main outcomes: - killingholme primary school web viewsolving word problems pg. 200. ... can they...

Killingholme Primary School Long Term Plan

Cycle A: Y3/4

January 2017

Introduction and Vision

‘Giving our children the skills to fly but the belief that the sky is not the limit!”

At Killingholme Primary School every child matters, we believe that teaching, learning and play go hand in hand and have developed a broad and balanced curriculum which is committed to high quality teaching and the enjoyment of our pupils.

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Key Stage 2:Year 3/4Cycle A

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VarmintsGullivers

A Walk In LondonJim: A Cautionary Tale

Winter's ChildFartherIron Man

AutumnLKS2

Christmas

SpringLKS2

SummerLKS2

LKS2 Genre Coverage

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Maths Medium Term Plan (Maths No Problem)Spring Term (12 Weeks)

Working from Textbook and Workbook 3B and 4B

Week Theme Y3

WALT (Learning Objective)

Theme Y4 WALT (Learning Objective

1 Further Multiplicati

on and Division

1. Multiplying by 0 and 1 pg. 148

2. Dividing by 1 pg.152

3. Multiplying the Same Two Numbers pg. 155

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4. Multiplying Three Numbers pg. 157

2 5. Mutiplying Multiples of 100 pg. 171

6. Multiplying 2-Digit Numbers pg. 164


8. Multiplying Multiples of 100 pg. 171

3 9. Multiplying 3-Digit Numbers pg. 173

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12. Dividing 2-Digit Numbers pg. 186

4 13. Dividing 3-Digit Numbers pg. 189



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5 17. Solving Word Problems pg. 200

18. Solving Word Problems pg. 202

6 Graphs 1. Drawing and Reading Picture Graphs and Bar Graphs pg. 206

2. Drawing and Reading Bar Graphs pg. 211

3. Drawing and Reading Line Graphs pg. 214

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Spring Half Term

1 Fractions 1. Counting in Hundredths pg. 226

2. Writing Mixed Numbers pg. 229

3. Showing Mixed Numbers on a Number Lline pg. 232

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4. Finding Equivalent Fractions pg. 235

2 5. Finding Equivalent Fractions pg. 238

6. Simplifying Mixed Numbers pg. 241

7. Simplifying Improper Fractions pg. 244

8. Adding Fractions pg. 248

3 9. Adding Fractions pg. 250

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10. Adding Fractions pg. 252

11. Subtracting Fractions pg. 254

4 12. Subtracting Fractions pg. 256


Time 1. Telling Time on a 24-Hour Clock pg. 262

2. Changing Time In Minutes to Seconds pg. 265

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5 3. Changing Time in Hours to Minutes pg. 267

4. Solving Problems on Duration of Time pg. 269

5. Changing Years to Months and Weeks to Days pg. 273


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Y3/4 RE: Spring Term 1: Who are the faith founders?

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Y3/4

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PSHE: Spring Term: Health for Life (Taught by RS)Core Theme Lessons (Health for Life) NC Coverage (Pre 2014)

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Guidance for Teachers on the

Spiritual, Moral, Social and Cultural Values of Learning (SMSC)

Y3/4 Spring Term 1: Gulliver’s Tales

Author: Johnathan Swift

Main Outcomes:Adventure stories based on explorations of new lands

Overview and Outcomes:Children will have read Gulliver’s Travels and been immersed in the various settings that he explores. This will be used as a basis for a variety of persuasive short writing opportunities, such as a poster and a leaflet before children move on to creating a logbook. The final longer written outcome will be the children creating their own imaginary lands to use as settings for a new adventure story where they are the explorer.

Synopsis:Walker Illustrated Classics is a new series which brings together some of the best-loved stories ever told, illustrated by some of today's finest artists. These exquisitely designed books, with their magnificent words and glorious pictures, are a pleasure to read – and re-read. The classics have never looked so good! --

This text refers to an out of print or unavailable edition of this title.

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Brill

iant

Beg

inni

ngs

Home Learning:Talk to relatives about holidays which they may have had aborad.Research famous explorers i.e. Sir Francis Drake, Sir Walter Raleigh, Captain Cooke

Spar

klin

g St

arts

Visit to a model town. Visit to the Golden Hind

Fabu

lous

Fin

ish

Create their own log book from which they create their own version of an adventure story in a new land.

