Class Four Curriculum Overviews - Spring Term

Maths

Number, place value and money /
  • Divide 2-digit numbers by 10 to create 1-place decimal numbers
  • Recognise decimal and fraction forms of tenths
  • Relate fractions to decimals (0.1  1/10)
  • Relate one place decimals to cm and mm
  • Compare one place decimal numbers

Written addition and subtraction /
  • Add amounts of money using expanded and compact addition
  • Add amounts of money using expanded and compact addition
  • Count up to solve 3-digit subtractions
  • Count up to find change from £5 and £10
  • Count up to find a price difference

Written addition and mental subtraction /
  • Add three 2-digit numbers using compact addition
  • Add four 2-digit numbers using compact addition
  • Subtract 3-digit numbers using expanded column subtraction
  • Subtract 3-digit numbers choosing an efficient method
  • Investigate patterns when subtracting 3-digit numbers

MEASURES/DATA Length, weight, bar charts /
  • Measure in m and cm; convert from cm to m and m & cm to m
  • Measure in cm/mm; convert from mm to cm
  • Weigh in Kg/g; convert from kg to g and vice versa
  • Estimate weights and order items by weight; display information on a bar graph
  • Measure weights or lengths using SI units; display results on a bar graph

FRACTIONS /
  • Identify equivalent fractions, especially in relation to halves and quarters
  • Simplify fractions by reducing to their simplest form
  • Identify equivalent fractions and mark on a number line
  • Mark equivalent fractions/decimals on a number line
  • Add fractions with the same denominator

Number, place value and money /
  • Multiply and divide by 10 and 100 using 1-place decimals
  • Multiply multiples of 10 and 100 by single-digit numbers
  • Add and subtract 0.1 and 1 to/from numbers with one decimal place
  • Use negative numbers in context of temperature
  • Place negative numbers on a line; Order positive and negative numbers

Written addition and mental subtraction /
  • Add/subtract single-digit numbers to and from 3 and 4-digit numbers
  • Subtract single-digit numbers from 3 and 4-digit numbers
  • Add multiples of 10, 100 and 1000
  • Subtract multiples of 10, 100 and 1000
  • Add and subtract multiples of 10, 100 and 1000

Written addition and mental subtraction /
  • Add three 3-digit numbers using compact addition
  • Use compact addition to add amounts of money
  • Use expanded decomposition to subtract three-digit numbers
  • Introduce compact decomposition to subtract three-digit numbers
  • Use compact decomposition to subtract three-digit numbers

MEASURES/SHAPE Time, position and direction /
  • Tell time on digital and analogue clocks using 24 hour clock
  • Convert 24 hour clock to am and pm times
  • Use timetables and calculate intervals
  • Use x, y co-ordinates on a graph (first quadrant)
  • Use x, y co-ordinates to draw shapes in first quadrant

Mental multiplication and division /
  • Know multiplication and division facts for the 9 times table
  • Begin to know multiplication and division facts for the 7 times table
  • Revise all times tables up to 12 × 12
Find factors of numbers up to 40
  • Use tables facts and place value to multiply multiples of 10 and 100 by single-digit numbers

Written multiplication and division /
  • Use partitioning to multiply 3-digit numbers by 1-digit numbers
  • Use partitioning to multiply 3-digit numbers by 1-digit numbers
  • Use partitioning to multiply 3-digit numbers by 1-digit numbers
  • Know the 11 and 12 times
  • Divide 2-digit numbers by single-digit numbers (with remainders)

English

Stories about Imaginary Worlds / Using Stig of the Dump, chn familiarise themselves with features of narrative; finding examples from the book & through role play & hot-seating. Focus on direct speech & use the features & format they have seen to plan & write their own stories
Grammar focus:
1. Introduce the idea of tense in verbs.
2. Use pronouns for cohesion and to avoid repetition and ambiguity.

3. Use dialogue punctuation.

Plays and Dialogues / Plan 6A:
Required texts:
The Witches by Roald Dahl (plus DVD)
Plays for chn: The Witches, adapted by David Wood
Other plays for chn adapted from Roald Dahl
Description:
Define proverbs and work out the meanings. Identify and use adverbs and powerful verbs. Create characters using description, stage directions and dialogue. Compare dialogue and playscripts, then write and perform playscripts, one based on a proverb and one on a Roald Dahl chapter.
Grammar focus:
1. Understand and use adverbs.
2. Use and punctuate direct speech
3. Use powerful verbs
4. Use and understand grammatical terminology.
Persuasive Writing. / The children will put forward cases for animal and habitat conservation explaining why these things need to be protected.
Speaking/Listening/Drama
  • Use and reflect on some ground rules for sustaining talk and interactions
  • Offer reasons and evidence for their views, considering alternative opinions
  • Respond appropriately to the contributions of others in the light of differing viewpoints
  • Identify how talk varies with age, familiarity, gender and purpose
  • Take different roles in groups an use language appropriate to the, including the roles of leader, reporter, scribe

Science

Habitats / Through this unit children will begin to understand the concept of a habitat, how it provides organisms found there with conditions for life and how animals depend on plants or other animals which eat plants for food. Throughout the unit ways in which organisms are suited to the habitat should be emphasised.
Experimental and investigative work focuses on:
  • turning ideas into a form that can be tested, making a prediction
  • making observations
  • deciding whether the evidence supports the prediction and suggesting explanations in terms of their knowledge of science.
Work in this unit also provides opportunities for children to learn about the interdependence of living things and how the environment and living things need to be protected.
Keeping Warm: Conductors & Insulators / Through this unit children build on their ideas about temperature as a measure of how hot or cold objects are and learn about thermal insulators as materials which can help to keep things warm or cool.
Experimental and investigative work focuses on:
  • turning ideas into a form that can be investigated
  • using thermometers to make careful measurements of temperature
  • identifying and suggesting explanations for patterns and trends in results and using results to draw conclusions.
Children also have opportunities to use IT (see IT Units 3C and 4D) to collect, retrieve and present information and to use their understanding of science to explain everyday phenomena about keeping warm and cooling down.

RE & PSHE

How do the lives of founders and prophets influence believers?
Going For Goals /
  • What makes the founders and prophets so important to the religions? What did they do? What did they teach? In this unit we look at how the lives of founders/prophets have influenced the beliefs of others. We reflect on sources of inspiration in their own and others lives.
  • We will examine goal-directed behaviour based on underlying prerequisites such as taking responsibility, building feelings of confidence and the belief that what we do as individuals makes a difference.

Creative Curriculum

Stone Age to Iron Age / Central Idea: That artefacts left behind by past civilisations give us an insight into the lives of ordinary people at that time.
Key lines of Enquiry
1. Is it true to say that Stone Age man was just a simple hunter gatherer only interested in food and shelter?Examining similarity and difference and change. Pupils explore a modern day reconstruction of what Stone Age man’s life was like before trying to deduce for themselves what mystery objects might tell us about Stone Age life. The evidence is based on a case study of Star Carr.
2. How different was life in the Stone Age when man started to farm?Pupils explore different ideas and divide them into BIG change and little change before creating a before and after image/tableau.
3. What can we learn about life in the Stone Age from a study of Skara Brae?Pupils hear the dramatic story of the excavation of the settlement before going on to make deductions from the buildings that have survived.
4. Why is it so difficult to work out why Stonehenge was built?Having looked at how and when Stonehenge was built, pupils speculate as to its purpose before judging which of the modern theories seems most plausible.
5. How much did life really change during the Iron Age and how could we possibly know?This lesson based on the Iron Age Hill Fort at Danebury has already been published - see above.
6. Can you solve the mystery of the 52 skeletons?This is a source-based history mystery based on a case study of the Dorset Hill Fort, Maiden Castle.