Long Term Plan Year 4 2019-20...Narrative Writing Plan 1: Fables Required texts: Aesop’s Fables by...

/Users/sallybessada/Desktop/Long Term Plan Year 4 2019-20.docx

Long Term Planning

Lower Key Stage 2 Year 4 2019-2020

TERM Autumn Spring Summer

English

Fiction: Fables (Aesop’s)

Poetry: Poems linked to Black History Month

Non-Fiction: Explanations (linked to Science Animals)

Science link with

interview with Carl Linnaeus

Fiction: Letters (Tolkeins’s Letters to

Father Christmas) Poetry: Performance Poetry & Neal Zetter

Non-Fiction: Non-chronological Reports (linked to Humanities

Ancient Greece)

Science link with Diary entry of a fish finger; Newspaper

report – Discovery of skeletons

Fiction: Fairy Tales e.g. Snow Queen

Poetry: Non-Fiction:

Journalistic writing (Weather Reports

linked to Geography)

Science link – Poster

– Echoes and echolation

Fiction: Myths & Legends (Linked to

Romans) Poetry:

Non-Fiction: Historical Recounts

(linked to Humanities Romans)

Science link

Interview: Farmers vs conservationists

on pesticides

Fiction: Classic Fiction e.g Stig of

the Dump Poetry: Poems on a

theme (Conservation)

Science link Recount

– Journey of an electron

Fiction: Stories form other cultures (Pearl

Diver) Poetry: Limericks,

Kennings & Nonsense Poetry

Non-Fiction: Explanations linked

with Science Electricity

Science link – Diary – journey of a water

molecule in the water cycle

Narrative Writing

Plan 1: Fables Required texts: Aesop’s Fables by Michael Rosen Description: Reading a wide range of fables, including Rosen's Aesop's Fables, children explore dialogue through drama, debate moral messages and write letters in role. Children write their own fables, hold a festival and try them out on a live audience. Will they win rave reviews? Grammar focus: 1. Use and punctuate direct speech

Plan 1: Myths and Legends Required texts: How to Catch A Mermaid by Jane Ray The Seal Children by Jackie Morris Beowulf retold by Michael Morpurgo Description: Using Can You Catch a Mermaid, The Seal Children and Beowolf, chn explore legends identify their features. They spot and use powerful verbs and adjectives and develop their understanding of past tense and present perfect verbs. Chn plan and write their own legend.

Plan 1: Stories with humour Required texts: Mr Stink by David Walliams Billionaire Boy by David Walliams Description: Using David Walliams’ Billionaire Boy and Mr Stink, children investigate, read and write humorous stories. They exercise their imagination and develop rounded characters as they explore their own humorous style as they investigate the distinctive style of other authors. They investigate dialogue and structure, and


2. Extend the range of sentences with more than one clause 3. Use conjunctions to express time or cause

Grammar focus: 1. Use powerful verbs and adjectives. 2. Use the present perfect rather than simple past tense 3. Understand that writing can be 3rd or 1st person. 4. Use and punctuate direct speech. 5. Use apostrophes in possessives.

organise paragraphs appropriately. Grammar focus: 1. Choose nouns and pronouns appropriately for clarity and cohesion and to avoid repetition. 2. Recognise and begin to use possessive apostrophes correctly for singular and plural nouns. 3. Use apostrophes in contractions. 4. Revise sentences with different forms: statements, commands, questions and exclamations.

Plan 2: Stories in familiar settings Required texts: Horrid Henry by Francesca Simon Horrid Henry’s Birthday Party by Francesca Simon Description: Explore familiar settings by meeting Horrid Henry and his friends (and enemies). In particular read Horrid Henry and Horrid Henry’s Birthday Party both by Francesca Simon. Learn about and use adverbs, adverbials and prepositions. Write a new Horrid Henry story. Grammar focus: 1. Learn the grammar in Eng Appendix 2 of the NC 2. Use conjunctions, adverbs and prepositions to express time and cause 3. Use fronted adverbials correctly, including commas

Plan 2: Fairy Stories and Playscripts Required texts: Beware of the Storybook Wolves, by Lauren Child The Pea and the Princess, by Mini Grey The Princess and the Pea, by Lauren Child Description: Using The Princess and the Pea and The Pea and the Princess, chn explore, read and write fairytales with a twisted point of view. Chn write dialogue, explore tense & pronouns, before role-playing and writing playscripts, inspired by Beware of the Storybook Wolves. Grammar focus: 1. Use past tense and the perfect form of verbs 2. Use pronouns for cohesion and to avoid repetition and ambiguity. 3. Use dialogue punctuation.