Year 3/4: Spring Term 1&2: Gulliver’s Travels

Enrichment and Enterprise Opportunities

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Outreach work with the National Maritime museum (London)

Visit to Hull Maritime Musuem

Visit to Skegness model village

STEM workshop wih Stuart Bontoft on sail powered boats

Enrichment Opportunities

Create a boat race and charge to enter.

Host a musuem with the places visited in Gulliver's Tales

Publish a book wih the class's collection of adventure stories.

Create Chinese style minature plates for sale (Pottery Painting Cafe)

Enterprise Opportunities

Y3/4 Science Spring Term: Gulliver’s Tales:Scholastic Science: Forces

Knowledge, Skills and Understanding breakdown for

Working Scientifically

Year 3

Planning Obtaining and presenting evidence Considering evidence and evaluating

• Can they use different ideas and suggest how to find something out?

• Can they make and record a prediction before testing?

• Can they plan a fair test and explain why it was fair?

• Can they set up a simple fair test to make comparisons?

• Can they explain why they need to collect information to answer a question?

• Can they measure using different equipment and units of measure?

• Can they record their observations in different ways? <labelled diagrams, charts etc>

• Can they describe what they have found using scientific language?

• Can they make accurate measurements using standard units?

• Can they explain what they have found out and use their measurements to say whether it helps to answer their question?

• Can they use a range of equipment (including a data-logger) in a simple test?

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Year 3 (Challenging)

• Can they record and present what they have found using scientific language, drawings, labelled diagrams, bar charts and tables?

• Can they explain their findings in different ways (display, presentation, writing)?

• Can they use their findings to draw a simple conclusion?

• Can they suggest improvements and predictions for further tests?

• Can they suggest how to improve their work if they did it again?


Working Scientifically

Year 4

Planning Obtaining and presenting evidence Considering evidence and evaluating

• Can they set up a simple fair test to make comparisons?

• Can they plan a fair test and isolate variables, explaining why it was fair

and which variables have been isolated?

• Can they suggest improvements

• Can they take measurements using different equipment and units of measure and record what they have found in a range of ways?

• Can they make accurate measurements using standard

units?

• Can they find any patterns in their evidence or measurements?

• Can they make a prediction based on something they have found out?

• Can they evaluate what they have found using scientific language,

drawings, labelled diagrams, bar

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and predictions?

• Can they decide which information needs to be collected and decide

which is the best way for collecting it?

• Can they use their findings to draw a simple conclusion?

• Can they explain their findings in different ways (display, presentation, writing)?

charts and tables?

• Can they use straightforward scientific evidence to answer questions or to support their

findings?

• Can they identify differences, similarities or changes related to

simple scientific ideas or processes?


• Can they plan and carry out an investigation by controlling

variables fairly and accurately?

• Can they use test results to make further predictions and set up

further comparative tests?

• Can they record more complex data and results using scientific

diagrams, classification keys, tables, bar charts, line graphs and models?

• Can they report findings from investigations through written explanations and conclusions?

• Can they use a graph or diagram to answer scientific questions?


Plants and Animals, including Humans

Year 3

Animals, including humans Plants

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• Can they explain the importance of a nutritionally balanced diet?

• Can they describe how nutrients, water and oxygen are transported within animals and humans?

• Can they identify that animals, including humans, cannot make their own food: they get nutrition from what they eat?

• Can they describe and explain the skeletal system of a human?

• Can they describe and explain the muscular system of a human?

• Can they identify and describe the functions of different parts of flowering plants? (roots, stem/trunk, leaves and flowers)?

• Can they explore the requirement of plants for life and growth (air, light, water, nutrients from soil, and room to grow)?

• Can they explain how they vary from plant to plant?

• Can they investigate the way in which water is transported within plants?

• Can they explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal?


• Can they explain how the muscular and skeletal systems work together to create movement?

• Can they classify living things and non-living things by a number of characteristics that they have thought of?

• Can they explain how people, weather and the environment can affect living things?

• Can they explain how certain living things depend on one another to survive?

• Can they classify a range of common plants according to many criteria (environment found, size, climate required, etc.)?


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Living Things, their Habitats and Animals, including humans

Year 4

Animals, including humans Living Things and their Habitats

• Can they identify and name the basic parts of the digestive system in humans?

• Can they describe the simple functions of the basic parts of the digestive system in humans?

• Can they identify the simple function of different types of teeth in humans?

• Can they compare the teeth of herbivores and carnivores?

• Can they explain what a simple food chain shows?

• Can they construct and interpret a variety of food chains, identifying producers, predators and prey?

• Can they recognise that living things can be grouped in a variety of ways?

• Can they explore and use a classification key to group, identify and name a variety of living things? (plants, vertebrates, invertebrates)

• Can they compare the classification of common plants and animals to living things found in other places? (under the sea, prehistoric)

• Do they recognise that environments can change and this can sometimes pose a danger to living things?


• Can they classify living things and non-living things by a number of characteristics that they have thought of?

• Can they explain how people, weather and the environment can affect living things?

• Can they explain how certain living things depend on one

• Can they give reasons for how they have classified animals and plants, using their characteristics and how they are suited to their environment?

• Can they explore the work of pioneers in classification? (e.g. Carl Linnaeus)

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another to survive? • Can they name and group a variety of living things based on feeding patterns? (producer, consumer, predator, prey, herbivore, carnivore, omnivore)

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Rocks

Year 3

Rocks

• Can they compare and group together different rocks on the basis of their appearance and simple physical properties?

• Can they describe and explain how different rocks can be useful to us?

• Can they describe and explain the differences between sedimentary and igneous rocks, considering the way they are formed?

• Can they describe in simple terms how fossils are formed when things that have lived are trapped within rock?

• Can they recognise that soils are made from rocks and organic matter?


• Can they classify igneous and sedimentary rocks?

• Can they begin to relate the properties of rocks with their uses?

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States of Matter

Year 4

States of Matter

• Can they compare and group materials together, according to whether they are solids, liquids or gases?

• Can they explain what happens to materials when they are heated or cooled?

• Can they measure or research the temperature at which different materials change state in degrees Celsius?

• Can they use measurements to explain changes to the state of water?

• Can they identify the part that evaporation and condensation has in the water cycle?

• Can they associate the rate of evaporation with temperature?


• Can they group and classify a variety of materials according to the impact of temperature on them?

• Can they explain what happens over time to materials such as puddles on the playground or washing hanging on a line?

• Can they relate temperature to change of state of materials?

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Light, Forces and Magnets

Year 3

Forces and magnets Light

• Can they compare how things move on different surfaces?

• Can they observe that magnetic forces can be transmitted without direct contact?

• Can they observe how some magnets attract or repel each other?

• Can they classify which materials are attracted to magnets and which are not?

• Can they notice that some forces need contact between two objects, but magnetic forces can act at a distance?

• Can they compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet?

• Can they identify some magnetic materials?

• Can they describe magnets have having two poles (N & S)?

• Can they predict whether two magnets will attract or repel

• Can they recognise that they need light in order to see things?

• Can they recognise that dark is the absence of light?

• Can they notice that light is reflected from surfaces?

• Can they recognise that light from the sun can be dangerous and that there are ways to protect their eyes?

• Can they recognise that shadows are formed when the light from a light source is blocked by a solid object?

• Can they find patterns in the way that the size of shadows change?

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each other depending on which poles are facing?


• Can they investigate the strengths of different magnets and find fair ways to compare them?

• Can they explain why lights need to be bright or dimmer according to need?

• Can they explain the difference between transparent, translucent and opaque?

• Can they explain why lights need to be bright or dimmer according to need?

• Can they make a bulb go on and off?

• Can they say what happens to the electricity when more batteries are added?

• Can they explain why their shadow changes when the light source is moved closer or further from the object?


Sound and Electricity

Year 4

Sound Electricity

• Can they describe a range of sounds and explain how they are made?

• Can they identify common appliances that run on electricity?

• Can they construct a simple series electric circuit?

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• Can they associate some sounds with something vibrating?

• Can they compare sources of sound and explain how the sounds differ?

• Can they explain how to change a sound (louder/softer)?

• Can they recognise how vibrations from sound travel through a medium to a ear?

• Can they find patterns between the pitch of a sound and features of the object that produce it?

• Can they find patterns between the volume of the sound and the strength of the vibrations that produced it?

• Can they recognise that sounds get fainter as the distance from the sound source increases?

• Can they explain how you could change the pitch of a sound?

• Can they investigate how different materials can affect the pitch and volume of sounds?

• Can they identify and name the basic part in a series circuit, including cells, wires, bulbs, switches and buzzers?

• Can they 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?

• Can they recognise that a switch opens and closes a circuit?

• Can they associate a switch opening with whether or not a lamp lights in a simple series circuit?

