Turnip’ performance story
• Ice creams and simple ice cream roleplay
Children will learn to: o ask/answer simple
weather phrases o ask for flavours of ice
cream o ask the price o ask politely for an item o follow instructions on
