Class 4 Long Term Planning 2015-16 (Roll A)
Subject
Autumn 1st
English
Autumn 2nd
Treasure Island
Fiction: Diary extract
Non-fiction: Recount
Poetry: Slam poetry
Maths
RE
Science
ICT
Art
DT
PE
MFL
Music
Fiction: Character
writing
Study
Non-fiction: Pirates
Non-fiction: Writing
to persuade
Poetry: Classic poems
Kingdom of God
Justice
Animals including humans (Biology)
Scientific enquiry
We are game developers
Spring 2nd
Shakespeare
Fiction: Narrative
Place value and written addition; Decimals and written
addition; Subtraction; 2D Shape and mental
multiplication; Mental multiplication and fractions; Place
value and written multiplication; Fractions, multiplication
and division; Place value, decimals and subtraction;
Measures; 3D shape and fractions; Mental and written
calculations
History
Geography
Spring 1st
We are cryptographers
Poetry: Poetic style
Invasion games
Greetings
Introductions
Numbers 1-12
Giving your age
Classroom Language
Cyclic patterns
Non-fiction: Argument
and debate
Jesus, the Bread of
Life
Forces (Physics)
Scientific enquiry
We are artists
Jesus, Son of God
Electricity (Physics)
Scientific enquiry
We are web developers
Day of the week
Numbers up to 31
Months
Christmas
Christmas Cards to
Spanish pen friends
Roundabout
Gymnastics and
invasion games
Colours
Hair/ Eye
descriptions
Personality
Describing yourself
and your friends
Songwriter
Summer 2nd
Fiction: Stories from
other cultures
Non-fiction: Persuasive
writing
Non-fiction: Nonchronological reports
Poetry: Debate poem
Poetry: The power of
imagery
Number, place value and time; Number, place value,
subtraction, area and perimeter; Multiplication,
division and percentages; Geometry and data; Fractions
and subtraction; Mental multiplication, written division
and ratio; Written multiplication and division; Time,
line graphs and rate; Decimals and subtraction;
Written multiplication, fractions and patterns;
Calculation (four operations – mental, written and
calculator)
The Work of the
Apostles
Living things and their
habitats (Biology)
Scientific enquiry
We are bloggers
Ancient Non-European
Islamic Civilisation
Case study
Baghdad –
development, trade,
economy
Islamic Art
Time 2 Change
Dance
Fiction:
Poetry: Classic narrative
and oral poems
Place value and negative numbers; Mental addition and
subtraction including money; Place value and addition of
decimals; Co-ordinates and statistics; Mental
multiplication and division, written multiplication;
Fractions, decimals, percentages and mean; Written
division, multiplying and dividing fractions; Perimeter,
area and volume; Place value, subtraction, scaling, ratio,
percentages; Number, subtraction and algebra;
Written multiplication and division, mental/written
addition and subtraction
European/Local history
Erd and Poynton
comparison
European/Local
geography
Erd and Poynton
comparison
LS Lowry
Fiction: Character Study
Summer 1st
Called to Serve
Earth and Space
(Physics)
Scientific enquiry
We are architects
Ancient Greece
World geography
Climate zones, biomes
and vegetation belts
Greek Art
Time 2 Change
Invasion games
School subjects
Daily routine at school
School Project with
Spanish pen friends
Stars, hide your fires
Net and wall games
Games (striking and
fielding)
Family
Descriptions
Animals
Greek flat bread
Athletics
Games (striking and
fielding)
Project about
Spanish/English culture
with Spanish pen
friends
Who knows?
Journey into Space
Class 4 2015-16 Curriculum Key Drivers
Possibility and
Enquiry
Knowledge of the
global world
Autumn 1st
Autumn 2nd
Spring 1st
Spring 2nd
Summer 1st
Summer 2nd
Through the TEEP model
of lesson planning all staff
endeavour to foster the
following attitudes in all
children

Think for Learning

Explore new things

Concentrate

Challenge

Imagine

Improve

Co-operate

Be resilient

Question
Through the TEEP model
of lesson planning all
staff endeavour to foster
the following attitudes in
all children

Think for Learning

Explore new things

Concentrate

Challenge

Imagine

Improve

Co-operate

Be resilient

Question
Through the TEEP model
of lesson planning all
staff endeavour to foster
the following attitudes in
all children

Think for Learning

Explore new things

Concentrate

Challenge

Imagine

Improve

Co-operate

Be resilient

Question
Through the TEEP model
of lesson planning all
staff endeavour to foster
the following attitudes in
all children

Think for Learning

Explore new things

Concentrate

Challenge

Imagine

Improve

Co-operate

Be resilient

Question
Through the TEEP model
of lesson planning all
staff endeavour to foster
the following attitudes in
all children

Think for Learning

Explore new things

Concentrate

Challenge

Imagine

Improve

Co-operate

Be resilient

Question
Through the TEEP model
of lesson planning all
staff endeavour to foster
the following attitudes in
all children

Think for Learning

Explore new things

Concentrate

Challenge

Imagine

Improve

Co-operate

Be resilient

Question
Children are taught to:

