Curriculum Overview Year 4 2017-18 Autumn Spring Summer

No of weeks

7 Weeks 8 Weeks 6 Weeks 7 Weeks 6 Weeks 6Weeks

TM Curriculu

m

Conflicts

Make a Banana Keyboard

Language Through Time

Fit For Life

Beautiful Bolton

Arts Through Time

Science States of Matter Electricity Sound Animals including Humans

Living things and their habitats

Science Coverage

- compare and group materials together, according to whether they are solids, liquids or gases - observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) - identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Sea level rise due to heating of ice - Page 69 - Polar Explorer Programme Activity Pack Watch video – Sea Level Experiment Use this link to see where in UK will flood with different sea level rises Easy to understand book and film re climate change Investigate freezing – link to ice cores taken and salt in water. Info about ice core. Link water cycle to ice and glaciers in polar regions

Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors. How do they generate electricity for the homes in the Polar regions, and create a model Halley complete with electrical lights.

- identify how sounds are made, associating some of them with something vibrating - recognise that vibrations from sounds travel through a medium to the ear - find patterns between the pitch of a sound and features of the object that produced it - find patterns between the volume of a sound and the strength of the vibrations that produced it - recognise that sounds get fainter as the distance from the sound source increases. Link to Echolocation in whales and dolphins, and the use of sonar by research vessels First 40 seconds of this film on dolphins

- describe the simple functions of the basic parts of the digestive system in humans - identify the different types of teeth in humans and their simple functions - construct and interpret a variety of food chains, identifying producers, predators and prey. Consider an Antarctic food web with these images and quiz – Food from the freezer and page 34 - Polar Explorer Programme Activity Pack

- recognise that living things can be grouped 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. Link to climate change – Easy to understand book and film re climate change Use this link to see where in UK will flood with different sea level rises Polar bears in trouble powerpoint activity Activities on page 28 and 30 about increased pH of sea water affecting shells of Polar Explorer Programme Activity Pack

Watching a glacier or page 22 Polar Explorer Programme Activity Pack Film of a glacier

Science Activities

flashbang science paper chromatography bugles melting chocolate weighing bubbles

Making circuits flashbang science – alien detectors

Experiments with instruments recording findings flashbang science – quacking ducks

Animals hunt flashbang science – homemade toothpaste

flashbang science squirming worms making a wormery

English Genre

Poetry Diaries Newspaper reports

Explanation texts Present information Speaking and listening Newspaper reports

Egyptians Myths and legends. Play scripts Nonsense poetry Narrative writing Non chronological reports Poetry

Instructional writing Posters Present information Speaking and listening

Persuasive writing Leaflets Stories with familiar settings

Image poetry Information texts/non chron reports Stories from other cultures

English text

Aaron Becker The Return

Until I met Dudley – Roger McGough

Egyptians stories

It’s disgusting and we ate it By James Solheim

Zoo Anthony Browne

Stories from another culture. Anansi Stories Gregory Cool by Martha Warren Beckwith

English

NC -composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures - proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

-in non-narrative material, using simple organisational devices [for example, headings and sub-headings] -maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

-organising paragraphs around a theme - in narratives, creating settings, characters and plot -discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

-participate in discussions, presentations, performances, role play, improvisations and debates -in non-narrative material, using simple organisational devices [for example, headings and sub-headings] -maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

-organising paragraphs around a theme - in narratives, creating settings, characters and plot -participate in discussions, presentations, performances, role play, improvisations and debates -in non-narrative material, using simple organisational devices [for example, headings and sub-headings]

-organising paragraphs around a theme - in narratives, creating settings, characters and plot -discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar -in non-narrative material, using simple organisational devices [for example, headings and sub-headings]

Compreh

ension 4.Non-fiction (newspaper report) The Accident p13

5

. Non-fiction (diary): Holiday Diary p1612. Poetry: Humans – Friends or Foes? P37

10.Playscript: ‘In the Rue Bel Tesoro’ p31 3.Poetry: The Donkey p10

6.Fiction (fable): ‘The Eagle and the Turtle’ p19

13. Fiction: ‘Angry Arthur’ 13.Poetry: ‘my Hair as Black as Dirty Coal

14 Non-fiction (information texts): Feathered record breakers p43

Commented [KH1]:

2.Poetry: ‘I love our orange tent’ p7 8.Fiction (historical): Stowaway’ p28

8.Fiction (classic) The Wind in the Willows p25

7. Fiction (classic): Cockadoodle-Doo, Mr Sultana!’p22

15. Non-fiction (information texts) What’s is the Sun? p46 15. Poetry: What is the sun p46

11.Fiction: ‘The Day the Helicopters Came’ pg34

SPAG Coverage NC

using and punctuating direct speech spell further homophones use further prefixes and suffixes and understand how to add them the first two or three letters of a word to check its spelling in a dictionary Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (

using and punctuating direct speech using conjunctions, adverbs and prepositions to express time and cause spell further homophones use further prefixes and suffixes and understand how to add them extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition use further prefixes and suffixes and understand how to add them the first two or three letters of a word to check its spelling in a dictionary Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases ( All year 4 SPAG covered as recommended by the literacy company. SPAG used and applied using the book as a stimulus

indicating possession by using the possessive apostrophe with plural nouns using the present perfect form of verbs in contrast to the past tense spell further homophones use further prefixes and suffixes and understand how to add them

indicating possession by using the possessive apostrophe with plural nouns use further prefixes and suffixes and understand how to add them Use of paragraphs to organise ideas around a theme

using commas after fronted adverbials using fronted adverbials using conjunctions, adverbs and prepositions to express time and cause spell further homophones use further prefixes and suffixes and understand how to add them All year 4 SPAG covered as recommended by the literacy company. SPAG used and applied using the book as a stimulus

Grammar Punctuation Vocab (Treasure House)

V1 Dictionary definitions p6 G1 Parts of speech p18 G2Sentences and phrases pg20 P4 Punctuating direct speech (1) p50

V4 Word families (2) p12 G7 Revising conjunctions p30 G8 conjunctions to express time and cause p32 P5 Punctuating direct speech (2)p52

V2 Using a dictionary p8 G3Noun phrases p22 G4 using pronouns to make your writing clearer p24

V6 Standard English word choices G12 standard and nonstandard verbs (1) G13 standard and nonstandard verbs (2) P3 Apostrophes to show possession (2) p52

V5 Nouns with prefixes p14 G9 Plural and possessive? G10 paragraphs (1) p36 G11 Paragraphs (2) p38 P2 Apostrophes to show possession (1) p46

V3 Word families (1) p10 G5 Adverbs and adverbials p26 G6 Fronted adverbials p28 P1 Commas after fronted adverbials

Spelling Focus

U1 adding suffixes and beginning with vowels to words and more than one syllable p6 U7 the prefixes sub- and super- U13 the ending –sion U19 the /s/ sound spelled sc U22 homophones and near homophones (4)

U4 the prefixes dis- and mis- pg12 U10 the suffix –ly U16 the /k/ sound spelled ch U23 homophones and near homophones (2)

U2 the /i/ sound spelled y p8 U8 the prefixes anti- and auto- U14 the suffix –ous U20 the /ay/ sound spelled ei, eigh and ey Words with /aw/ spelt with augh and au Adding the prefix in- (meaning ‘not’ or ‘into’) Adding the prefix im- (before a root word staring with ‘m’ or

U6 the prefixes re- and inter- p16 U12 the endings –ture and –cher U18 the /k/ sound spelled –que and the /g/ sound spelled –gue U24 homophones and near homophones (3)

U5 the prefixes in- ir- im- and il- pg14 U11 the pattern –sure as in measure U17 the /sh/ sound spelled ch U21 the possessive apostrophe with plural words

U3 the /u/ sound spelled ou p10 U9 the suffix –ation U15 the endings –tion, -sion, ssion and cian U22 homophones and near homophones (1)

‘p’) Adding the prefix il- (before a root word staring with ‘l’) and the prefix ir- (before a root word staring with ‘r’)

English across the curriculum

Present information in a variety of ways to inform audiences of our findings Write a diary entry from a historical period where there have been conflict write a newspaper reports about a famous battle. Write descriptions of famous history scenes Black history month writing

Write explanations about our designs Present information about the link between science and design by give persuasive oral presentation to seek for funding. Write a newspaper report on such a brilliant design

Write stories that contain mythical, legendary or historical characters or events. Look at Dragon myths (Viking link) compare and write myths. Look at the significance of dragons during Chinese new year. Turn chapters into play scripts. Discuss the famous play writer Shakespeare. Look at nonsense poems and language used. Write non chron reports linked to Viking longships. Use skills and understanding to compare and write about a ship from a different period of history

Write work out instructions. Design and create posters promoting exercise and healthy eating.

Write persuasively about animals being kept in zoos. Create leaflets advertising the local area. Write stories with a familiar setting

Write non-chronological reports about different artists. Present information in a variety of ways to inform audiences of our findings Tell stories to an audience. Discuss stories from other cultures and how stories are told in other cultures. Look at image poetry (the willow pattern) and calligram poems.

