Term: Autumn
Wembdon St. George’s Planning Sheet
Class: 7, 8, 9 & 10
Year group: 3 & 4
Key Skills
Literacy
Recap of year 1 and 2 grammar

leaving spaces between words

joining words and joining clauses using and

beginning to punctuate sentences using a capital letter and a full stop,
question mark or exclamation mark

using a capital letter for names of people, places, the days of the week,
and the personal pronoun ‘I’

How words can combine to make sentences

Sequencing sentences to form short narratives

sentences with different forms: statement, question, exclamation,
command

expanded noun phrases to describe and specify [for example, the blue
butterfly]

the present and past tenses correctly and consistently subordination
(using when, if, that, or because) and co-ordination (using or, and, or but)

Apostrophes to mark where letters are missing in spelling and to mark
singular possession in nouns
Year 3 and 4 grammar
Year 3:

extending the range of sentences with more than one clause by using a
wider range of conjunctions, including when, if, because, although

using the present perfect form of verbs in contrast to the past tense

choosing nouns or pronouns appropriately for clarity and cohesion and to
avoid repetition

using conjunctions, adverbs and prepositions to express time and cause

using fronted adverbials

learning the grammar for years 3 and 4 in English Appendix 2

indicate grammatical and other features by:

using commas after fronted adverbials

indicating possession by using the possessive apostrophe with plural nouns

using and punctuating direct speech
use and understand the grammatical terminology in English Appendix 2
accurately and appropriately when discussing their writing and reading.
Appendix 2 – Grammar Year 3
 Formation of nouns using a range of prefixes [for example super–, anti–,
auto–]
 Use of the forms a or an according to whether the next word begins with a
consonant or a vowel [for example, a rock, an open box]
 Word families based on common words, showing how words are related in
form and meaning [for example, solve, solution, solver, dissolve, insoluble]
 Expressing time, place and cause using conjunctions [for example, when,
before, after, while, so, because], adverbs [for example, then, next, soon,
therefore], or prepositions [for example, before, after, during, in, because
of]
 Introduction to paragraphs as a way to group related material
 Headings and sub-headings to aid presentation
 Use of the present perfect form of verbs instead of the simple past [for
example, He has gone out to play contrasted with He went out to play]
 Introduction to inverted commas to punctuate direct speech
Terminology for pupils
preposition conjunction, word family, prefix, clause, subordinate clause, direct
speech, consonant, consonant letter vowel, vowel letter, inverted commas (or
‘speech marks’).
Year 4 Grammar:
develop their understanding of the concepts set out in English Appendix 2 by:
Communicate
ICT
Working with
others
Improving and
learning own
performance
Subject Skills
Grammar
Language
Spelling
Genre-specific
Punctuation
extending the range of sentences with more than one clause by using a
wider range of conjunctions, including when, if, because, although

using the present perfect form of verbs in contrast to the past tense

choosing nouns or pronouns appropriately for clarity and cohesion and to
avoid repetition

using conjunctions, adverbs and prepositions to express time and cause

using fronted adverbials

learning the grammar for years 3 and 4 in English Appendix 2

indicate grammatical and other features by:

using commas after fronted adverbials

indicating possession by using the possessive apostrophe with plural nouns

using and punctuating direct speech
use and understand the grammatical terminology in English Appendix 2
accurately and appropriately when discussing their writing and reading.
Appendix 2 – Grammar Year 4
 The grammatical difference between plural and possessive –s
 Standard English forms for verb inflections instead of local spoken forms
[for example, we were instead of we was, or I did instead of I done]
 Noun phrases expanded by the addition of modifying adjectives, nouns and
preposition phrases (e.g. the teacher expanded to: the strict maths
teacher with curly hair)
 Fronted adverbials [for example, Later that day, I heard the bad news.]
 Use of paragraphs to organise ideas around a theme
 Appropriate choice of pronoun or noun within and across sentences to aid
cohesion and avoid repetition
 Use of inverted commas and other punctuation to indicate direct speech
[for example, a comma after the reporting clause; end punctuation within
inverted commas: The conductor shouted, “Sit down!”]
 Apostrophes to mark plural possession [for example, the girl’s name, the
girls’ names]
 Use of commas after fronted adverbials
Terminology for pupils
determiner
pronoun, possessive pronoun
adverbial

