Year 3 and 4 Medium Term Planning Block D
Year 3 and 4 Medium Term Planning – Block D
Year 3 Year 4 Year 5 Year 6
Speaking and Listening Objectives
Block D Unit 1
Year 3
/Year 4
/ Year 5 / Year 6Objectives
Children’s learning outcomes in italic /Objectives
Children’s learning outcomes in italic
/ ObjectivesChildren’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Explain a process or present information, ensuring items are clearly sequenced, relevant details are included and accounts ended effectively.
I can understand instructions to follow a route
/Listen to a speaker and take notes on the talk
I can listen to someone else speak and write down important bits of information that will help me with my task / Plan and manage a group task over time by using different levels of planningI can plan and manage my time to work on an extended group task
I can make an overall plan of the tasks to be done and a detailed plan for each task / Use a range of oral techniques to present persuasive argument
I can use different techniques to persuade people
Block D Unit 2
Objectives
Children’s learning outcomes in italic
/Objectives
Children’s learning outcomes in italic
/ Year 5 / Year 6Year 3
/Year 4
/ ObjectivesChildren’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Explain a process or present information, ensuring items are clearly sequenced, relevant details are included and accounts ended effectively
I can give and follow instructions to make turns
/ Take different roles in groups and use the language appropriate to them, including roles of leader, reporter, scribe and mentorI can play the role of … in group work
I can work as a member of a group to decide how to measure and record capacity / Understand the process of decision making
I can explain why I decided to use a particular method to solve a problem
I can describe what was special about the problem that prompted my decision / Participate in a whole-class debate using the conventions and language of debate
I can take part in a whole-class debate
Block D Unit 3
Objectives
Children’s learning outcomes in italic
/Objectives
Children’s learning outcomes in italic
/ Year 5 / Year 6Year 3
/Year 4
/ ObjectivesChildren’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Explain a process or present information, ensuring items are clearly sequenced, relevant details are included and accounts ended effectively
I can explain the steps involved in answering a problem.
I make sure that the answer I give makes sense / Take different roles in groups and use the language appropriate to them, including roles of leader, reporter, scribe and mentor
I can play the role of … in group work
I can work as a member of a group to plan a bus timetable / Understand different ways to take the lead and support others in a group
I can lead a group and make sure that tasks are shared fairly
I can support others in a group by helping them with their tasks when I have finished mine / Analyse and evaluate how speakers present points effectively through use of language, gesture, models and images
I can listen to someone explain their method or solution to a problem, and evaluate whether their explanation made sense
Block D Unit 1 (autumn) 2 weeks
Objectives
Children’s learning outcomes in italic /Objectives
Children’s learning outcomes in italic / Year 5 / Year 6Year 3
/Year 4
/ ObjectivesChildren’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations
I can work out what calculations to do to solve a word problem that involves measurements / Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate
I can work out how to solve problems with one or two steps
I can solve problems using measurements
I can choose what calculation to work out and I can decide whether a calculator will help me / Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use
I can identify the steps I need to take to solve problems
I can decide whether to do a calculation using mental methods, written methods or a calculator / Solve multi-step problems, and problems involving fractions, decimals and percentages; choose and use appropriate calculation strategies at each stage, including calculator use
I can solve problems with several steps and decide how to carry out the calculation
Add or subtract mentally combinations of one-digit and two-digit numbers
I can add or subtract a one-digit number to or from a two-digit number
I can add or subtract a multiple of 10 to or from a two-digit number / Add or subtract mentally pairs of two-digit whole numbers (e.g. 47+58,
91–35)
I can use mental addition and subtraction to help me solve problems / Calculate mentally with integers and decimals: U.t±U.t, TU×U, TU÷U, U.t×U, U.t÷U
I can add, subtract, multiply and divide whole numbers and decimals in my head
Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000
I can multiply and divide whole numbers by 10, 100 and 1000
Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one-digit integer, and to multiply two-digit and three-digit integers by a two-digit integer
I can add, subtract, multiply and divide whole numbers and decimals using efficient written methods
Use approximations, inverse operations and tests of divisibility to estimate and check results
I can estimate the result of a calculation
I know several ways of checking answers
Use a calculator to solve problems, including those involving decimals or fractions (e.g. to find 34 of 150g); interpret the display correctly in the context of measurement
I can use a calculator to solve problems that involve decimal measurements / Use a calculator to solve problems involving multi-step calculations
I can use a calculator to solve problems with several steps
Find unit fractions of numbers and quantities (e.g. 12, 13, 14 and 16 of 12 litres)
I can find 12 or 14 of a measurement
Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurements
I know how many grams are the same as 1kg
I can estimate whether an object is lighter than a 100g weight / Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where appropriate, use decimal notation to record measurements
(e.g. 1.3m or 0.6kg)
I can estimate and measure a weight
I know the relationships between units of weight
I can write a mass in kilograms using a decimal point / Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. the nearest centimetre); convert larger to smaller units using decimals to one place (e.g. change 2.6kg to 2600g)