• Can they recognise some common conductors and insulators?

• Can they associate metals with being good conductors?


• Can they explain why sound gets fainter or louder according to the distance?

• Can they explain how pitch and volume can be changed in a variety of ways?

• Can they explain how a bulb might get lighter?

• Can they recognise if all metals are conductors of electricity?

• Can they work out which metals can be used to connect across a gap in a circuit?

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• Can they work out which materials give the best insulation for sound?

• Can they explain why cautions are necessary for working safely with electricity?

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Y3/4 Foundation Subject Overview Subject Driver Key Learning Question Key Skills

History Who was Captain Cooke/Sir Francis Drake/Sir Walter Raleigh and why was he so famous?

Describe events using AD/BC and decade using dates.

Use a timeline Use maths to work our how long ago things

happened. Complete a mini bio on each of the great

explorers

How did the Great Explorers travel the world?

Use various sources Research a specific event Identify similarities and differences between

then and now Know that people in the past travelled

differently. Appreciate how items found in the past help

us to build up an accurate picture of what happened in the past.

History/Geography What is an empire? Which countries made up the British Empire?

Create a timeline using centuries Use maps/atlas including the index Name countries and capital cities Plot NSEW on a map.

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Name countries and capital cities. Use 4 figure grid references

History Was the British Empire a good thing or bad thing? How is Britain still effected by Empire

today?

Research two versions of an event Give more than one reason to support an

argument Communicate a point of view.

Art/DT What’s distinctive about Chinese pottery? How is Chinese porcelain created? How does Empire relate to Chinese pottery?

Research examples of Chinese porcelain. Give likes and dislikes on examples found. Make notes on the techniques used.

DT Create our own Chinese motif Use a range of brushes to create different techniques.

Decorate miniature porcelain plates.

Getting Grammar Right (Y3)40

These are based on the Focus Non-negotiables for writing and the 2014 National Curriculum. Please note that these are the basic expectations for the year group. The effective use of sentence grammar in writing and the skill of making choices from a repertoire of grammatical features to create impact is a key element

in improving writing.

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Autumn Term:Introduce grammar and puctuation (see right):

Spring Term: Continue to model how to apply grammar/spelling

Summer Term: Most children should now be choosing how to apply the grammar, spelling and

punctuation techniques tught

Spelling Scheme

Handwriting Schem

e

GRAMMAR AND PUNCTUATION

Y3: Basics & Sentence StructureVary sentence structure by expressing time and cause using conjunctions (e.g. when, before, after, while, because)Adverbs (e.g soon, then, next)Prepositions (e.g. before, after, during, in, because of)Use adverbials of time, place and manner (e.g. at midnight, over the hill). Consistent use of past and present tense, including irregular forms.PunctuationApply Y2 (see progression map)Speech marks to punctuate direct speechStructureUse standard forms of verbs (e.g. go/went). The consistent use of present tense versus past tense throughout texts.Use of the continuous form of verbs in the present and past tense to mark actions in progress (e.g. she is drumming, he was shouting).

Getting Grammar Right (Y4)

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GRAMMAR AND PUNCTUATION

Y4: Basics & Sentence StructureVary sentence structure, using different openers (e.g. non-finite subordinate clauses – stumbling through the trees, Rooted to the spot).Fronted adverbials (e.g. Tears trickling down his face, James closed the heavy door behind him)Appropriate choice of pronoun or noun within a sentence to avoid ambiguity and repetition.

PunctuationApply Y2 and Y3Use commas to mark clausesUse of speech marks to punctuate direct speech.Apostrophes to mark singular and plural possession (e.g. the girls’ name, the boys’ boots).Use of commas after fronted adverbials (eg. Later that day, I heard the bad news).

Text StructureCorrect use of tenseChange verb to improve interestExperiment with adjectives to create impact. Correctly use verbs in the 1st, 2nd, and 3rd person. Introduction to paragraphs as a way to group related material. Headings and sub-headings to aid presentation.Use the perfect form of verbs to mark relationships of time and clause (e.g. I have written it down so we can check what he said)

.

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Autumn Term:Introduce grammar and puctuation (see right):

Spring Term: Continue to model how to apply grammar/spelling

Summer Term: Most children should now be choosing how to apply the grammar, spelling and

punctuation techniques tught

Spelling Scheme

Handwriting Schem

e

main outcomes: - killingholme primary school web viewsolving word problems pg. 200. ... can they...

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