Class3
Year 3/4
Theme
Norley Curriculum Key Skills
Autumn
France and Europe
Spring
Robots/ forces and Magnets
Year
2015/16
Cycle B
Summer
Modern Britain/Elecrticity
Literacy
Spoken language, Word reading, Reading comprehension, writing transcription, handwriting, vocabulary, grammar and punctuation- details can be found in long
term plans where cross curricular links are shown.
Maths
See National curriculum document
Science
States of Matter
Sound
Animals, including humans
How can we 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)
What part is played by evaporation and
condensation in the water cycle and associate the
rate of evaporation with temperature
Understand that temperature is a measure of how
hot or cold something is.
Explain that temperature can be measured in
degrees Celsius using a thermometer.
Understand that when the temperature increases
heat is being transferred to the object making it feel
hotter, and when the temperature decreases heat is
being transferred away from the object making it feel
cooler.
Use a thermometer to read the temperature of
different objects or places.
Explain that some materials are good insulators,
while others are good conductors of heat.
Plan a fair investigation to test the insulation
properties of a material.
Devise an investigation about how to keep things
cold.
Investigate the thermal properties of materials.
Understand that metals are good thermal conductors
and that wood is a good thermal insulator.
Understand that objects are made from materials
Identify how sounds are made, associating some of
them with something vibrating.
Why do humans and some other animals have
skeletons and muscles for support, protection and
movement?
Recognise that vibrations from sounds travel
through a medium to the ear.
What patterns are there between the pitch of a
sound and features of the object that produced it?
Why do animals, including humans, need the
right types and amount of nutrition?
Why can’t animals including humans make their
own food, they get nutrition from what they eat.
Find patterns between the volume of a sound and
the strength of the vibrations that produced.
Why do sounds get fainter as the distance from the
sound source increases?
Electricity
What common appliances 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
How do the basic parts of the digestive system in
humans work?
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.
that reflect their properties.
Describe the differences between the properties of
different materials and explain how these differences
are used to classify substances. Use scientific terms
to describe changes.
insulators, and associate metals with being good
conductors.
Forces and magnets
How do things move on different surfaces?
Notice that some forces need contact between two
objects, but magnetic forces can act at a distance
Why do magnets attract or repel each other?
Why do they attract some materials and not others?
Compare and group together a variety of everyday
materials on the basis of whether they are attracted
to a magnet, and identify some magnetic materials.
Describe magnets as having two poles and predict
whether two magnets will attract or repel each other,
depending on which poles are facing.
Art
Citizenship
This term the focus will be on textiles, drawing and
painting
This term the focus will be on painting, collage and
3D art.
This term the focus will be on collage, printing
and 3D art
This term the focus is on ‘New Beginnings’
This term the focus is on ‘Going for Goals’
This term the focus has been on
and ‘Getting on and Falling Out’
and ‘Good to Me’.
‘Relationships’ and ‘Changes’.
Computing
Design and Technology
Geography
Understand geographical similarities and differences
through the study of human and physical geography
of a region in a European country
Pupils will use geographical skills and fieldwork,
maps, atlases, globes and digital/computer mapping
to locate countries and describe features studied.
Use the eight points of a compass, four and sixfigure grid references, symbols and key (including
the use of Ordnance Survey maps) to build their
knowledge of the United Kingdom and the wider
world.
History
European Culture during and after the 2nd World
War
The History of Britain since 1945

Identify the position and significance of latitude,
longitude, Equator, Northern Hemisphere,
Southern Hemisphere, the Tropics of Cancer and
Capricorn, Arctic and Antarctic Circle, the
Prime/Greenwich Meridian and time zones
(including day and night)
Multicultural Britain

A study over time tracing how several aspects of
national history are reflected in the locality (this can
go beyond 1066)
A study of an aspect of history or a site dating from
a period beyond 1066 that is significant in the
locality.
A significant turning point in British history, for
example, the first railways or the Battle of Britain
French
Pupils will be taught to:
Pupils will be taught to:
Pupils will be taught to:
Listen attentively to spoken language and show
understanding by joining in and responding
Broaden their vocabulary and develop their ability to
understand new words that are introduced into
familiar written material, including through using a
dictionary
Understand basic grammar appropriate to the
language being studied, including (where
relevant): feminine, masculine and neuter forms
and the conjugation of high-frequency verbs; key
features and patterns of the language; how to
apply these, for instance, to build sentences; and
how these differ from or are similar to English.
Explore the patterns and sounds of language
through songs and rhymes and link the spelling,
sound and meaning of words
Engage in conversations; ask and answer questions;
express opinions and respond to those of others;
seek clarification and help*
Speak in sentences, using familiar vocabulary,
phrases and basic language structures
Develop accurate pronunciation and intonation so
that others understand when they are reading aloud
or using familiar words and phrases*
Present ideas and information orally to a range of
audiences*
Read carefully and show understanding of words,
phrases and simple writing
Appreciate stories, songs, poems and rhymes in the
language.
Write phrases from memory, and adapt these to
create new sentences, to express ideas clearly
Describe people, places, things and actions orally*
and in writing.
Spring – My family
Summer – Food and drink
Autumn - Describing a monster
Music
Pupils will be taught to sing and play musically with
increasing confidence and control. They should
develop an understanding of musical composition,
organising and manipulating ideas within musical
structures and reproducing sounds from aural
memory. Pupils should be taught to: 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.
Music relating to other cultures and dances
associated with the music
Pupils will be taught to sing and play musically with
increasing confidence and control. They should
develop an understanding of musical composition,
organising and manipulating ideas within musical
structures and reproducing sounds from aural
memory. Pupils should be taught to: 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.
Electronic music today-Jean Michael Jarre
Physical Education
Pupils will continue to 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 will be taught to: use running,
jumping, throwing and catching in isolation and in
combination play competitive games, modified
where appropriate, and apply basic principles
suitable for attacking and defending, This term it
will be football and rugby.
Pupils will be taught to: swim competently,
confidently and proficiently over a distance of at
least 25 metres use a range of strokes effectively
[for example, front crawl, backstroke and
breaststroke] perform safe self-rescue in different
water based situations.
Pupils will continue to 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 will be taught to: use running,
jumping, throwing and catching in isolation and in
combination play competitive games, modified
where appropriate and apply basic principles
suitable for attacking and defending This term it
will be hockey and dance.
Pupils will be taught to sing and play musically
with increasing confidence and control. They
should develop an understanding of musical
composition, organising and manipulating ideas
within musical structures and reproducing sounds
from aural memory. Pupils should be taught to:
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 interrelated 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.
Multicultural music eg Jazz and how it has
influenced our music
Pupils will continue to 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 and apply basic principles
suitable for attacking and defending develop
flexibility, strength, technique, control and
balance .This term it will be athletics,
rounders’ and tennis. Children will also 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.