I can choose appropriate units to measure length and distance
I can read metre sticks, tape measures and rulers marked in cm and mm accurately
I can make sensible estimates of length in everyday contexts
I know how many millimetres there are in a centimetre or metre, and how many metres there are in a kilometre / Select and use standard metric units of measure and convert between units using decimals to two places (e.g. change 2.75 litres to 2750ml, or vice versa)
I can convert one measurement to another using a related unit. I use decimals to do this
Read, to the nearest division and half-division, scales that are numbered or partially numbered; use the information to measure and draw to a suitable degree of accuracy
I can read scales to the nearest division or half-division / Interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit
I can use kitchen scales or a bathroom scale to measure a weight
I can read a weight in kilograms and grams from a scale marked in kg / Interpret a reading that lies between two unnumbered divisions on a scale
I can interpret a reading between two unnumbered divisions on a ruler, tape measure or metre stick / Read and interpret scales on a range of measuring instruments, recognising that the measurement made is approximate and recording results to a required degree of accuracy; compare readings on different scales, for example when using different instruments
I can read scales as accurately as a problem requires
I can compare readings from different scales
Solve problems by measuring, estimating and calculating; measure and calculate using imperial units still in everyday use; know their approximate metric values
I know that 1 pint is just over half a litres, and that 1 litre is about 134 pints
I know that 1 mile is about 1.6km, and that 1km is about 58 of a mile
Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock; calculate time intervals and find start or end times for a given time interval
I can tell the time to the nearest 5 minutes
I can find how long an activity takes if I know when it starts and when it ends / Read time to the nearest minute; use am, pm and 12-hour clock notation; choose units of time to measure time intervals; calculate time intervals from clocks and timetables
I can tell the time to the minute on a clock with hands
I can write down a time using am and pm
I can work out how long it takes to do something if I know the start and end times / Read timetables and time using 24-hour clock notation; use a calendar to calculate time intervals
I can use a calendar to work out how many days and weeks it is to my birthday
I can change am or pm times to 24-hour clock times, and vice versa
Draw and measure lines to the nearest millimetre; measure and calculate the perimeter of regular and irregular polygons; use the formula for the area of a rectangle to calculate the rectangle’s area
I can draw and measure lines to the nearest millimetre
I can measure the sides of polygons and add them to find the perimeter / Calculate the perimeter and area of rectilinear shapes; estimate the area of an irregular shape by counting squares
I can find the perimeter and area of shapes and estimate the area of irregular shapes
Read and record the vocabulary of position, direction and movement, using the four compass directions to describe movement about a grid
I can describe the position of a square on a grid
I can use the compass points (north, south, east and west) to describe a direction / Recognise horizontal and vertical lines; use the eight compass points to describe direction; describe and identify the position of a square on a grid of squares
I know when a line is horizontal or vertical
I can describe the position of a square on a grid of squares / Read and plot coordinates in the first quadrant; recognise parallel and perpendicular lines in grids and shapes; use a set-square and ruler to draw shapes with perpendicular or parallel sides
I can read and plot coordinates to make shapes
Block D Unit 2 (spring) 2 weeks
Objectives
Children’s learning outcomes in italic /Objectives
Children’s learning outcomes in italic / Year 5 / Year 6Year 3
/Year 4
/ ObjectivesChildren’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate
I can work out how to solve problems with one or two steps
I can solve problems involving measures and time
I can choose what calculation to work out and I can decide whether a calculator will help me / Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use
I can decide what calculations to do to solve a problem and how to do them (mental methods, jottings, written methods, calculator) / Solve multi-step problems, and problems involving fractions, decimals and percentages; choose and use appropriate calculation strategies at each stage, including calculator use
I can solve problems with several steps and decide how to carry out the calculation
Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure
I can draw a picture, make jottings or write calculations to help me answer a problem
Add or subtract mentally combinations of one-digit and two-digit numbers
I can add or subtract two 2-digit numbers
I know how to find the difference between two 2-digit numbers / Calculate mentally with integers and decimals: U.t±U.t, TU×U, TU÷U, U.t×U, U.t÷U
I can add, subtract, multiply and divide whole numbers and decimals in my head
Derive and recall multiplication facts up to 10×10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple
I know my tables to 10×10
Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
I can use rounding to estimate and check calculations / Use approximations, inverse operations and tests of divisibility to estimate and check results
I can estimate the result of a calculation
I know several ways of checking answers
Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers
I can record how I work out an addition or subtraction calculation showing each step / Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and £.p
I can add and subtract a two-digit and a three-digit number using an efficient written method / Use efficient written methods to add and subtract whole numbers and decimals with up to two places
