Torkington Primary School
Year 4
The New Curriculum
Yearly Overview
nurturing potential, inspiring excellence
Torkington Primary School
Autumn 1
Topic: Early Civilisations /States of Matter
Science
Scientifically
•asking relevant questions and using different types of scientific enquiries to answer
them
•setting up simple practical enquiries, comparative and fair tests
•making systematic and careful observations and, where appropriate, taking accurate
measurements using standard units, using a range of equipment, including
thermometers and data loggers
•gathering, recording, classifying and presenting data in a variety of ways to help in
answering questions
•recording findings using simple scientific language, drawings, labelled diagrams, keys,
bar charts, and tables
•reporting on findings from enquiries, including oral and written explanations, displays
or presentations of results and conclusions
•using results to draw simple conclusions, make predictions for new values, suggest
improvements and raise further questions
•identifying differences, similarities or changes related to simple scientific ideas and
processes
•using straightforward scientific evidence to answer questions or to support their
findings.
Skills
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.
Computing
• Use search technologies effectively, appreciate how results are selected and ranked,
and be discerning in evaluating digital content
Subject Driver: History
History
Design and Technology
•Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report concerns about
content and contact. (All terms)
Writing
Fiction Unit – Adventure and Mystery
Fiction Unit – Poetry
Fiction Unit - Playscripts
PSHE/SRE
SEAL: Feeling welcomed & valued.
Managing & understanding own feelings.
RSE: Feelings & Friendship – Expressing positive & negative feelings.
DATE: Identify & name some feelings. Express positive and negative qualities.
HEALTHY LIFESTYLES: Water Safety – Swimming (Crucial Crew DVD.)
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
E-safety
Geography
Egyptians
the achievements of the earliest civilizations – an overview of where and when the first
civilizations appeared and a depth study of one of the following: Ancient Sumer; The
Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
Skills
Describe the characteristic features of the past, including ideas, beliefs, attitudes and
experiences of men, women and children.
• 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
• 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
time line.
• Use dates and terms to describe events.
• Use appropriate historical vocabulary to communicate, including:
• dates
• time period
• era
• change
• chronology.
• Use literacy, numeracy and computing skills to a good standard in order to communicate
information about the past
Music
Music History
Develop an understanding of the history of music
Relate music to historical curriculum topics covered where possible
Rhythm
•Improvise rhythmic phrases
•Clap the rhythm of a song whilst others tap the metre
•Tap the metre of songs
•Play on beat one in a given metre
•Play the metre of a song whilst others play the rhythm
•Say and tap eight beat phrase rhythms
•Clap two ostinato rhythms simultaneously
•Play an ostinato accompaniment to a song
•Improvise rhythms in the metre of 3
MFL
Questions, answers and sentence building.
Further Adjectives
Vocabulary for a game
Masculine Nouns
Feminine Nouns
Skills
•Listen to and identify words and short phrases
•Communicate by asking and answering a wider range of questions
•Memorise and present a short text
Art
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.
(in all terms)
Skills
• Develop ideas from starting points throughout the curriculum.
• Collect information, sketches and resources.
• Adapt and refine ideas as they progress.
• Explore ideas in a variety of ways.
• Comment on artworks using visual language
Collage
• Select and arrange materials for a striking effect.
• Ensure work is precise.
• Use coiling, overlapping, tessellation, mosaic and montage.
RE
Christianity and The Church
•To explore concepts of the Church
•To understand the experience of shared beliefs.
•To consolidate familiarity with Christian beliefs
•To acquaint children with the concept of 'mission'.
•To understand that the disciples did not plan strategies to carry out their mission
Games
nurturing potential, inspiring excellence
Torkington Primary School
Autumn 2
Topic: Europe
Subject Driver: Geography
Science
Computing
• Use sequence, selection, and repetition in programs; work with variables and various
forms of input and output
History
Design and Technology
•Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report concerns about
content and contact. (All terms)
Writing
Newspaper Reports
Persuasive texts
PSHE/SRE
SEAL: Taking turns & working together.
Managing anger.
Seeing another point of view.
RSE: Feelings & Friendship- Qualities of friendship and conflict. Feeling left out.