Plan 2: Stories from other cultures Required texts: Africa is not a Country by Margy Burns Knight Mufaro’s Beautiful Daughters retold by John Steptoe The Pot of Wisdom – Ananse Stories retold by Adwoa Badoe Description: Immerse yourselves in some wonderful stories from the great and diverse continent of Africa. Read Africa is not a Country by Margy Burns Knight, Mufaro’s Beautiful Daughters retold by John Steptoe and The Pot of Wisdom – Ananse stories retold by Adwoa Badoe. Write an Ananse story using extended sentences. Grammar focus: 1. Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although. 2. Recognise and use fronted adverbials.


3. Use commas after fronted adverbials.

Plan 3: Fantasy Required texts: How to Train Your Dragon by Cressida Cowell How to Train Your Dragon (film) Dreamworks Description: Children use How to Train Your Dragon to study fantasy. They study plot lines through story maps and learn to create their own, developing characters and settings on a theme. They use dialogue in writing an effective and engaging story. Grammar includes looking at adverbs, adjectives, pronouns, and the use of paragraphs. Grammar focus: 1. Choose appropriate nouns and pronouns to aid cohesion and avoid repetition 2. Use apostrophes correctly to indicate possession 3. Use and punctuate direct speech 4. Understand and use adverbials to indicate time 5. Understand the difference between plural and possessive

Plan 3: Stories about issues - rainforests Required texts: The Great Kapok Tree by Lynne Cherry The Shaman’s Apprentice by Lynne Cherry and Mark Plotkin Description: This plan draws on stories about the rainforest and uses these to explore the lives of people in very different circumstances. Children develop empathy for different characters and the issues involved, and use their understanding to enable them to produce their own story based in the rainforest. Grammar focus: 1. Use noun phrases extended by the use of modifying adjectives, nouns and preposition phrases. 2. Use and punctuate direct speech. 3. Use fronted adverbials, including using commas after fronted adverbials. 4. Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

Plan 3: Fiction with an element of fantasy Required texts: The Butterfly Lion by Michael Morpurgo Description: Through Morpurgo's touching The Butterfly Lion, children explore fiction with an element of fantasy. Children think about narrator, setting and the impact of language choice. Listening to the majority of the novel, children read selected extracts, discussing and responding to the text. Activities include letter-writing, role-play, hot-seating the the unit culminates with children writing an extra chapter for the novel. Grammar includes: 1st/3rd person, adverbs and adverbials, and dialogue punctuation. Grammar focus: 1. Use and punctuate direct speech. 2. Understand that writing can be third or first person. 3. Use adverbs and adverbials.

Plan 4: Imaginative stories Required texts: The Hole by Oyvind Torseter Description: Read the intriguing story The Hole, by Oyvind Torseter. Children ask and answer questions and use inference skills to speculate about

Plan 1: Recounts Required texts: Little Mouse’s Book of Fears by Emily Gravett Description: Read Little Mouse’s Big Book of Fears by Emily Gravett and enjoy her unusual style.

Plan 1: Persuasive writing Required texts: The Rainbow Bear by Michael Morpurgo Zoo by Anthony Browne The Ice Bear by Nicola Davies Description: Are zoos good or bad? Children look at


what is happening. They generate powerful vocabulary and revise parts of speech. They then write their own version or a sequel based on the book. Grammar focus: 1. Use and understand the grammatical terminology in Eng Appendix 2 of the NC 2. Use the present perfect forms of verbs in contrast to the past tense 3. Use adjectives, powerful verbs and adverbs to add description

Children discuss fears they had when they were little and create a recount page for a class book. They write a fictional recount about an animal escaping from a predator. Grammar focus: 1. Understand grammatical terms: verb, noun, adjective, adverb. 2. Use adverbs and adverbials (prepositional phrases which act as adverbs). 3. Use past tense 4. Begin to understand the perfect form of verbs.

information to help them decide their own opinion on this matter, beginning with Zoo by Anthony Browne and Rainbow Bear by Michael Morpurgo before moving on to analysing different persuasive writing. Finally they will write to persuade us to be for or against zoos! Grammar focus: 1. Use and punctuate direct speech. 2. Use the present perfect form of verbs in contrast to the past tense.