Prepare for Learning

Agree
Learning
Outcomes

Respond
to
New
Information

Construct

Apply

Review
All pupils to learn about
the local area, Poynton,
within the community of
Cheshire, its features and
its history. Pupils learn
about their role in the
community and the part
played by other key people.
Children are taught to:

Prepare for Learning

Agree
Learning
Outcomes

Respond to
New
Information

Construct

Apply

Review
All pupils to learn about
the local area, Poynton,
within the community of
Cheshire, its features and
its history. Pupils learn
about their role in the
community and the part
played by other key
people.
Children are taught to:

Prepare for Learning

Agree
Learning
Outcomes

Respond to New
Information

Construct

Apply

Review
All pupils to learn about
the local area, Poynton,
within the community of
Cheshire, its features
and its history. Pupils
learn about their role in
the community and the
part played by other key
people.
Children are taught to:

Prepare for Learning

Agree
Learning
Outcomes

Respond to New
Information

Construct

Apply

Review
All pupils to learn about
the local area, Poynton,
within the community of
Cheshire, its features
and its history. Pupils
learn about their role in
the community and the
part played by other key
people.
Children are taught to:

Prepare for Learning

Agree
Learning
Outcomes

Respond to New
Information

Construct

Apply

Review
All pupils to learn about
the local area, Poynton,
within the community of
Cheshire, its features
and its history. Pupils
learn about their role in
the community and the
part played by other key
people.
Children are taught to:

Prepare for Learning

Agree
Learning
Outcomes

Respond to New
Information

Construct

Apply

Review
All pupils to learn about
the local area, Poynton,
within the community of
Cheshire, its features and
its history. Pupils learn
about their role in the
community and the part
played by other key
people.
Pupils
explore
what
connects us all to the rest
of the world, they learn to
engage with global issues
and to explore the links
between their own lives,
people, places and issues
throughout the world.
Pupils
explore
what
connects us all to the rest
of the world, they learn
to engage with global
issues and to explore the
links between their own
lives, people, places and
issues throughout the
world.
Pupils
explore
what
connects us all to the
rest of the world, they
learn to engage with
global issues and to
explore the links between
their own lives, people,
places
and
issues
throughout the world.
Pupils
explore
what
connects us all to the
rest of the world, they
learn to engage with
global issues and to
explore the links between
their own lives, people,
places
and
issues
throughout the world.
Pupils
explore
what
connects us all to the
rest of the world, they
learn to engage with
global issues and to
explore the links between
their own lives, people,
places
and
issues
throughout the world.
Pupils
explore
what
connects us all to the
rest of the world, they
learn to engage with
global issues and to
explore the links between
their own lives, people,
places
and
issues
throughout the world.
We aim to help our pupils
to
imagine
different
futures and the role that
they can play as stewards
We aim to help our pupils
to
imagine
different
futures and the role that
they can play as stewards
We aim to help our pupils
to
imagine
different
futures and the role that
they can play as stewards
We aim to help our pupils
to
imagine
different
futures and the role that
they can play as stewards
We aim to help our pupils
to
imagine
different
futures and the role that
they can play as stewards
We aim to help our pupils
to
imagine
different
futures and the role that
they can play as stewards
Spirituality and
Emotional
Awareness
of our planet in creating a
fair and sustainable world
through he responsible
management
of
global
resources.
We
aim
to
develop
religiously literate young
people who have the
knowledge, understanding
and
skills
to
think
spiritually, ethically and
theologically.
of our planet in creating a
fair and sustainable world
through he responsible
management of global
resources.
We
aim
to
develop
religiously literate young
people who have the
knowledge, understanding
and
skills
to
think
spiritually, ethically and
theologically.
of our planet in creating a
fair and sustainable world
through he responsible
management of global
resources.
We
aim
to
develop
religiously literate young
people who have the
knowledge, understanding
and
skills
to
think
spiritually, ethically and
theologically.
of our planet in creating a
fair and sustainable world
through he responsible
management of global
resources.
We aim to develop
religiously literate young
people who have the
knowledge, understanding
and
skills
to
think
spiritually, ethically and
theologically.
of our planet in creating a
fair and sustainable world
through he responsible
management of global
resources.
We
aim to develop
religiously literate young
people who have the
knowledge, understanding
and
skills
to
think
spiritually, ethically and
theologically.
of our planet in creating a
fair and sustainable world
through he responsible
management of global
resources.
We
aim
to
develop
religiously literate young
people who have the
knowledge, understanding
and
skills
to
think
spiritually, ethically and
theologically.
We invest in developing
self-awareness
in
the
children so that they have
resilience
and
an
awareness of the demands
of everyday life that they
may face.
We invest in developing
self-awareness in the
children so that they have
resilience
and
an
awareness
of
the
demands of everyday life
that they may face.
We invest in developing
self-awareness in the
children so that they
have resilience and an
awareness
of
the
demands of everyday life
that they may face.
We invest in developing
self-awareness in the
children so that they
have resilience and an
awareness
of
the
demands of everyday life
that they may face.
We invest in developing
self-awareness in the
children so that they
have resilience and an
awareness
of
the
demands of everyday life
that they may face.
We invest in developing
self-awareness in the
children so that they
have resilience and an
awareness
of
the
demands of everyday life
that they may face.