Authors Aaron Becker Until I met Dudley – Roger McGough

Edward Lear’s Book of Nonsense Aaron Beckor

Oh the things you can do that are good for you Dr Seuss

Zoo Anthony Browne

Anansi Stories Martha Warren Beckwith

Class

text (Enjoyment)

Smashing Saxons

(horrible

histories)

Poems by Roger McGough

Jabberwocky Lewis Carroll William Shakespeare How to train your dragon - Cressida Cowell

Vicious Vikings (horrible histories)

Bone by bone Rainbow Bear Michael Morpurgo

Stone age boy

Savage Stone

Age (horrible histories)

Reading Area

Aaron Becker Island with maps Dragon theme Dr Seuss Quotes, floating stars.

Zoo linked to Anthony Browne

Spiders layer linked to Anansi

Maths Topic

Unit 1 Week 1: number and place value Week 2: addition and subtraction Week 3: properties of shape Unit 2 Week 1: multiplication, division, number and place value Week 2: fractions

Unit 7 Week 1: addition and subtraction Week 2:addition and subtraction Week 3: statistic Unit 8 Week 1: multiplication and division Week 2: decimals Week 3: area and perimeter

Unit 3 Week 1: addition and subtraction Week 2: decimals Week 3: measurement(mass) Unit 4 Week 1: multiplication, division, number and place value Week 2: multiplication, division Week 3: time

Unit 11 Week 1: addition and subtraction money Week 2: decimals Week 3: position and direction Unit 12 Week 1: multiplication and division Week 2: multiplication and division Week 3: statistic

Unit 9 Week 1: place value Week 2: addition and subtraction (money) Week 3: properties of shape Unit 10 Week1: multiplication and division Week 2: fractions Week 3: volume and capacity

Unit 5 Week 1: number and place value Week 2: addition and subtraction Week 3: properties of shape Unit 6 Week 1: multiplication, division, number and place value

Week 3: position and shape

Week 2: fractions Week 3: length

History coverage

The Vikings The locality of our school from Viking times to the present day

Egyptians Study the language in some ancient civilisations looking at: Ancient Egypt

Study the development of the arts throughout British history, looking at: The Stone Age

History activities

Place events, artefacts and historical figures on a time line using dates. Understand the concept of change over time, representing this, along with evidence, on a timeline. Use dates and terms to describe events. Use evidence to ask questions and find answers to questions about the past. Suggest suitable sources of evidence for historical enquiries. Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. Suggest causes and consequences of some of the main events and changes in history. We will also explore how Vikings invented the stirrup for riding on horseback, which helped them to control horses,

We will begin by exploring the different languages spoken throughout multi-cultural Britain today, including regional dialects. We will also explore the range of languages we have experienced first hand.

We will then explore how storytellers have passed on information for centuries, sometimes through the spoken word and sometimes in writing. We will discover how people have worked together, communicating through signals and gestures, and later, words, in order to build complicated structures and materials. We will discover how, in the Iron Age, travelling poets would pass on stories and poetry, how the Celts began to write things down, how the Romans loved theatre and began to write – without punctuation! We will read parts of Anglo-Saxon stories such as Beowulf. We will explore early writing implements and ancient alphabets such as the Runic and Latin alphabets, Egyptian hieroglyphics, pictographic writing of the Shan Dynasty and the Phonetian alphabet of the

We will begin by looking at some of the world’s most well recognised art works and artists. We will explore paintings by modern artists such as Banksy, a range of classic British artists such as Turner and European artists such as Salvador Dali, Monet, Van Gogh and Leonardo da Vinci. We will look at the importance of the arts in society and find out about some artworks from the locality of our school. We will then look at art in British history, beginning with the cave art and carved stones of the Stone Age, Bronze Age rock art, Iron Age Celtic art with its magnificent geometric shapes and the white horses carved into chalk hillsides. We will look at the frescoes and mosaics of Roman times and the wonderful illuminated

and we will look at the weapons and armour they fought with. We will explore some of the weapons and conflicts

Ancient Greeks. We will explore early Islamic stories such as the One Thousand and One Nights and Sinbad the Sailor. We will look at the folded picture books of the Mayans which were called codices and discover how only a few now remain. We will study the various ways language has developed since CE1066 and will look at some parts of classic plays, such as Macbeth by William Shakespeare, to see how language has changed since the time of Queen Elizabeth I.

manuscripts of Anglo-Saxon times, especially the Lindisfarne Gospels. We will explore the intricate wood carvings on Viking ships and then explore some of the big arts movements of Tudor times and modern Britain, such as the Arts and Crafts movement of 1860-1910. We will look at art in ancient civilisations, such as Ancient Egyptian wall art and jewellery, Ancient Greek plates and vases and some of the fantastic and ornate arabesque repeating patterns of early Islamic civilisations. We will also look at the magnificent coloured feather headdresses of the Mayans. We will also explore the development of music and dance throughout history by studying the types of musical instruments in some of the time periods we study.