Appendix 2 – Grammar Year 3

Formation of nouns using a range of prefixes [for example super–, anti–,
auto–]

Use of the forms a or an according to whether the next word begins with a
consonant or a vowel [for example, a rock, an open box]

Word families based on common words, showing how words are related in
form and meaning [for example, solve, solution, solver, dissolve, insoluble]

Expressing time, place and cause using conjunctions [for example, when,
before, after, while, so, because], adverbs [for example, then, next, soon,
therefore], or prepositions [for example, before, after, during, in, because
of]

Introduction to paragraphs as a way to group related material

Headings and sub-headings to aid presentation

Use of the present perfect form of verbs instead of the simple past [for
example, He has gone out to play contrasted with He went out to play]

Introduction to inverted commas to punctuate direct speech
Terminology for pupils
preposition conjunction, word family, prefix, clause, subordinate clause, direct
speech, consonant, consonant letter vowel, vowel letter, inverted commas (or
‘speech marks’)
English:
Spoken Language – History linked presentation:

I can select key details

I can talk about my interests

I can speak clearly and succinctly

I can maintain the listeners’ interest

I can give an opinion and explain it
Exploring Form


Children listen for and use some technical terms in discussion of poems.

Children can experiment orally with phrases and words to create different
effects and responses.


Children understand how the use of expressive and descriptive language
can create effects or generate emotional responses.
Children can plan, organise and create an ICT-based poetry presentation
that involves each member of the group.
Children can reflect on and evaluate the quality of their own and their
peers' poetry presentations.
Newspapers
 Listening to a speaker, make notes on the talk and use notes to develop a
role-play
 Take different roles in groups and use the language appropriate to them,
including roles of leader, reporter, scribe and mentor
 Create roles showing how behaviour can be interpreted from different
viewpoints
 Identify and summarise evidence from a text to support a hypotheses
 Interrogate texts to deepen and clarify understanding and response
 Develop and refine ideas in writing using planning and problem-solving
strategies
 Use settings and characterisation to engage reader's interest
 Show imagination through language used to create emphasis, humour,
atmosphere or suspense
 Choose and combine words, images and other features for particular
effects
 Organise texts into paragraphs to distinguish between different
information, events or processes
 Use adverbs and conjunctions to establish cohesion within paragraphs
 Use word processing packages to present written work
Authors and Letters

Sustain conversation, explain or give reasons for their views or choices

Use discussion to organise roles and action

Actively include and respond to all members of the group

Explore how different texts appeal to readers using varied sentence
structures and descriptive language

Share and compare reasons for reading preferences, extending range of
books read

Identify features that writers use to provoke readers reactions

Use layout, format, graphics, illustrations for different purposes

Group related material into paragraphs

Compose sentences using adjectives, verbs and nouns for precision, clarity
and impact

Write with consistency in size and proportion of letters and spacing within
and between words, using the correct formation of handwriting joins
Spelling
Year 3

to revise the common words from Y1/2

to revise the understanding of adding suffixes (ed/ing/er/est/ly/ful/less)

to revise the understanding of creating plurals (es/s/ies)
Year 4

to revise prefixes and suffixes from Y3 (ed/ing/er/est/ly/ful/less/ous)

To recognise and spell common prefixes
(in/il/ir/im/anti/ex/co/auto/sub/super/inter)

To revise plurals
Spoken Language

To prepare a presentation
Numeracy
(Year 3)
• Say what each digit in a 2-digit number represents.
• Place 2-digit numbers accurately on a 0-100 line.
• Place 3-digit numbers accurately on a landmarked 0-1000 line.
• Use this knowledge to compare 3-digit numbers.
• Know what each digit represents in a 3-digit number.
• Add 1, 10 or 100 to a 3-digit number.
• Subtract 1, 10 or 100 from a 3-digit number.
• Write amounts in £ and p including using zero as place holder.
• