Year 4
There are two classes in Year 4.
Hazel class is taught by Miss Watkin.
Ash class is taught by Mrs Smith (Mon, Tues, Weds) and Mr Wray (Thurs, Fri),
Click on the image below to see the Ash class Meet the teacher presentation.
Autumn term – raiders, traders and invaders
|
Science |
Animals Including Humans & Teeth Learn about 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. Living Things and their Habitats 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. |
|
|
Computing |
E-safety /Technology in our lives Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration. Learn how to use the internet safely and how to report concerns. |
Creating media – Photo editing Develop an understanding of how digital images can be changed and edited, and how they can then be resaved and reused. E-safety /Technology in our lives Consider the impact that editing images can have, and evaluate the effectiveness of their choices.
|
|
Geography |
Invaders and settlers Locate and learn the counties of Great Britain now and in the past (Anglo Saxon kingdoms and Vikings). Understand difference between invasion and settlement and reasons for both Learn how county lines changed during the Viking Invasion |
|
|
History |
Context Learn about Britain’s settlement by Anglo-Saxons and Scots and the Viking and Anglo-Saxon struggle for the kingdom of England Chronology Timeline of Anglo-Saxons and Scots Assessing Evidence Understand how knowledge of the past is constructed through a range of sources across the 3 terms. Using Evidence Devise my own historical questions and follow a line of historical enquiry given to me by my teacher. Answer questions such as why did this happen or why was life like this using evidence. |
|
|
Art
|
Bayeux Tapestry Create portraits in medieval style and human figure drawing in medieval style inspired by Bayeux Tapestry. E Experiment with creating textures using a variety of space shading techniques. Create a multi-media collaborative composition representing the Battle of Bosworth and inspired by The Bayeaux Tapestry. |
|
|
DT
|
Cooking and nutrition- Viking Bread Investigate a range of existing bread products discuss ingredients and difference between flat and risen breads linking to history topic. Create a recipe using basic flat bread ingredients and adding own flavours using seasonal herbs from school garden. Prepare and cook Viking style flat bread at Forest school cooking over an open fire. Evaluate own and others bread products |
|
|
PE |
Multi skills Tag rugby |
Football Gymnastics Swimming |
|
French |
Parts of the body Clothes Recap counting to 31 Months Animals |
|
|
Music |
Performance poetry Practice rhythmic skills and creating lyrics/ poems Singing Prepare and perform for Christmas Production |
|
|
RE |
Year Group focus on Hinduism Dharma Do we need rules? Should everyone follow the same rules? |
Hindu deities Is seeing believing? Can a picture represent a person or an idea? |
|
PSHE |
Belonging to a community |
Feeling good, feeling safe |
Spring term – Ice Worlds
|
Science |
States of matter 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 Understand the water cycle learning about evaporation and condensation
|
|
|
Computing |
Programming A – Repetition in shapes Design, write and debug programs to produce repeating patterns and shapes
|
Data and information – Data logging |
|
Geography |
Ice Worlds- Polar Regions Investigate the climate of Sussex and compare to Polar regions Discuss and identify different biomes focusing on Antarctic and Arctic. Us3 maps and atlases, globes and digital/computer mapping to locate the polar regions Understand and use the 8 points of the compass. |
|
|
History |
Ernest Shackleton- Polar Explorer The children will learn about the polar explorations linking to their English and Geography. Place the explorations on timelines.
|
|
|
Art
|
Francis Hatch- Antarctic collage Look at and evaluate the work of Francis Hatch Learn to make appropriate selections from watercolours, collage, acrylics, and crayon to produce own artwork and effects in the style of Francis Hatch.
|
|
|
DT
|
Mechanisms - Pop up books Research pop up books looking at audience, product as a whole and specific mechanisms used. Learn how to create prototypes for a range of pop-up mechanisms. Design and make their own Non-Fiction pop up books based on Ice Worlds topic and using knowledge of mechanisms taught. Share and evaluate the books. |
|
|
PE |
Design your own game Basketball |
Dance Tri-golf |
|
French |
Food School |
|
|
Music |
Prokofiev- Peter and the Wolf Learn about the orchestra and Prokofiev’s composition, identify sections of the orchestra, develop our listening skills Shackleton’s journey Create a soundscape to represent Shakleton’s journey using a graphic score. |
|
|
RE |
Puja What does it mean to commit? Should you be told how to show commitment?
|
Amma / Hindu quotes Inspirational religious leaders past and present Do we need leaders? (Big question) Are all good leaders the same? |
|
PSHE |
Changing and growing families (RSE) |
Active Citizens |
Summer term - Walk like an Egyptian
|
Science |
Sound Identify and learn how sounds are made and how we hear sounds. Explore and learn about pitch and volume. Understand how sound travels Electricity Learn about electrical appliances and keeping safe when using these Construct simple electrical circuits, identifying and naming parts, including cells, wires, bulbs, switches and buzzers Investigate using circuits and switches. Learn about electrical conductors and insulators. |
|
|
Computing |
Programming B – Repetition in games- Scratch- Teach computing resources Use prior coding knowledge to design and create more complex programs and projects using loops. Learn to modify and improve designs.
|
Creating media- Audio Production |
|
Geography |
Egypt and Rivers study Find Egypt on a range of maps and globes and digital/ computer mapping, identify which continent it’s in and where it is in relation to us. Locate the Nile and find out about the settlements, annual flooding, temples and pyramids. Describe the features of the River Nile.
|
|
|
History |
Ancient Egypt- The achievements of early civilisations Chronology Compare timescales from Ancient Egypt to Romans and Vikings. Understand B.C.E. (B.C.) and C.E. (A. D.) Show 3000 BC to present day on a timeline and place events. Assessing Evidence Develop our understanding of how knowledge of the past is constructed through a range of sources and investigate Ancient Egypt using these. Using Evidence Devise historical questions and follow a line of historical enquiry. Answer questions such as why did this happen or why was life like this using evidence. |
|
|
Art
|
Sculpture Design and create Egyptian jewellery out of clay. Drawing and Painting Egyptian hieroglyph illustrations |
|
|
DT
|
Building structures – Sistrum Frames Learn about the variety of different sounds which can be create by different materials Design own Sistrum Frame Explore ways to strengthen, stiffen and reinforce the structures Evaluate the structures and sounds they make by composing pieces and playing the new instruments together
|
|
|
PE |
Tennis Athletics |
Striking and fielding, Outdoor Adventurous Activities-orienteering |
|
French |
My home Describing people Sport |
|
|
Music |
Ancient Egyptian Learn about music and musical traditions in Ancient Egypt Make and play a Sistrum, links to DT
|
|
|
RE
|
Home and away – special places for Hindus What does it mean to belong? How does it feel to belong?
|
Karma, Bramha and Shiva - Relationship between values, beliefs and actions What is our role on Earth? Does it matter what we do?
|
|
PSHE |
Money management |
Drugs, alcohol and tobacco education – focus on alcohol
|