I can add and subtract whole numbers and decimals with two places in columns / Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one-digit integer, and to multiply two-digit and three-digit integers by a two-digit integer
I can add, subtract, multiply and divide whole numbers and decimals using efficient written methods
Use practical and informal written methods to multiply and divide two-digit numbers (e.g. 13×3, 50÷4); round remainders up or down, depending on the context
I can multiply a ‘teen’ number by a one-digit number
I can divide a two-digit number by a one-digit number / Develop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders
(e.g.15×9, 98÷6)
I can record how to multiply and divide a two-digit number by a one-digit number / Refine and use efficient written methods to multiply and divide HTU×U, TU×TU, U.t×U and HTU÷U
I can use an efficient method to multiply HTU by U and TU by TU / Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one-digit integer, and to multiply two-digit and three-digit integers by a two-digit integer
I can add, subtract, multiply and divide whole numbers and decimals using efficient written methods
Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000
I can multiply and divide whole numbers and decimals by 10, 100 and 1000
Use a calculator to solve problems, including those involving decimals or fractions (e.g. to find 34 of 150g); interpret the display correctly in the context of measurement
I can use a calculator to solve weight problems involving decimals / Use a calculator to solve problems involving multi-step calculations
I can use a calculator to solve problems with several steps
Find unit fractions of numbers and quantities (e.g. 12, 13, 14 and 16 of 12 litres)
I can use division to find12, 13, 14, 15and16of a measurement
Draw rectangles and measure and calculate their perimeters; find the area of rectilinear shapes drawn on a square grid by counting squares
I can draw a rectangle and work out its perimeter / Draw and measure lines to the nearest millimetre; measure and calculate the perimeter of regular and irregular polygons; use the formula for the area of a rectangle to calculate the rectangle’s area
I can explain the difference between perimeter and area
I can solve problems involving calculating a perimeter or area
Use a set-square to draw right angles and to identify right angles in 2-D shapes; compare angles with a right angle; recognise that a straight line is equivalent to two right angles
I can identify right angles in shapes and use a set-square to check / Know that angles are measured in degrees and that one whole turn is 360°; compare and order angles less than 180°
I know that angles are measured in degrees
I know that a whole turn is 360degrees or four right angles / Estimate, draw and measure acute and obtuse angles using an angle measurer or protractor to a suitable degree of accuracy; calculate angles in a straight line
I can estimate and measure angles less than 180°
I can recognise acute, obtuse and right angles / Estimate angles, and use a protractor to measure and draw them, on their own and in shapes; calculate angles in a triangle or around a point
I can estimate angles, and use a protractor to measure and draw them
I know that the angle sum of a triangle is 180° and the sum of angles around a point is 360°
Read and record the vocabulary of position, direction and movement, using the four compass directions to describe movement about a grid
I can follow and give instructions to make turns / Recognise horizontal and vertical lines; use the eight compass points to describe direction; describe and identify the position of a square on a grid of squares
I can use the eight compass points
I can give directions, follow directions and say how good someone else’s directions are / Read and plot coordinates in the first quadrant; recognise parallel and perpendicular lines in grids and shapes; use a set-square and ruler to draw shapes with perpendicular or parallel sides
I can recognise parallel and perpendicular lines in shapes and in the environment / Use coordinates in the first quadrant to draw, locate and complete shapes that meet given properties
I can use coordinates when the x-coordinate and the y-coordinate are both positive
Use decimal notation for tenths and hundredths and partition decimals; relate the notation to money and measurement; position one-place and two-place decimals on a number line
I can write lengths like 5 metres and 62 centimetres using decimal points
Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurements
I know how many cm make 1 metre and how many metres make 1km
I can decide whether a length would be measured in centimetres, metres or kilometres / Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where appropriate, use decimal notation to record measurements
(e.g. 1.35m or 0.6kg)
I can estimate and measure a length using metres, centimetres or millimetres
I know the relationships between metres, centimetres and millimetres / Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy
(e.g. the nearest centimetre); convert larger to smaller units using decimals to one place (e.g. change 2.6kg to 2600g)
I can choose and use a suitable metric unit to estimate and measure weight
I can use benchmarks to help me to estimate weight
I know how many grams there are in a kilogram / Select and use standard metric units of measure and convert between units using decimals to two places (e.g. change 2.75 litres to 2750ml, or vice versa)
I can convert one measurement to another using a related unit. I use decimals to do this
Interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit
I can use a measuring tape, metre stick or ruler to measure a lengthaccurately / Interpret a reading that lies between two unnumbered divisions on a scale
I can work out the reading between two unnumbered divisions on kitchen and bathroom scales
Draw and complete shapes with reflective symmetry; draw the reflection of a shape in a mirror line along one side
I can reflect a shape in one of its sides / Visualise and draw on grids of different types where a shape will be after reflection, after translations, or after rotation through 90° or 180° about its centre or one of its vertices
I can reflect, rotate and translate shapes on grids
Block D Unit 3 (summer) 2 weeks