Plan 1: Instructions and explanations Required texts: The Usborne Complete Book of Art Ideas by Fiona Watt Also acceptable are The Usborne of Art Skills or The Usborne Book of Art Ideas Description: This creative unit uses art activities and the book The Usborne Complete Book of Art ideas as a vehicle for instruction writing. Children will practise using imperative verbs and pronouns. They then learn about explanation writing. Grammar focus: 1. Learn the grammar in Eng Appendix 2 of the NC 2. Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

Plan 2: Non-chronological reports Required texts: The Wolves in the Walls by Neil Gaiman Wolves by Emily Gravett Top Gun of the Sky by Martin Bradley Description: By reading The Wolves in the Walls (Dave McKean and Neil Gaiman), Wolves (Emily Gravett), and Top Gun of the Sky (Martin Bradley), children will investigate non-chronological reports. They will discover exciting facts about British wildlife, look at the key-features of this style of writing, and produce their own interesting reports in order to effectively share information. Grammar focus: 1. Present tense of verbs. 2. Extending range of sentences with more than one clause and using a wide range of conjunctions, including those expressing time, place and cause. 3. Use present perfect forms instead of simple past.

Plan 2: Chronological reports Required texts: Henry’s Freedom Box by E Levine Who was Rosa Parks by Zeldis McDonough Description: Children explore chronological reports through reading and discussing the inspirational true life texts: Henry's Freedom Box and Who Was Rosa Parks? They create story maps, write letters and newspaper reports; and explore dialogue through drama. The unit ends with investigation and games exploring prefixes. Grammar focus: 1. Introduce the idea of tense in verbs. 2. Use the perfect form of verbs to mark relationships of time and cause. 3. Use conjunctions, adverbs and prepositions to express time and cause. 4. Extend the range of sentences with more than one clause by using a wider range of conjunctions.


Plan 2: Information texts Required texts: The Kingfisher Book of Music by Chris de Souza Description: The children read, map out and learn by heart a text about drums. They produce a shared text about the tabla drums and then use this as a model for their own report writing and an oral presentation about a chosen instrument. Grammar focus: 1. Express time, place and cause using conjunctions 2. Extend the range of sentences with more than one clause by using a wider range of conjunctions 3. Learn the grammar in Eng Appendix 2 of the NC 4. Indicate possession by using the possessive apostrophe with singular and plural nouns

Plan 3: Persuasive writing Required texts: Where the Forest Meets the Sea by Jeannie Baker The Vanishing Rainforests by Richard Platt and Rupert Van Wyk Description: Find out about an area of rainforest in Australia in Where the Forest Meets the Sea. Make a persuasive poster inspired by the book. Explore how rainforest destruction can affect indigenous peoples in The Vanishing Rainforest and write a persuasive article about these issues. Grammar focus: 1. Use conjunctions, adverbs and prepositions to express time and cause. 2, Indicate possession by using the possessive apostrophe with plural nouns.

Plan 3: Information texts Required texts: Fashion: the History of Clothes by Jacqueline Morley Description: Learn about changes in fashion from 1066 onwards by reading Fashion: The History of Clothes by Jacqueline Morley. Write detailed descriptions about clothes and decide whether clothes now or in Tudor times were better. Look at the ideas of Vivienne Westwood. Grammar focus: 1. Write noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases. 2. Use and punctuate direct speech. 3. Begin to use reported speech.

Plan 3: Biography Required texts: Leonardo da Vinci for Kids, His Life and Ideas by J Herbert Description: Children discuss inventions and imagine what it might be like to go to a school in the future using Hamilton’s animated tale – Was it Better Now? They explore the wonderful book Leonardo da Vinci for Kids, His Life and Ideas and write a short imaginative autobiography about their lives now and in the future. Grammar focus: 1. Use the present perfect form of verbs in

Plan 1: List Poems and Kennings Required texts: A variety of poems selected from The Works. Description: Study a range of list poems including some based on similes. Look in detail at the word types used: nouns, adjectives, verbs, prepositions and adverbs. Then investigate kenning poems – contracted metaphor list poems. Chn are inspired to write some poetry. Grammar focus: 1. Use grammatical categories: Noun, adjective, verb, adverb and preposition

Plan 1: Nonsense poems Required texts: Edward Lear’s Book of Nonsense: Usborne Illustrated Originals The Pobble With No Toes Hamilton Group Reader Description: Using Edward Lear's Book of Nonsense, Hamilton's version of The Pobble With No Toes, and Jabberwocky by Lewis Carroll, study the features that poets use when creating nonsense poems. Plan, create and perform your own imaginative poems and concentrate on rhythm, rhyming patterns and syllable usage in poetry.


contrast to the past tense 2. Use conjunctions, adverbs and prepositions to express time and cause 3. Use fronted adverbials appropriately

2. Use prepositions to express time or place. 3. Write sentences with more than one clause using a wider range of connectives.

Grammar focus: 1. Recap on grammar terminology from Year 2. 2. Use and understand grammatical terminology in Eng Appendix 2. 3. (Identify and use) fronted adverbials. 4. Revise the grammatical categories – nouns, verbs, adjectives and adverbs.

Plan 1: Image poems Required texts: Window by Jeannie Baker Description: A picture is worth a thousand words? Not if you choose those words wisely! Children explore how simile and metaphor can be used to create powerful images, though reading and discussing poems. Photographs, collage and Jeannie Baker's Window inspire children's own image poetry. Grammar focus: 1. Choose nouns appropriately 2. Use adverbs appropriately 3. Use fronted adverbials appropriately, including commas 4. Learn the grammar in Eng Appendix 2 of the NC

Plan 2: Poems to Perform Required texts: Poems to Perform: A Classic collection, chosen by Julia Donaldson Description: Inspired by Julia Donaldson's Poems to Perform, chn watch, perform, read and write a range of performance poetry. Chn tell tales, using possessive apostrophes and explore the uses of pronouns, editing poetry & writing profiles about themselves as performer poets. Chn share their learning with a wider audience! Grammar focus: 1. Choose and use pronouns appropriately for cohesion and to avoid repetition. 2. Use possessive apostrophe with singular and plural nouns.

Plan 2: Off by heart Required texts: Off By Heart – Poems for YOU to remember chosen by Roger Stevens Description: Children immerse themselves in poetry and learn some poems by heart, inspired by Off By Heart – Poems for YOU to Remember. From learning short poems, they move on to a longer poem of their choice and explore prepositions and fronted adverbials. Grammar focus: 1. Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. 2. Use and understand the grammatical terminology, especially ‘prepositions’. 3. Use conjunctions, adverbs and prepositions to express time and cause.

Plan 2: Poetic form – syllabic poems Required texts: Various poems provided Description: Read and study haikus, tankas and cinquains

Plan 3: Narrative poems Required texts: Just You Wait Till I’m Older Than You by Michael Rosen The Works 4 chosen by Pie Corbett and

Plan 3: Odes and insults Required texts: Any reference books about birds – owls, kites and kingfishers. Description:


recognising the syllabic structure and use of powerful verbs and descriptive language. Study the use of adverbs and adverbials to enhance the poetry. Children write some in traditional style about seasons and nature. They then use computers to manipulate images enhancing the poetry presentation. Grammar focus: 1. Use the present and past tenses correctly 2. Use adverbs to express time and cause 3. Use fronted adverbials, including the use of commas appropriately

Gaby Morgan The Works chosen by Paul Cookson Description: Explore a variety of narrative poetry including Michael Rosen’s You Wait Till I’m Older Than You, Willow Pattern, How the Tortoise got Its Shell, Wolf’s Wife Speaks, Maggie and the Dinosaur and The Last Dinosaur, chn identify features that poets use then learn, recite and write their own poems that tell a story. Grammar focus: 1. Use adverbs and prepositions to express cause. 2. Use fronted adverbials. 3. Learn the grammar for Y4 from Eng Appendix 2.

Love chocolate, but hate greens? Children investigate the contrasting styles of ode and insult poetry. A range of poetry is included in the resources, the most well-known of which is Shelley's To a Skylark. Simile, metaphor and hyperbole are explored, as children read, discuss, role-play and write on topics including food and birds. The unit ends in a poetry show-down. Which ode will win? Grammar comprises: dialogue punctuation; nouns and pronouns. Grammar focus: 1. Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. 2. Use and punctuate direct speech.

Plan 3: It’s raining cats and dogs Required texts: Various poems provided Description: It’s Raining Cats and Dogs! Children explore lots of poems about dogs, cats and other pets. They investigate the form and language of a poem and make comparisons. Children write and perform poems from the point of view of one of their pets. Grammar focus: 1. Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. 2. Indicate possession by using possessive apostrophe with plural nouns


Non-Narrative Writing

Week 1: Skills work / etymology (1 week) (1 week)

Reports (4 weeks)

Balanced reports (5 weeks)

Consolidation of skills work taught throughout Spring

Term

Explanation ( 5 weeks)

Consolidation of skills work taught

throughout the year (1 week)

Reading

Children to identify the features of the story – Into. Predicting what might happen from evidence supplied. Draw inferences such as inferring character’s feelings, thoughts and motives from their actions and justifying inferences with evidence. Using dictionaries to check meaning of words they have

Recognises some different forms of poetry (e.g. free verse, narrative poetry) Children to read the poem and capture the basic premise of the story. Read with the children the narrative version of the story. Ensure that all the children understand what they are reading. Identifies words and phrases that capture

Focus on the development of character and plot through the author’s use of language/sentence variation, etc. Share a range of explanation texts focussing on the layout and organisation of the text. Children to continue exploring the

Identifies words and phrases that capture the reader’s interest and imagination and participates in discussion about them. Examine the features and stylistic devices of myths and legends from across the world Look at character development and the development of

Share a range of explanation texts focussing on the layout and organisation of the text.

Children to continue exploring the meaning of new and unfamiliar vocabulary across all texts.

Class Reader: agreed

Children to explore a range of poetry and to consider and discuss the author’s intentions. Children to share ideas based on the possibilities of the meanings within a range of poetry (hidden and explicit meanings.) Discuss the author’s use of sentence type variation for effect. Children to share


used and read Children to focus on the author’s use of imagery and language to describe the imagination of characters-PHSE links (children’s fears and anxieties.) Look at diary texts and explore the format and style of writing. Class Reader: agreed with Enco

the reader’s interest and imagination and participates in discussion about them Class Reader: agreed with Enco

meaning of new and unfamiliar vocabulary across all texts. Class Reader: agreed with Enco

the plot. Class Reader: agreed with Enco

with Enco

their opinions and feelings towards events within the text. Children to find meanings of complex and new vocabulary in a dictionary. Class Reader: agreed with Enco

Spelling

use the first two or three letters of a word to check its spelling in a dictionary To understand and use the possessive apostrophe with plural words (girls’, boys’, babies’, children’s, men’s, mice’s (Note: singular proper nouns ending in an s use the ’s suffix e.g.

use the first two or three letters of a word to check its spelling in a dictionary To understand and use the possessive apostrophe with plural words (girls’, boys’, babies’, children’s, men’s, mice’s (Note: singular proper nouns ending in an s use the ’s suffix e.g. Cyprus’s population)

use the first two or three letters of a word to check its spelling in a dictionary Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) (league, tongue, antique, unique)

use the first two or three letters of a word to check its spelling in a dictionary Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) (league, tongue, antique, unique)

use the first two or three letters of a word to check its spelling in a dictionary

Words with the /s/ sound spelt sc (Latin in origin) (science, scene, discipline, fascinate, crescent)

the first two or three letters of a word to check its spelling in a dictionary Words with the /s/ sound spelt sc (Latin in origin) (science, scene, discipline, fascinate, crescent)


Cyprus’s population) To spell words with the /k/ sound spelt ch (Greek in origin) (scheme, chorus, chemist, echo, character)

To spell words with the /k/ sound spelt ch (Greek in origin) (scheme, chorus, chemist, echo, character)

Grammar and Punctuation

Expands sentences by adding modifying adjectives, nouns and proposition phrases (e.g the teacher is expanded to : the strict maths teacher with curly hair) Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]

Expands sentences by adding modifying adjectives, nouns and proposition phrases (e.g the teacher is expanded to : the strict maths teacher with curly hair) To correctly punctuate and use fronted adverbials.

Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]

Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]

Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]

Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]

Ongoing reading objectives • Reads independently , with

understanding, and explains the meaning of words in context

• Draws inferences such as inferring








characters’ feelings, thoughts and motives and can use evidence from the text to justify these inferences

• Summarises the main ideas across a text • Identifies how language, structure and

presentation contribute to meaning • Predicts what might happen based on

details stated and implied in the text • Retrieves and records information from

non-fiction* • Participates in discussion about books

they have read/heard, taking turns, asking questions and listening to what others say

Ongoing spelling objectives • Spell all the words in the Y3/4 word list

correctly. Ongoing grammar and punctuation objectives • Accurately and appropriately uses and

understands the following grammatical terminology determiner pronoun, possessive pronoun adverbial

Ongoing writing objectives • Organises the content of paragraphs

(usually around a theme) • Reads aloud their own writing using

appropriate intonation • Proposes changes to grammar and

vocabulary to improve consistency, including the accurate use of pronouns in sentences

• Discussing and recording ideas and










Ongoing writing objectives • Organises the content of paragraphs

(usually around a theme) • Reads aloud their own writing using

appropriate intonation • Proposes changes to grammar and

vocabulary to improve consistency, including the accurate use of pronouns in










Ongoing writing objectives

• Organises the content of paragraphs (usually around a theme)

• Reads aloud their own writing using appropriate intonation

• Proposes changes to grammar and vocabulary to improve consistency,


discussing writing similar to that which they are planning to write in order to understand and learn from its structure.

• Assess the effectiveness of their own writing and others’ writing suggesting improvements.

• Proof read for spelling and punctuation errors.

sentences • Discussing and recording ideas and

discussing writing similar to that which they are planning to write in order to understand and learn from its structure.



including the accurate use of pronouns in sentences

• Discussing and recording ideas and discussing writing similar to that which they are planning to write in order to understand and learn from its structure.



Maths Key Concepts

Number – Number and place value • 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) • order and compare numbers beyond 1000 • identify, represent and estimate numbers using different representations Number – Addition and subtraction • practise mental methods with

Number – Addition and subtraction • practise mental methods with increasingly large numbers to aid fluency * • add numbers with up to 4 digits using the formal written method of columnar addition where appropriate • estimate answers to a calculation • solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why Number –

Number – Number and place value • 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 or 100 • solve number and practical problems that involve all of the above and with increasingly large positive numbers

Number – Addition and subtraction • practise mental methods with increasingly large numbers to aid fluency * • 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

Number – Number and place value • 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 • solve number and practical problems that involve all of the above and with increasingly large positive

Number – Addition and 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 and


increasingly large numbers to aid fluency * • solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why Number – Multiplication and division • recall multiplication and division facts for multiplication tables up to 12 × 12 • recognise and use factor pairs and commutativity in mental calculations Number – Number and place value • count in multiples of 6 and 9 Number – Fractions • recognise and show, using diagrams, families of common equivalent fractions • understand the

Multiplication and division • recall multiplication and division facts for multiplication tables up to 12 × 12 • use place value, known and derived facts to multiply mentally, including: multiplying by 0 and 1; multiplying together three numbers • recognise and use factor pairs and commutativity in mental calculations • multiply two-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 Number – Number and place value • count in multiples of 7

Number – Addition and subtraction • practise mental methods with increasingly large numbers to aid fluency * • subtract numbers with up to 4 digits using the formal written method of columnar 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 and division • multiply two-digit numbers by a one-digit number using formal written layout

and methods to use and why Number – Multiplication and division • multiply 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 – Decimals • extend understanding of the number system and decimal place value to hundredths * • recognise and write decimal equivalents of any

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 and 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 and division • multiply three-digit

division • use place value, known and derived facts to divide mentally, including dividing by 1 • practise to become fluent in the formal written method of short division with exact answers * • 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 – Decimals • extend understanding of the number system and decimal place value to tenths and then hundredths* • recognise and write decimal


relation between non-unit fractions and multiplication and division of quantities * Geometry – Properties of shape • 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 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

Number – Decimals • extend understanding of the number system and decimal place value to tenths * • recognise and write decimal equivalents of any number of tenths • 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 problems involving decimals to two decimal places Measurement (mass) • convert between different units of measure • estimate, compare and calculate different measures Measurement (time) • convert between different units of measure

• 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 – Number and place value • count in multiples 25 and 1000 Number – Fractions • extend the use of the number line to connect fractions, numbers and measures * • understand the relation between non-unit fractions and multiplication and division of quantities, with particular emphasis on tenths

number of hundredths • 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 • compare numbers with the same number of decimal places up to two decimal places 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 Measurement

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 • use factors and multiples to recognise equivalent fractions and simplify where appropriate [for example, 6/9 = 2/3 or ¼ = 2/8] • recognise and show, using diagrams, families of common equivalent fractions • add and subtract fractions with the

equivalents of any number of tenths or hundredths • recognise and write decimal equivalents to ¼, ½, 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 decimals to two decimal places Geometry – Position and direction • describe positions on a 2-D grid as


• read, write and convert time between analogue and digital 12- and 24-hour clocks • solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days

and hundredths * • 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 Geometry – Properties of shape • identify acute and obtuse angles and compare and order angles up to two right angles by size Measurement (length) • convert between different units of measure [for example, kilometre to metre]

(perimeter and area) • measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres • find the area of rectilinear shapes by counting squares • relate area to arrays and multiplication *

same denominator • solve simple measure and money problems involving fractions Measurement (money) • estimate, compare and calculate different measures, including money in pounds and pence Geometry – Properties of shape • compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes Measurement (volume & capacity) • convert between different units of measure • estimate, compare and calculate different measures

coordinates in the first quadrant • plot specified points and draw sides to complete a given polygon Measurement (money) • estimate, compare and calculate different measures, including money in pounds and pence 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


• estimate, compare and calculate different measures

Science: Living Things and Their Habitats

To explore and use classification keys to help group, identify and name a variety of living things in

their local and wider environment.

To recognise that environments can

change and this can sometimes pose dangers to living

things.

To recognise that living things can be grouped in a variety of ways.

Animals Including Humans (Teeth &

Digestion) To identify the

different types of teeth in humans and

their simple functions.

To describe the simple function of the

digestive system in humans.

To construct and

interpret a variety of food chains,

identifying producers, predators and prey.

Sound To identify how

sounds are made, associating some of

them with something vibrating.

To recognise that vibrations from sounds travel

through a medium to the ear.

To find patterns

between the pitch of a sound and features

of the object that produced it.

To find patterns

between the volume of a sound and the

strength of the vibrations that

produced it.

To recognise that sounds get fainter as

the distance from the sound increases.

Animals Including Humans (Habitats, Food Chains and

Webs)

To construct and interpret a variety of

food chains, identifying

producers, predators and prey.

Electricity To identify common appliances that run

on electricity

To construct a simple series

electrical circuit, identifying and naming its basic

parts, including cells, wires, bulbs,

switches and buzzers

To 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

To recognise that a switch opens and

closes a circuit and associate this with whether or not a lamp lights in a

simple series circuit.

States of Matter To compare and group materials

together, according to whether they are

solids, liquids or gases.

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.

To identify the part

played by evaporation and

condensation in the water cycle and

associate the rate of evaporation with

temperature.


To recognise some common conductors and insulators, and

associate metals with being good

conductors. Computing CS Coding

Espresso Unit 4A Internet Scenario: Social networking (4 lessons)

DL Blogging and IT Internet search and presentation(6)(Linked to science topic, teeth and healthy eating)

IT Data Handling Weather Data (4 lessons) (Linked to humanities topic, weather) IT My exciting world landmarks (3-4 lessons)

CS Simulations Apple Hunt (2 lessons) IT spreadsheets What’s a spreadsheet (3 lessons)

CS Computing Terms Words words words (1lesson)

CS Programming Dancing with Scratch (4 lessons)

CS Coding Espresso Unit 4B

History Life in Ancient Greece • To study ancient Greece – a study of

Greek life and achievements and their influence on the western world; the legacy of Greek culture on later periods in British history; including the present day To develop a chronological secure knowledge and understanding of British, local and world history , establishing clear narratives within and across the periods they study

Rome and its Empire To understand the Roman empire and its impact on Britain, including the Roman Empire by ad42 and the power of its army. To regularly address and sometimes devise historically valid questions about change, cause and difference, and significance .

The Roman Empire and its impact on Britain To know about the Roman Empire and its impact on Britain, including Romanisation of Britain: the impact of technology, culture and beliefs. To regularly address and sometimes devise historically valid questions about change, cause, similarity and difference , and significance. Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early


Christianity

Geography

Where on Earth? • Locate the World’s countries;

concentrating on their environmental regions, key physical and human characteristics, countries and major cities.

• Describe and understand key aspects of physical geography; including climate zones, biomes and vegetation belts and the water cycle.

• Describe and understand key aspects of 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.

• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. (Use NASA)

Why Different Weather Catalonia here we come? • Locate the World’s countries, using

maps to focus on Europe (including the location of Catalonia), concentrating on their environmental regions, key physical and human characteristics, countries and major cities.

• Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region in a European country.

• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. (Use NASA)

Physical Education

Gymnastics with Coach To develop the range of actions, body shapes and balances they include in a performance. To perform different combinations of balances on different apparatus, and link them together fluently To perform balances and movements with control and accuracy Invasion Games - Tag Rugby with Coach support

Dance with coach To discuss and use technical vocabulary related to choreography, dance formation and musicality. To continue communicating and choose appropriate ideas for dance steps, patterns, formations and visual effects within group. To demonstrate understanding of rhythm, phrasing, musical structure, mood and feeling. To continue to link dance steps to create

Athletics To use their bodies and a variety of equipment with greater control and co-ordination To experiment with different running styles To consolidate and improve the accuracy of their throwing techniques To know how to throw over arm with a run up To consolidate and improve the quality, range and consistency of the techniques


Introduce the sport of tag rugby and develop key skills in throwing and passing, tagging and Pass and Move. Progressing to understanding the rules of the game and playing competitively Dance with Coach support To explore and create characters, narratives and motifs in response to a range of stimuli. To create and link dance phrases using dance structures, motifs and simple choreographic principles. Invasion Games - Football To develop skills in playing football including key skills of dribbling, passing, running with the ball, hooking back and aiming at goal. Progress to understanding the rules of the game and playing competitively.

dance phrases. Invasion Games - High Five Netball

To know where the different parts of the netball court are. To understand the different netball passes To understand the rules about footwork.. To understand how to shoot in netball. To practice dodging skills To understand the positions in netball.