DATE: Harmful aspects of some household products & medicines. Keeping safe
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
Generic
GLOBAL/CITIZENSHIP: Challenging opinions in society - racism.
Music
Music History
Develop an understanding of the history of music
Relate music to historical curriculum topics covered where possible
Play, Sing and Perform
•Play as part of an ensemble with an awareness of what is happening in the group
•Use different tempi and dynamics
•Choose the most appropriate way to perform a song and choose appropriate instrumental
sounds to accompany a song
•Sing in parts
MFL
Questions, answers and sentence building.
Further Adjectives
Vocabulary for a game
Masculine Nouns
Feminine Nouns
Skills
•Listen to and identify words and short phrases
•Communicate by asking and answering a wider range of questions
•Memorise and present a short text
Geography
Understand geographical similarities and differences through the study of human and
physical geography of a region of the United Kingdom, a region in a European country,
and a region within North or South America
Skills
Describe key aspects of:
• physical geography, including: rivers, mountains, volcanoes and earthquakes and the water
cycle.
• human geography, including: settlements and land use.
• Use the eight points of a compass, four-figure grid references, symbols and key to
communicate knowledge of the United Kingdom and the wider world
• Ask and answer geographical questions about the physical and human characteristics of a
location.
• Explain own views about locations, giving reasons.
• Use maps, atlases, globes and digital/computer mapping to locate countries and describe
features.
Art
• 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.
(in all terms)
Painting
• Use a number of brush techniques using thick and thin brushes to produce shapes, textures,
patterns and lines.
• Mix colours effectively.
• Use watercolour paint to produce washes for backgrounds then add detail.
• Experiment with creating mood with colour.
RE
Christianity and The Worship
•To begin to be aware of the dual nature of Christmas
•To become aware of the Biblical accounts of Jesus' birth
•To introduce the Christian belief in the concept of Incarnation
Games
nurturing potential, inspiring excellence
Torkington Primary School
Spring 1
Topic: Romans
Science
Computing
• Use logical reasoning to explain how some simple algorithms work and to detect and
correct errors in algorithms and programs
•Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report concerns about
content and contact. (All terms)
Writing
Non Fiction Unit - Information text and oral presentation (Romans)
Fiction – Myths and Legends (Roman Myths and Legends)
PSHE/SRE
SEAL: Going For Goals!
SEAL: Understanding goals & consequences.
Self as a learner.
Achieving goals – perseverance.
RSE: Everyone is special/ everyone is different.
DATE: Simple choices about some aspects of health and well-being – understand the effects
of alcohol & tobacco.
HEALTHY LIFESTYLES: Feeling good about yourself, self-esteem and body image.
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
Disability
Subject Driver: History
History
Julius Caesar’s attempted invasion in 55-54 BC
•the Roman Empire by AD 42 and the power of its army
• successful invasion by Claudius and conquest, including Hadrian’s Wall
• British resistance, for example, Boudica
• ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology,
culture and beliefs, including early Christianity
Skills
•Describe the social, ethnic, cultural or religious diversity of past society.
•Understand the concept of change over time, representing this, along with evidence, on a time
line.
Design and Technology
DT Food
Food and Diet
Prior learning
• Know some ways to prepare ingredients safely and hygienically.
• Have some basic knowledge and understanding about healthy eating and The eatwell plate.
• Have used some equipment and utensils and prepared and combined ingredients to make a
product.
Designing
• Generate and clarify ideas through discussion with peers and adults to develop design criteria
including appearance, taste, texture and aroma for an appealing product for a particular user
and purpose.
• Use annotated sketches and appropriate information and communication technology, such as
web-based recipes, to develop and communicate ideas.
Making
• Plan the main stages of a recipe, listing ingredients, utensils and equipment.
• Select and use appropriate utensils and equipment to prepare and combine ingredients.
• Select from a range of ingredients to make appropriate food products, thinking about sensory
characteristics.
Evaluating
• Carry out sensory evaluations of a variety of ingredients and products. Record the evaluations
using e.g. tables and simple graphs.
• Evaluate the ongoing work and the final product with reference to the design criteria and the
views of others.
Technical knowledge and understanding
• Know how to use appropriate equipment and utensils to prepare and combine food.