Geography coverage

Knowledge of countries in Europe If the ice melts in the Arctic sea trade routes will change. See page 75 Polar Explorer Programme

Describe an understand key aspects of physical geography, including: climate zones, biomes, vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.

Locate the countries of the world, using maps to focus South America, concentrating on their environmental regions, key physical and human

Describe and understand key aspects of: human geography, including: settlement and land use, economic activity including trade links, and the

Activity Pack

Name and locate countries and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land-use patterns; and understand how some aspects have changed over time. Revisit during GR

characteristics, countries, and major cities.

distribution of natural resources including energy, food, minerals and water. Describe and understand key aspects of: human geography, including: settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

Geography

Look at maps for Viking invasions and highlighted the route. Found native English countries on a map

Field work

Art coverage

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

Artists Hugo Oehmichen Christmas presents

Pablo Picasso Weeping woman

NASA Earthrise – geog zones atlas

Ann Vallayer – Coster Attributes of Music

Materials Oil paints Chalk

Poster paints Oil paints

Cameras Sketch books Sketch pencils

Art Draw and paint images of some of the weapons, armoury and fortifications we study

Draw and paint images of some of the most interesting picture – and script-based languages Make our own paper to use to present our own stories and information

Draw and paint images of some of the amazing artworks we look at, adopting brush strokes and styles inspired by those used by the artists Create images and artworks inspired by Egyptian art

DT coverage

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] about great artists, architects and designers in history.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

about great artists, architects and designers in history.

DT Make a Viking boat Learn about control We will experiment with a piece of equipment called the Makey Makey Kit* which enables us to control computers using everyday objects. We will apply our knowledge of conductors to

Make puppets Theatre masks Make a Viking longship

3D map /glob

Bird feeder Egyptian Jewellery Greek plates

see how this can be of practical use in controlling a device. We will make a banana keyboard. By connecting wires to the bananas and then to the Makey Makey, it is possible to create a tune on the computer. We will also make a games controller from Play-Doh, make an alphabet spaghetti keyboard and a water piano. When we have learned about the possibilities for controlling devices we will be set a challenge to see who can come up with the most interesting or most useful device. *Makey Makey kit can be purchased from retailers.

Music coverage

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music.

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations

appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations

appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression improvise and compose music for a range of purposes using the inter-related dimensions of music listen with attention to detail and recall sounds with increasing aural memory use and understand staff and other musical notations

appreciate and understand a

understanding of the history of music

wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music

Music

(Music Express)

Poetry Time GMC delivers music Y4D

Food and drink Ancient worlds

Sounds Communication GMC delivers music

Singing Spanish Around the world

Environment Building

Recycling In the past

British Values/SMSC

Democracy Mutual Respect Rule of law Tolerance Individual liberty

PE Coverage

apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and

apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and

apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and

apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and

apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to:

use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for

apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Pupils should be taught to: use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where

tennis], and apply basic principles suitable for attacking and defending

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best.

gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best.

balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best.

balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best.

attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best.

appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best.

PE Basketball

Gymnastics Rugby

Gymnastics Football

Dodgeball Athletics Dance Basketball

RE Leaders and Teachers: - Gandhi

Celebrations: - Holi - Rama Navami - Divali - Navrati and Dussehra

Celebrations: - Divali - Navrati and Dussehra

Belonging and Journeys: - Sacred thread - 4 stages of life - Journeys: Ganges, Varanasi

Stories: - Rama and Sita - Avatars and deities - Epics: Mahabharata, Ramayana, Puranas

Symbols: - Symbolism of the epics and the avatars - Symbolism of the cow and the Ganges - Symbolism of the rites of passage (ashramas) - Sacred thread

Trips and

Visitors

Viking workshop Bolton museum

Local area walk practise map skills

Egyptian workshop Bolton Museuem

Orienteering on the field Lancashire wildlife trust centre habitat exploration

Stone age workshop Art at Bolton museum

WoW Display

Viking long ship 3D on the map of Europe Viking helmets Key words/timeline Large Viking cut outs

Inside of a keyboard, parts labelled. Key words

Egyptian pyramid Digestive system Labelled digestive system Hanging bones and body parts 3D teeth

Map of the uk with labelled towns and cities. Interactive facts for different town (football stadiums)

Banksy Style display Art from the cycle Graffiti style writing, spray cans-

Famous artist gallery