Peacock, Pelican and Puffin
WHAT IS MY CHILD LEARNING?
Autumn Term Curriculum 2022
CURRICULUM PLAN – WHAT IS MY CHILD LEARNING?
TERM: Autumn 2022
We will be writing across a range of fiction and non-fiction genres including: poetry, narrative, scriptwriting, recounts, explanation, persuasive and information texts. The work will be based on two key texts for the term: There’s a Boy in the Girls’ Bathroom and War of the Worlds.
Children will develop the use of complex and compound sentence structures, using main and subordinate clauses and a range of coordinating conjunctions. They will use a range of punctuation including; commas, exclamation marks, question marks, inverted commas, hyphens, colons and apostrophes. In addition, they will also be focusing on conjunctions, adverbs and prepositions to express time and cause. Spelling will be delivered through the Support for Spelling program and the year-four spelling list from the curriculum.
The children will be reading a wide range of fiction, poetry, plays, non-fiction and reference books during our Destination Reader lessons. Through focused activities, the children will develop their comprehension, inference, prediction, summarising and evaluation skills.
There are four areas of learning this Autumn:
Place value of numbers to 100,000. Children will count in multiples of 6, 7, 9, 25 and 1000. They will count backwards including negative numbers. They will identify and estimate numbers using different representations and find a 1000 more or less than a given number. Recognise the place value of each digit in a four-digit number. They will be able to order and compare numbers beyond 1000, rounds numbers to the nearest 10, 100 and 1000. Finally, they will learn to estimate and use inverse operations to check numbers
Addition and subtraction– add and subtract numbers with up to 4 digits using formal written methods of columnar addition and subtraction where possible
Length and Perimeter– measure and calculate the perimeter of a rectilinear figure (including squares) in centimetre and meters. They will also find the area of a rectilinear shape by counting the squares.
Multiplication and division– recall multiplication and division facts for multiplication tables up to 12X12 and use place value and known derived facts to multiply and divide mentally. Children will be able to recognise and use factor pairs and commutatively in mental calculations.
Why do some solids, liquids and gases change state?
Through scientific experiments and research, children will learn that certain materials can change state. They will know the temperature of water is when it boils or freezes and observe this in our everyday lives and the world around us and explain the differences between solids, liquids and gases. Finally, the children will research and explain the water cycle.
How is sound is created and how does it travel?
Children will be developing their scientific knowledge in the second Autumn term, where they will learn how sound is made and what happens as sound travels away from its source, how sound travels from the source to the ears and how to associate sound with vibration. They will be able to identify the correlation between pitch and the object producing a sound and the relationship between the volume of a sound and the strength of the vibrations that produced it. They will work scientifically by carrying out fair testing and looking for patterns in their experiments.
History: How did Britain change between the end of the Iron Age and the end of the Roman occupation?
By the end of this unit, children will know why the Romans came to Britain in the first place yet understand why there was some resistance to the Roman occupation. They will be able to identify the most important changes the Romans brought to Britain and why the Romans left Britain. Children will learn to be historians by using iPads to research, looking at artefacts to support their Historical enquiry, which in turn, will allow them to talk about similarities and differences of past events and how that has shaped Britain today.
Geography: Why do so many British people go to the Mediterranean for their holiday?
In the second half of the Autumn term children will learn to locate the Mediterranean on a map and globe as well as identify the countries which are on the Mediterranean coast. They will consider the climate of the UK and that of the Mediterranean each month and be able to compare and contrast a holiday resort on the Mediterranean with that of one in the UK. By the end of the unit of learning, they will be able to identify similarities and differences of food, language, lifestyle and especially jobs.
We will be following the Language Angels scheme and learning how to ‘Present Ourselves’ (including name, age etc). In the second term, we will be learning to ‘Describe Our Family’, including brother, sister, only child, parents and grandparents.
RE: What does it mean to belong to a religion?
We will be exploring both Christianity and Islam in order to answer this question.
Design Technology: Food and a Healthy Varied Diet.
Create a Mac N Cheese that can be designed as part of a healthy and balanced diet. We find out about a healthy and balanced diet and understand how to read food labels. We will learn how high fat ingredients can be substituted for low fat ingredients, know how to prepare pasta for a pasta bake, learn how to make a basic cheese sauce and most importantly, make a healthier version of a Mac N Cheese. Yum!
Pupils will learn to play the Ukulele. Their learning will focus on instrumental technique, learning to read and play from notation, playing as an ensemble, singing and playing simultaneously, listening and evaluating pieces of music and improvising and composing their own chord sequences.
In the first term we will be developing our football and rugby skills. In the second part of the Autumn term we will be learning how to play dodge ball and bench ball as well as identifying the differences with these two types of team games.
Inspired by Zac Ove, we will be designing and arranging 3D materials to convey feelings, expression and movement when creating sculpture.
In PSHE, for the first term, we will be learning about ‘Respect’, both for ourselves and others. We shall be looking at how to be ‘Efficient Problem Solvers’ and being ‘Resourceful’, finally, we shall be learning about the attributes of good ‘Leadership’.
In the second half of the term, we shall be learning about ‘Bullying’ and how we can use the ‘big 5’ as a strategy to overcome it. We will look at how to ‘keep Our Bodies Safe’ and finally ‘Being Responsible’. We shall also incorporate the Autumn Values: Peace, Trust, Creativity and Courage in our assemblies.
Special events/ enrichment opportunities.
Science week including a Science visit in school exploring sound (date t.b.c).
How parents can be involved in home learning.
Please support your children’s learning by daily reading, times-tables and spelling practise.
Spellings can be done through dictation, look-cover-write-check, hiding spellings around the house, putting them in sentences and so on. Spellings will be uploaded onto Google Classroom on a Friday, ready for testing on the Wednesday. Children will also need to practise their tables weekly. They will be encouraged to do this on TTRS (Times Tables Rock Stars).