• Know about a range of fresh and processed ingredients appropriate for their product, and
whether they are grown, reared or caught.
• Know and use relevant technical and sensory vocabulary appropriately.
Music
Music History
Develop an understanding of the history of music
Relate music to historical curriculum topics covered where possible
Improvise and Compose
Skills
• Organise musical phrases in a simple structure
(Ternary Form A B A)
• Create a melodic phrase
• Create a simple up and down tune
MFL
Adjectives that precede the noun
Sentence starters
Verbs
Punctuation
Months
Skills
•Read and understands familiar written phrases
•Follow a short text while listening and reading, saying some of the text
•Read a wider range of words, phrases and sentences aloud
•Write some familiar words and phrases without help
Geography
Art
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]
To learn about great artists, architects and designers in history.
(in all terms)
Skills
• Develop ideas from starting points
throughout the curriculum.
• Collect information, sketches and resources.
• Adapt and refine ideas as they progress.
• Explore ideas in a variety of ways.
• Comment on artworks using visual language.
Printing
• Use layers of two or more colours.
• Replicate patterns observed in natural or built environments.
• Make printing blocks (e.g. from coiled string glued to a block).
• Make precise repeating patterns.
RE
Hinduism – Symbols. What do Hindus believe?
Skills
•To understand the significance of the OM symbol
•To become acquainted with the stories surrounding Krishna.
•To begin to understand Krishna's appeal to Hindus
•To give children an introduction to a modern school of Hinduism - namely the Hare Krishna
movement.
•To explore the use of a mantra
Games
nurturing potential, inspiring excellence
Torkington Primary School
Spring 2
Topic: Judaism/Electricity and Sound/Circuits and Switches
Science
Scientifically
•Planning different types of scientific enquiries to answer questions, including
recognising and controlling variables where necessary
•Taking measurements, using a range of scientific equipment, with increasing accuracy
and precision, taking repeat readings when appropriate
•Recording data and results of increasing complexity using scientific diagrams and
labels, classification keys, tables, scatter graphs, bar and line graphs
•Using test results to make predictions to set up further comparative and fair tests
•Reporting and presenting findings from enquiries, including conclusions, causal
relationships and explanations of and degree of trust in results, in oral and written
forms such as displays and other presentations
•Identifying scientific evidence that has been used to support or refute ideas or
arguments.
Skills
• 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.
Computing
• Understand computer networks including the internet; how they can provide multiple
services, such as the world wide web; and the opportunities they offer for
communication and collaboration
•Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report concerns about
content and contact. (All terms)
Writing
Unit of work based on the book The Twits by Roald Dahl – linking into Guided Reading
(including, poems, letters, diorama, recount, news broadcast, instructions, moral dilemmas )
PSHE/SRE
SEAL: Good To Be Me
SEAL: Assertiveness.
Self as a learner.
Coping with worries, feelings & anger.
Taking responsibility.
RSE: Growing up & safety – What is a grown up?
DATE: Simple choices about some aspects of health and well-being – drugs
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
Homophobia 1
GLOBAL/CITIZENSHIP: Keeping our money safe (financial capability.)
Subject Driver: Science/RE
History
Geography
.
Design and Technology
Design and Technology Scheme of Work
DT Circuits and Switches
Prior learning
• Constructed a simple series electrical circuit in science, using bulbs, switches and buzzers.
• Cut and joined a variety of construction materials, such as wood, card, plastic, reclaimed
materials and glue.
Designing
• Gather information about needs and wants, and develop design criteria to inform the design
of products that are fit for purpose, aimed at particular individuals or groups.
• Generate, develop, model and communicate realistic ideas through discussion and, as
appropriate, annotated sketches, cross-sectional and exploded diagrams.
Making
• Order the main stages of making.
• Select from and use tools and equipment to cut, shape, join and finish with some accuracy.
• Select from and use materials and components, including construction materials and
electrical components according to their functional properties and aesthetic qualities.
Evaluating
• Investigate and analyse a range of existing battery-powered products.
• Evaluate their ideas and products against their own design criteria and identify the strengths
and areas for improvement in their work.
Technical knowledge and understanding
• Understand and use electrical systems in their products, such as series circuits incorporating
switches, bulbs and buzzers.
• Apply their understanding of computing to program and control their products.
• Know and use technical vocabulary relevant to the project.
Music
Music History (every term)
•Develop an understanding of the history of music
•Relate music to historical curriculum topics covered where possible
Listen and Recall
•Pick out key individual instruments in a piece of music
•Play simple tunes by ear
•Sing a song from memory
•Trace the shape of a tune and match it to convention notation
•Analyse the phrase structure of a song
MFL
• Adjectives that precede the noun
• Sentence starters
• Verbs
• Punctuation
• Months
Skills
• Read and understands familiar written phrases
• Follow a short text while listening and reading, saying some of the text
• Read a wider range of words, phrases and sentences aloud
• Write some familiar words and phrases without help
Art
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.
(in all terms)
Skills
• Develop ideas from starting points throughout the curriculum.
• Collect information, sketches and resources.
• Adapt and refine ideas as they progress.
• Explore ideas in a variety of ways.
• Comment on artworks using visual language.
Drawing
•Use different harnesses of pencils to show line, tone and texture.
• Annotate sketches to explain and elaborate ideas.
• Sketch lightly (no need to use a rubber to correct mistakes).
• Use shading to show light and shadow.
• Use hatching and cross hatching to show tone and texture.
RE
Judaism
•To understand the central role of the Torah within Judaism
•To begin to consider the purpose and significance of certain commandments.
•To understand the central importance of the Shema within Judaism
•To develop an understanding of ritual practice within Judaism
Games
nurturing potential, inspiring excellence
Torkington Primary School
Summer 1
Topic: North/South America
Science
.
Computing
•Design, write and debug programs that accomplish specific goals, including controlling
or simulating physical systems; solve problems by decomposing them into smaller
parts
Subject Driver: History/Geography
History
• a non-European society that provides contrasts with British history – one study
chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan
civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
Skills
Describe the social, ethnic, cultural or religious diversity of past society.
Design and Technology
•Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report concerns about
content and contact. (All terms)
Writing
Based on the film Rio:
Persuasive writing
Letter writing
recount
PSHE/SRE
Summer 1
SEAL: Relationships
SEAL: Important people. Loss and bereavement.
Understanding responsibility / guilt.
Understanding feelings.
RSE: Growing Up & Safety – Correct use of vocabulary.
DATE: Describe ways of keeping safe – safety in the home.
HEALTHY LIFESTYLES: Being a safe cyclist and road safety, use of seatbelts in the car
(Crucial Crew DVD).
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
Homophobia 2
Music History (every term)
•Develop an understanding of the history of music
•Relate music to historical curriculum topics covered where possible
Notation
•Read and play 4 and 8 beat rhythm notation (crotchets, crotchet rest, quavers)
•Read and play pitch notation
(Use notation from middle note C to High Note C)
MFL
• Vocabulary from a song
•Questions and answers
•Phrases of celebration/greeting
•Towns in France
Skills
•Talk about celebrations of which they have experience
•Know about similar celebrations in their cultures
•Compare aspects of everyday life at home and abroad.
•Identify similarities in traditional stories, building on relevant Y2/3 National Literacy Strategy
•Framework Objectives
Geography
• locate the world’s countries, using maps to focus on Europe (including the location of
Russia) and North and South America, concentrating on their environmental regions,
key physical and human characteristics, countries, and major cities
• use maps, atlases, globes and digital/computer mapping to locate countries and
describe features studied
Skills
Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of
Cancer and Capricorn, Arctic and Antarctic Circle and date time zones. Describe some of the
characteristics of these geographical areas.
Name and locate the countries of Europe and identify their main physical and human
characteristics.
Art
• 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.
(in all terms)
Skills
• Develop ideas from starting points
throughout the curriculum.
• Collect information, sketches and resources.
• Adapt and refine ideas as they progress.
• Explore ideas in a variety of ways.
• Comment on artworks using visual language.
Textiles
• Shape and stitch materials.
• Use basic cross stitch and back stitch.
• Colour fabric.
• Create weavings.
• Quilt, pad and gather fabric.
RE
Hinduism – Gods. The Mandir
•To inform children of the historical and geographical aspects of Hinduism.
•To introduce children to the idea of interdependence
•To become familiar with the form of puja within the mandir.
