Year 4 Spring Term 2018

Year 4 Spring Term

At Moorside Community Primary School our approach to our teaching and learning is through a skill based curriculum. Below are the subjects and skills being taught in the Spring term:

 

Science – Sound

Essential skills and knowledge

  • To recognize that vibrations from sound 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 source increases

Communication skills

  • To report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • To use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

Information Technology

  • To use the computer to play science games in which I use my knowledge and understanding to find out answers

 

Science – Living things

Essential skills and knowledge

  • To describe the simple functions of the basic parts of the digestive system in humans
  • To identify the different types of teeth in humans and their simple functions
  • To construct and interpret a variety of food chains, identifying producers, predators and prey

Working together – collaborative skills

  • To discuss the ideas of others in order to extend their learning and generate new ideas

 

Computing – Network and Internet

Network and Internet

  • To use online spaces to share and collaborate
  • To select appropriate resources to present work
  • To select, use and combine a variety of software, including internet services, on a range of digital devices to accomplish given goals
  • To use search technology effectively, appreciate how results are selected and ranked and be discerning in evaluating digital content
  • To use a range of search techniques in order to acquire information
  • To evaluate results and information presented
  • To use links to the internet and the network
  • To understand that information found online may not be accurate
  • To investigate a variety of sources for obtaining information and understand copyright

Keeping safe

  • To use technology safely and respectfully
  • To know a range of ways to report concerns and inappropriate behavior
  • To understand and use networks

 

Physical Education

Dance – developing skills

  • To think about character and narrative ideas and respond through movement
  • To experiment with a wide range of actions individually
  • To experiment with a wide range of actions with a partner
  • To experiment with a wide range of actions in a group

Dance – Making and applying

  • To use different ideas to create patterns using unison and canon
  • To practice and combine more complex phrases

Dance – physical and mental

  • To show understanding of warming up and cooling down and do it on my own
  • To discuss the benefits with others for warming up and cooling down

Dance – evaluate and improve

  • To describe and interpret dance movements using appropriate vocabulary
  • To suggest how dance and performances can be improved

 

Invasion Games – developing skills

  • To use a arrange of techniques when passing
  • To change directions and speed when dribbling
  • To show growing consistency and control in games
  • To grow with greater speed and flow

Invasion Games – Making and applying

  • To keep and use rules I am given
  • To suggest how rules can be changed to improve the game
  • To adapt rules in agreement with others
  • To use a range of tactics to keep possession of the ball and to attack a goal

Invasion Games – physical and mental

  • To use knowledge learnt to make up suitable warm up activities
  • To demonstrate these skills with others giving reasons for choices

Invasion Games – evaluate and improve

  • To know, explain and use confidently tactics and skills in games
  • To choose different ways of practicing these skills and tactics
  • To describe the help needed to improve play

 

Striking/ Fielding – developing skills

  • To strike a ball with intent
  • To throw more accurately when bowling and fielding
  • To intercept and stop a ball with consistency and sometimes catch it
  • To return the ball quickly and accurately

Striking/ Fielding – making and applying

  • To choose and use batting or throwing skills to make game harder for opponents
  • To choose where to stand successfully as a fielder
  • To work well as a team to make it harder for the batter

Striking/ Fielding – physical and mental

  • To know the demands that specific activities make on my body
  • To know the importance of warming up
  • To create a warm up to share with others

Striking/ Fielding – evaluate and improve

  • To describe what is successful in my own and others’ play
  • To identify parts of my performance that need improving and suggest how to achieve this

 

Athletics (from National Curriculum)

  • To develop flexibility, strength, technique, control and balance [for example, through athletics].

 

Main progression points

  • To create more complex motifs using ‘canon’ and ‘unison’ (6-7 movements)
  • To use a range of tactics to keep possession of the ball and to attack goal
  • To choose and use batting or throwing skills to make games harder for opponents

 

History – Britain’s settlement by Anglo-Saxons and Scotts

Historical knowledge (constructing the past and sequencing the past)

  • To sequence a few events or related objects
  • To talk or write about the past including details.
  • To show that I can make some connections with features of other periods studied
  • To talk or write about features, events, people and themes from the past, including some details
  • To understand differences in social and cultural history
  • To describe the relationship between beliefs and action in historical change

History concepts (change and development, cause and effect, significance and interpretations)

  • To use some historical period terms
  • To point out some similarities and differences between aspects of life and the life of people in the periods being studied
  • To suggest reasons for and results of peoples actions and events
  • To describe and make links between events and changes