Trips and events:
Visit to The British Museum to see the Roman Britain exhibition and a talk about the Romans. This will be on Monday 17th October.
School of noise in school visit, to complement our Science where we will have learnt about sound. The visit is on Friday 9th December.
English Key Skills
I can listen and respond appropriately to adults and my peers.
I can ask a range of relevant questions to extend my understanding.
I can answer questions using full sentences and can begin to justify my answers.
I can listen to and remember important points in discussions and stories
I can participate in conversations staying on topic, initiating and responding to comments.
I can use talk to develop understanding through speculating, imagining and exploring ideas.
I have an increasing command of Standard English.
I can participate in discussions, presentations, performances, role play and debates.
I can read and understand all key words for Y4.
I can read independently for sustained periods of time.
I can listen to and read a wide range of fiction, poetry, plays, non-fiction and reference books.
I can distinguish between fact and opinion and recognise the point of view being presented in a text.
I can use scanning as a tool for summarising a text.
I can read for a range of different purposes.
I can mark extracts of a text by annotating and selecting key headings, words or sentences.
I can use a dictionary, index, glossary and thesaurus.
I can read with understanding, a range of texts and discuss: themes, events, characters, feelings.
I can predict, infer, and deduce a given text.
I can explain characters’ actions.
I can identify and summarise evidence from a text to support a hypothesis.
I can ask questions to improve my understanding of a text.
I can discuss words and phrases that capture the reader’s interest and imagination.
I can analyse and evaluate texts, looking at language, structure and presentation.
I can select and discuss a favourite author.
I can learn a range of poems by heart.
Writing (composition and grammar)
I can write a t least 2 sides of A4.
I can experiment with a wide range of punctuation including apostrophes, inverted comma, commas to mark clauses, colons and hyphens.
I can plan what I want to write in a variety of different ways.
I can compose sentences orally building on varied and rich vocabulary.
I can increase the range of sentence structure I include in my writing.
I can use interesting, varied and ambitious words choices.
I can use conjunctions, adverbs and prepositions to express time and cause.
I can vary the way I start my sentences (similes, -ed clause, expanded -ing clauses, fronted adverbials) e.g. Grinning menacingly, he slipped the treasure into his rucksack.
I can compose compound sentences using coordinating conjunctions (and, or, but, so, for, nor, yet)
I can write complex sentences with a main and subordinate clause. (The tornado swept across the city, destroying the houses.)
I can complete a whole piece of writing in a range of styles (playscripts, poetry, stories, reports, information text, explanations, persuasive writing)
I can identify and use collective nouns (e.g. The bundles of clothes were thrown on the bed.)
I can use paragraphs with increasing accuracy to organise and sequence my work.
I can plan, edit, proof read and produce a final version.
I can spell accurately all key words for Y4.
I can use a range of spelling strategies (rhymes, mnemonics, and kinaesthetic strategies)
I can apply spelling rules for adding suffixes –sion, -ssion, -cian (as well as consolidating suffix list from Y3)
I can begin to use and apply spelling rules for adding prefixes sub-, inter-, super-, anti-, auto- (as well as consolidating suffix list from Y3)
I can spell homophones and near homophones (accept/except, affect/effect, ball/bawl…)
I can apply a range of spelling rules to unfamiliar words.
I can write from memory sentences dictated to me by my teacher containing spellings and punctuation learnt.
I can hold a pencil correctly; sit with good posture, steadying my work.
I can form all letters and break letters consistently and fluently.
I can use lined paper and be able to use guidelines in writing.
I can work towards presenting writing using a handwriting pen.
I can use correctly formed cursive script in all areas of the curriculum.
Consolidate-finger spaces, letter, word, sentence, statement, question, exclamation, command, full stops, capital letter, question mark, exclamation mark, speech bubble, speech marks, direct speech, inverted commas, bullet points, apostrophe, colon –instruction, singular/plural, suffix/prefix, word family, consonant/vowel, adjective, noun, noun phrase, adverb, imperative verbs, tense, connective, conjunction, prepostition, determiner, generalise, clause, subordinate clause, relative clause, relative pronoun, alliteration, simile, synonyms.
Introduce – Pronoun, possessive pronoun, adverbial, fronted adverbial, apostrophe – plural/possession
Maths Key Skills
Number – number and place value
Pupils should be taught to:
- count in multiples of 6, 7, 9, 25 and 1000
- 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 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
- 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
Pupils should be taught to:
- 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
Pupils should be taught to:
- 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; dividing by 1; multiplying together three numbers
- recognise and use factor pairs and commutativity in mental calculations
- 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.
Number – fractions (including decimals)
- Pupils should be taught to:
- recognise and show, using diagrams, families of common equivalent fractions
- 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
- add and subtract fractions with the same denominator
- recognise and write decimal equivalents of any number of tenths or hundredths
- recognise and write decimal equivalents to 1/4, 1/2, 1/3
- 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 fractions and decimals to two decimal places.
Pupils should be taught to:
- 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
- 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.
Geometry – properties of shapes
Pupils should be taught to:
- 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
- complete a simple symmetric figure with respect to a specific line of symmetry.
Geometry – position and direction
Pupils should be taught to:
- 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.
Pupils should be taught to:
- 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.
Learn at Home
If you want to try the slug scratch game at home, below is a link to Scratch online, and the Youtube tutorial that tells you how to make it. PLEASE REMEMBER to switch Youtube to Restricted mode to keep you safe online!
SCRATCH – https://scratch.mit.edu/projects/editor/?tip_bar=home
SLUG VIDEO – https://www.youtube.com/watch?v=OYPOkSWa9Ak
Year Team Leader