Gymnastics with coach support To be able to carry out different balances. To be able to travel in different ways. To incorporate balancing and travelling into a sequence. To develop and improve the sequence of travelling and balancing.

Net/Wall Games Short Tennis with coach support

To introduce contact with racket and basic shots. To re-cap swing front and back hand. To perform and practise diagonal hitting (serve). To practise and refine skills in a match situation.

they use for jumping, throwing and hopping challenges

Rounders

To develop their accuracy of throwing and catching skills. To begin to understand the importance of warming up. To develop their accuracy of their throwing skills at targets. To consolidate and develop the range and consistency of their skills in fielding games

FRENCH Instructions • Where do you live? • Directions • International cultural understanding

(Quebec) • School • Christmas • Recap & revision

Classroom objects • What is the time? • Weather • Numbers 31 to 100 • The Euro • What do you like to eat? • Easter • Recap & revision

Strange waiter story • Enjoy your meal (café) • Intercultural understanding (Paris) • Hobbies • Lesson preference • Clothes • Recap & revision.


MUSIC

Fifths 1 (Session plan 1 to 7) • Musical Elements: Skills explored: • Basic holding position of two drum sticks,

recorders, guitars • Co-ordination of left and right hands • Simple rhythms • Keep pulse in quavers • Following simple notations • Understanding principals of pitch notation • Songs: Stick& Pad • Pupils should be taught to sing and play

musically with increasing confidence and control.

• Singing and Exploring our voices • play and perform in solo and ensemble

contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression - Pitch awareness

Fifths 1 (Session plan 8 to 10) • Musical Elements: Skills explored; • Basic holding violin • Understanding lyrics • Playing open string note E on violin • Pizzicato practice • Bow holding practice • Ensemble practice • Understanding the string numbers on

Violin and guitars • Introducing Latin percussion

• Songs; The salsa and the Band

Fifths 2 – Creative Compositions LSO based workshops)

• London Rap • Scherazade • Symphonie Fantastique • The Carnival of the Animals appreciate

and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians - Musician Study -

ART and Design

Investigating Nature To explore & develop different ways of looking at the shapes & colours of the world around us. To explore mark making & learning to recognise leaf shapes & forms. To use leaf templates to create masks. To create a paper bag tree.

Investigating Pattern To explore shape, colour & pattern. To use stencilling & print making techniques to make a printed pattern. To talk about the differences between their own work & others’ work. To suggest improvements for their own work.

Dreams & Viewpoints To use own experience to explore dreams. To record dream(s) in an appropriate way (collage, pastels, pencils) To take photographs to record observations & ideas about the build environment. To use repetition of shapes to create a dream-like scene. To use photographs to explore interesting shapes & viewpoints. To draw in the style of Marc Chagall. To use print-making techniques to develop ideas.


To uses a stamp design to create an abstract scene.

DT Moving parts book – QCA 4b

Money container – QCA 4a Torches – QCA – 4c

RE Who is Jesus? Remembrance Christmas through music and art

What does it mean to live as a Jew?

Should every Christian go on a pilgrimage? Holy Communion

What is Buddhism? What are the miracles of Jesus?

What are the miracles of Jesus

PSHCE Healthy Lifestyles Balanced diet. What is a healthy lifestyle? Bacteria and viruses. Growing and Changing Setting goals. Good/not so good feelings. Change, including loss, separation, divorce and bereavement.

Keeping Safe Risk, danger, and hazard. Resisting pressure. School rules. Physical, emotional and personal safety.

Feelings and Emotions Respond to a wider range of feelings in others. Confidential or secret. Recognising and managing dares. Healthy Relationships Positive, healthy relationships. Acceptable and unacceptable physical contact. Shared goals. Disputes and conflict. Types of relationships.

Valuing Difference Similarities and differences between people. Stereotyping. Hurtful behaviour and bullying. Discrimination.

Rights and Responsibilities Human rights, national law and family and community practices. Taking Care of the Environment What groups support communities? People living in other places, their values and customs.

Taking Care of the Environment Sustainability of the environment. Money matters Role of money in their own and others’ lives? What does it mean to be ‘enterprising’?

Date post:	27-Mar-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

Long Term Plan Year 4 2019-20...Narrative Writing Plan 1: Fables Required texts: Aesop’s Fables by...

Documents