Historical enquiry (planning and carrying out historical enquiry/using sources of evidence)

  • To pick out information about the past from sources like stories
  • To use information from more than one source in answers
  • To comment on the usefulness and accuracy of different sources of evidence
  • In written work, to try to organize answers well and state conclusions
  • In written work, to give reasons for ideas, use some dates and historical terms

 

Geography – Scandinavia

Location and place knowledge

  • To compare the lives of people in two different environments or places
  • To name and locate the key topographical features including hills, mountains, coasts and rivers and land use patterns
  • To demonstrate an understanding of how some of these aspects have changed over time
  • To know the countries that make up the European Union
  • To locate the world’s countries, using maps to focus on Europe, North and South America concentrating on the environmental regions, key physical and human characteristics of major cities

Physical and human geography

  • To use appropriate symbols to represent different physical features on a map

Geographical enquiry

  • To use four figure grid references to locate points on a map
  • To find the same place on a globe as on an atlas
  • To make good use of ICT in charts and graphs
  • To use a database to find out information

 

Art and design – Kandinsky

Developing, planning and communicating ideas

  • To begin to become more proficient in drawing, painting, sculpture and other art, craft and design techniques
  • To plan work carefully before beginning

Working with tools, equipment, materials and components to make quality products

  • To select and use an appropriate sized paintbrush
  • To make specific choices between different processes and materials

Evaluating processes and products

  • To select material and tools and give some reasons for my decisions
  • To begin to take a critical approach to appraise the methods and approaches used by others

Drawing and painting

  • To use marks and lines to produce a texture
  • To create all the colours

Printing and sketch books

  • To select materials/ colours and give some reasons for a decision
  • To use a sketch book to express feelings about various subjects
  • To outline likes and dislikes
  • To use a sketch book to adapt and improve ideas
  • To discuss how to improve my work
  • To use the sketch book to record observations and use them to review or revisit ideas

Knowledge

  • To research what critics say about some art examples
  • To make comparisons giving reasons for decisions made
  • To discuss and explore the various art galleries around the world

 

Design and Technology – Scandinavian Cooking

Developing, planning and communicating ideas

  • To be conscious of the need to produce something that will be liked by others
  • To show a good level of expertise when using a range of tools and equipment
  • To think ahead about the order of work

Evaluating processes and products

  • To evaluate my product, thinking of both appearance and the way it works
  • To talk about likes and dislikes, giving reasons

Cooking and nutrition

  • To know what to do to be hygienic and safe
  • To develop an understanding and knowledge of ingredients for healthy eating
  • To learn about food preparation and cooking skills
  • To demonstrate the above skills in preparation and cooking
  • To identify the ingredients in composite dishes
  • To design and create dishes for intended users
  • To make and evaluate dishes
  • To have an understanding of what other people choose to eat and why
  • To be aware of seasonal food
  • To evaluate food by taste, texture, flavor etc

 

Music

Elements of music (listening and understanding)

  • Pitch – distinguish between steps, leaps and repeat in melodies ; major, minor and pentatonic scale
  • Tempo – consolidate understanding of, and identify getting faster and slower
  • Structure – identify development of musical ideas – similar but not the same

Controlling

  • To play and perform in solo and ensemble contexts, using my voice and playing instruments with increasing accuracy, fluency, control and expression
  •  To use instruments where appropriate including a range or un-tuned and tuned percussion with knowledge of correct technique

Creating

  • To explore the ways sounds can be combined and used expressively
  • To improvise longer repeated rhythmic patterns, building a repertoire of patterns and sequence
  • To combine layers of sound with awareness of the combined effect

Responding and reviewing

  • To build up an appropriate musical vocabulary
  • To use musical vocabulary when talking about music and developing the ability to express an aesthetic response

 

Spring 1 RE – The person of Jesus

 

Spring 2 RE - Meanings of signs and symbols

 

 

Modern Foreign Languages – French

Literacy

  • To follow a short familiar text, listening and reading at the same time

Intercultural Understanding

  • To know about some aspects of everyday life and I can compare these to my own life

Real life contexts

  • To take part in conversational skills in role play to develop conversational skills needed for shopping

 

PHSE – Living in the wider world

  • To research, discuss and debate topical issues, problems and events that are of concern to them and offer their recommendations to appropriate people
  • To know what being a part of a community means, and about the varied institutions that support communities locally and nationally
  • To appreciate the range of nations, regional, religious and ethnic identities in the United Kingdom