•To know that Hindu worship involves all five senses
Games
nurturing potential, inspiring excellence
Torkington Primary School
Summer 2
Topic: Living Things and Their Habitats
Science
Scientifically
•Planning different types of scientific enquiries to answer questions, including
recognising and controlling variables where necessary
•Taking measurements, using a range of scientific equipment, with increasing accuracy
and precision, taking repeat readings when appropriate
•Recording data and results of increasing complexity using scientific diagrams and
labels, classification keys, tables, scatter graphs, bar and line graphs
•Using test results to make predictions to set up further comparative and fair tests
•Reporting and presenting findings from enquiries, including conclusions, causal
relationships and explanations of and degree of trust in results, in oral and written
forms such as displays and other presentations
•Identifying scientific evidence that has been used to support or refute ideas or
arguments.
Living Things and Their Habitats
Pupils should be taught to:
Describe the differences in the life cycles of a mammal, an amphibian, an insect and a
bird
Describe the life process of reproduction in some plants and animals.
Computing
• Select, use and combine a variety of software (including internet services) on a range
of digital devices to design and create a range of programs, systems and content that
accomplish given goals, including collecting, analysing, evaluating and presenting data
and information
•Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report concerns about
content and contact. (All terms)
Subject Driver: Science
History
Design and Technology
DT shell Structures
Prior learning
• Experience of using different joining, cutting and finishing techniques with paper and card.
• A basic understanding of 2-D and 3-D shapes in mathematics and the physical properties and
everyday uses of materials in science.
Designing
• Generate realistic ideas and design criteria collaboratively through discussion, focusing on the
needs of the user and purpose of the product.
• Develop ideas through the analysis of existing products and use annotated sketches and
prototypes to model and communicate ideas.
Making
• Order the main stages of making.
• Select and use appropriate tools to measure, mark out, cut, score, and shape and assemble
with some accuracy.
• Explain their choice of materials according to functional properties and aesthetic qualities.
• Use finishing techniques suitable for the product they are creating.
Evaluating
• Investigate and evaluate a range of existing shell structures including the materials,
components and techniques that have been used.
• Test and evaluate their own products against design criteria and the intended user and
purpose.
Technical knowledge and understanding
• Develop and use knowledge of how to construct strong, stiff shell structures.
• Develop and use knowledge of nets of cubes and cuboids and, where appropriate, more
complex 3D shapes.
• Know and use technical vocabulary relevant to the project.
Writing
Persuasive writing
Poetry
Explanation Texts
Music History (every term)
•Develop an understanding of the history of music
•Relate music to historical curriculum topics covered where possible
Appreciation
Talk about how a piece of music makes you feel.
Listen to live music
Recognise how sounds are used to achieve an intended effect
Recognise layers of sound in recorded music
PSHE/SRE
SEAL: Changes
SEAL: Belonging to a group.
Understanding change & responses to change.
Overcoming obstacles.
MFL
• Vocabulary from a song
•Questions and answers
•Phrases of celebration/greeting
•Towns in France
Skills
•Talk about celebrations of which they have experience
•Know about similar celebrations in their cultures
•Compare aspects of everyday life at home and abroad.
•Identify similarities in traditional stories, building on relevant Y2/3 National Literacy Strategy
•Framework Objectives
RSE
DATE: Unwanted influences and peer pressure.
ABC – ANTI-BULLYING,CELEBRATING DIFFERENCE
Race
GLOBAL/CITIZENSHIP: Consequences of breaking the law and recognising and dealing with
anti-social behaviour.
Geography
Art
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.
(in all terms)
Skills
• Develop ideas from starting points throughout the curriculum.
• Collect information, sketches and resources.
• Adapt and refine ideas as they progress.
• Explore ideas in a variety of ways.
• Comment on artworks using visual language.
Sculpture
Create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid
materials).
• Include texture that conveys feelings, expression or movement.
• Use clay and other mouldable materials.
• Add materials to provide interesting detail.
RE
Hinduism
•To begin to understand the concept of avatar.
•To become familiar with the avatars of Vishnu.
•To become familiar with the basic aspects of two Hindu epics.
Games
nurturing potential, inspiring excellence