Year 4 National Curriculum Non Core Subjects https

Year 4 National Curriculum- Non Core Subjects https: //www. poetryarchive. org/poem/river

Explanation During this unit History and Geography will not be taught. The showcase will be The Wonder Park

Knowledge History/Geograp hy Science Enhancement Art DT Computing Science PSHE N/A Wonder Park rainforest themed park nproject Collage (rainforest theme) To design, build, evaluate, test and advertise a toy boat Meteorologists – presenting the weather Co-authors – producing a wikli States of matter Relationships Changing me Animal sketches Living things RE Music Wider Opportunities brass or clarinet tuition

Knowledge History/Geog N/A Science Enhancement Forces Gravity Friction Air resistance Pull Drag Smooth Surface Linoleum Engineering Material Properties Flexible Prototype Recycling Vessel Theme Park Art Collage Overlap Composition Mood Balance Pattern DT Prototype Marketing Consumer Producer Advertisement Promotion Boat Purpose Energy Source Wind power Solar power Human power Engine Sail Hull Mast Rudder Keel Bow Stern Cargo Capsize Circular Square Rectangular Pointed Design specifications Fishing boat Ferry Pleasure craft Computing Chart Data logging Forecast Graph Measurement Prediction Spreadsheet Temperature Edit Information Mind map Reliable Style Wikipedia’s Five Pillars Science Boiling point Boiling Condensing Evaporation Freezing point Gas Solid Liquid Matter Material Melting Temperature Thermometer water cycle Amphibian Bird Centipede Classify Fish Flowering plant Habitat Insect Invertebrate Key Mammal Organism Rep[tile Vertebrate PSHE Special Appreciation Symbol Care Relationship Distant Contribute Mutual benefit Belonging Caring Loss Strategy Shock Disbelief Numb Denial Anger Guilt Sadness Pain Despair Hopelessness Relief Acceptance Depression Souvenir Memento Memorial Remember Vegetarianism Opinion Debate Respect Cope Personal Unique Characteristics Parents Circle Seasons Change Control RE Music

Skills History/Geography N/A Science Enhancement • Art Develop techniques , including control and use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Create sketch books to record their observations and use them to review and revisit ideas. Improve mastery of art and design techniques including drawing, painting and sculpture with a range of materials. Learn about great artists, architects and designers in history. DT I can evaluate products for both their purpose and appearance. I can explain how I have improved my original design. Computing • • I can present a product in an interesting way. • I can persevered and adapt my work when my original ideas do not work. • I know how to be hygienic and safe when using food. • • Work with variables and various forms of input and output. Use logical reasoning to explain how some simple algorithms work. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Solve problems by decomposing them into smaller parts. 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. Use search technologies effectively. Be discerning in evaluating digital content. Use. . . a variety of software (including internet services). . . to. . . create. . . content. . . including. . . presenting information. Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact Science • • • Ask relevant questions and use different types of scientific enquiries to answer them. Set up simple practical enquiries, comparative and fair tests. Make systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers. Gather, record, classify and present data in a variety of ways to help in answering questions. Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions. Identify differences, similarities or changes related to simple scientific ideas and processes. Use straightforward scientific evidence to answer questions or to support their findings PSHE I know how it feels to belong to a range of different relationships and can identify what I contribute to each of them I can identify someone I love and can express why they are special to me Help others to feel part of a group I understand that we can remember people even if we no longer see them I can explain different points of view on an animal rights issue Know how to help themselves and others when they feel upset or hurt I can understand that losing a special pet brings feelings that can be hard to cope with, but that it can be helpful to mark loss by celebrating special things about the pet I know how to show love and appreciation to the people and animals who are special to me I appreciate that I am a truly unique human being I understand that having a baby is a personal choice and can express how I feel about having children when I am an adult I have strategies to help me cope with the physical and emotional changes I will experience during puberty I am confident enough to try to make changes when I think RE Music Wider opportnities

Science Enhancement Knowledge Vocabulary National Curriculum - skill Forces Gravity Friction Air resistance Pull Drag Smooth Surface Linoleum Engineering Material Properties Flexible Prototype Recycling Vessel Theme Park 6

Art Knowledge • I can use marks and lines to show texture in my art when I create a mixed media collage. • I can use line, tone, shape and colour to represent rainforest animals in movement. • I show reflections in my watercolour painting of the Amazon river. • I can integrate digital images into my art to create a costume linked to Journey to the River sea • I experiment with the style used by Henri Rousseau to create a rain-lashed tropical scene from the story • I explain some of the features of art from historical periods – comparing early twentieth century art with that of the Egyptian era. Vocabulary Collage Overlap Composition Mood Balance Pattern Skill Develop techniques , including control and use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Create sketch books to record their observations and use them to review and revisit ideas. Improve mastery of art and design techniques including drawing, painting and sculpture with a range of materials. Learn about great artists, architects and designers in history. No painter, dead or alive, has ever made us more aware of our eyes than Bridget Riley. ’ Robert Melville, 1971 https: //www. tate. org. uk/kids/ex plore/who-is/who-bridget-riley 7

Design and technology Knowledge I can evaluate boats for both their purpose and appearance. I can explain how I have improved my original design of a boat. I can present a boat in an interesting way. I can persevere and adapt my boat when my original ideas do not work. I knowhow boat designs have changed throughout history Vocabulary Prototype Marketing Consumer Producer Advertisement Promotion Boat Purpose Energy Source Wind power Solar power Human power Engine Sail Hull Mast Rudder Keel Bow Stern Cargo Capsize Circular Square Rectangular Pointed Design specifications Fishing boat Ferry Pleasure craft Skills 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 prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques 8

Computing Knowledge Understand different measurement techniques for weather, both analogue and digital use computerbased data logging to automate the recording of some weather data use spreadsheets to create charts analyse data, explore inconsistencies in data and make predictions practise using presentation software and, optionally, video. Understand the conventions for collaborative online work, particularly in wikis be aware of their responsibilities when editing other people’s work become familiar with Wikipedia, including potential problems associated with its use practise research skills write for a target audience using a wiki tool develop collaboration skills develop proofreading skills. Vocabulary Skills Chart Data logging Forecast Graph Measurement Prediction Spreadsheet Temperature • Work with variables and various forms of input and output. • Use logical reasoning to explain how some simple algorithms work. • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content. • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. Edit Information Mind map Reliable Style Wikipedia’s Five Pillars • Solve problems by decomposing them into smaller parts. • 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. • Use search technologies effectively. • Be discerning in evaluating digital content. • Use. . . a variety of software (including internet services). . . to. . . create. . . content. . . including. . . presenting information. • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact 9

Science A Year 4 Science Vocabulary Boiling point Boiling Condensing Evaporation Observe that some materials change state Freezing when they are heated or cooled, and measure or research the temperature at Freezing point which this happens in degrees Celsius (°C). Gas Solid Identify the part played by evaporation and Liquid condensation in the water cycle and Matter associate the rate of evaporation with temperature. Material Melting Temperature Thermometer Recognise that living things can be grouped water cycle Compare and group materials together, according to whether they are solids, liquids or gases. National Curriculum • Ask relevant questions and use different types of scientific enquiries to answer them. • Set up simple practical enquiries, comparative and fair tests. • Make systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers. • Gather, record, classify and present data in a variety of ways to help in answering questions. • Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. • on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. • Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions. • Identify differences, similarities or changes related to simple scientific ideas and processes. • Use straightforward scientific evidence to answer questions or to support their findings. in a variety of ways. 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. Amphibian Bird Centipede Classify Fish Flowering plant Habitat Insect Invertebrate Key Mammal Organism Rep[tile Vertebrate 10

RE A Year 4 RE What can we learn from religions about deciding What is right and wrong? How is faith expressed in Islam? Vocabulary 5 pillars Pilgrimage Prayer Kabah Mecca Prophets Judgement Faith National Curriculum Describe the variety of practices and ways of life in religions, and understand how these stem from, and are closely connected with, beliefs and teachings. Discuss their own and others views of religious truth and belief, expressing their own ideas. Reflect on ideas of right and wrong and their own and others responses to them. Non-religious Religious Humanist Atheist Morals Temptation © Focus Education (UK) Ltd 11

PSHE - Tolerance • I can identify the web of relationships that I am part of, starting from those closest to me and including those more distant • Try to solve friendship problems when they occur • I know how most people feel when they lose someone or something they love • I can tell you about someone I know that I no longer see • Show respect in how they treat others • I can express my own opinion and feelings on an issue • I understand how people feel when they love a special pet • Know and show what makes a good relationship • I understand that some of my personal characteristics have come from my birth parents and that this happens because I am made from the joining of their egg and sperm • I can correctly label the internal and external parts of male and female bodies that are necessary for making a baby • I can describe how a girl’s body changes in order for her to be able to have babies when she is an adult, and that menstruation (having periods) is a natural part of this • I know how the circle of change works and can apply it to changes I want to make in my life • I can identify changes that have been and may continue to be outside of my control that I learnt to accept • I can identify what I am looking forward to when I am in Year 5 National Curriculum Vocabulary Knowledge Love Appreciation Symbol Care Relationship Close Distant Contribute Mutual benefit Belonging Caring Loss Strategy Shock Disbelief Numb Denial Anger Guilt Sadness Pain Despair Hopelessness Relief Acceptance Depression Souvenir Memento Memorial Remember Vegetarianism Opinion Debate Respect Cope • • • • I know how it feels to belong to a range of different relationships and can identify what I contribute to each of them I can identify someone I love and can express why they are special to me Help others to feel part of a group I understand that we can remember people even if we no longer see them I can explain different points of view on an animal rights issue Know how to help themselves and others when they feel upset or hurt I can understand that losing a special pet brings feelings that can be hard to cope with, but that it can be helpful to mark loss by celebrating special things about the pet I know how to show love and appreciation to the people and animals who are special to me I appreciate that I am a truly unique human being I understand that having a baby is a personal choice and can express how I feel about having children when I am an adult I have strategies to help me cope with the physical and emotional changes I will experience during puberty I am confident enough to try to make changes when I think they will benefit me I can express my fears and concerns about changes that are outside of my control and know how to manage these feelings positively I can reflect on the changes I would like to make when I am in Year 5 and can describe how to go about this

Assessment for learning • The assessments should take place at the end of each taught unit or and the end of the topic • Assessments need to be linked to the knowledge objectives that have been taught. © Focus Education (UK) Ltd 13