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Lower Key Stage 2 (Y3/4) Cycle A

 

AUTUMN A

SPRING A

SUMMER A

Theme

Scrumdidlyumptious!

Raging Rivers

Revolting Romans!

Book/s

Charlie and The Chocolate Factory

Escape from Pompeii

Non- fiction texts

Launch/Big Bang/Event

Golden Ticket invitation to an event TBC

Newmillerdam Country park – track a stream and create a piece of art work from nature

Roman Visitor to School - Workshop

FBV and SMSC links

FBV - How did the Cadbury brothers help shape British business? (Guided Reading)

 

SMCS – Sp2; So1 and So2,; M2 and M5; CD1 and C4.

FBV – How has the physical geography of Britain influenced British heritage and culture?

SMCS - So1 and So 3; CD3 and CD5; Sp2, sp3 and Sp4; M3 and M4

FBV – How has the Roman Empire impact upon modern Britain?

SMCS – Sp1, Sp2, Sp3 and Sp4; M3 and M6; So3 and So4, CD2.

History

a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

Geog/Literacy link

Time line of significant volcanic eruptions.

Pompeii devastated by the eruption of Vesuvius in 79AD

The Roman Empire and its impact on Britain

  • Julius Caesar’s attempted invasion in 55-54 BC
  • the Roman Empire by AD 42 and the power of its army
  • successful invasion by Claudius and conquest, including Hadrian’s Wall
  • British resistance, e.g. Boudica
  • Timeline of significant events
  • ‘Romanisation of Britain’ e.g. roads

 

Geography

Location of places in the world where cocoa grows

Location of Mayan civilisation

Locational knowledge

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

Place knowledge

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Geographical skills and fieldwork - 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

Pompeii devastated by the eruption of Vesuvius in 79AD

Describe and understand key aspects of: physical geography, including: rivers, and the water cycle

Locating key rivers and naming the countries and continents they can be found. Effects of rivers on settlements

 

Human and physical geography

describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Geographical Skills and Fieldwork

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, plans and graphs, and digital technologies.

Use maps, atlases, globes and digital/computer mapping to locate countries

  • Locating Hadrian’s wall

 

Art

Sculpture –weird and wonderful fruits clay model

- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

- about great artists, architects and designers in history.

Andy Goldsworthy – Leaf artwork at Newmillerdam

 

 

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

 

 

Sketch images of Roman Artifacts

 

produce creative work, exploring their ideas and recording their experiences

 

become proficient in drawing, painting, sculpture and other art, craft and design techniques

 

analyse creative works using the language of art, craft and design

 

to create sketch books to record their observations and use them to review and revisit ideas.

 

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

 

 

 

DT

Packaging for the fruit (link to literacy –adverts)

Design

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

- investigate and analyse a range of existing products

- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

- understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

- apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Design and make a volcano in groups using modable materials.

(Papier Mache)

Design

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

- investigate and analyse a range of existing products

- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

- understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

- apply their understanding of how to strengthen, stiffen and reinforce more complex structures

 

Music

Wakefield Scheme

Wakefield Scheme

Wakefield Scheme

Science

(Units that could have links to the theme)

States of matter (Year 4)

Pupils should be taught to:

  • 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.

 

Animals, including humans (Year 3)

Pupils should be taught to:

  • identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
  • identify that humans and some animals have skeletons and muscles for support, protection and movement.

 

Plants (Year 3)

Pupils should be taught to:

  • identify and describe the functions of different parts of flowering plants: roots, stem, leaves and flowers
  • explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
  • investigate the way in which water is transported within plants
  • explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

 

Light (Year 3)

Pupils should be taught to:

  • notice that light is reflected from surfaces
  • find patterns that determine the size of shadows

 

 

Living things and their habitats (Year 4)

Pupils should be taught to:

  • identify and name a variety of living things (plants and animals) in the local and wider environment, using classification keys to assign them to groups
  • recognise that environments can change and that this can sometimes pose dangers to living things

 

Computing (Units that could have links to the theme)

Purple Mash – Autumn 1 – Year 3

Coding and 2code

 

Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

  • Using the internet to find significant facts and understanding

 

Purple MAsh

MFL

La Jolie Ronde Scheme

La Jolie Ronde Scheme

La Jolie Ronde Scheme

Contextual Ideas

Health and Wellbeing (premier wellbeing)

Dance in PE – Oomph loompa’s

 

 


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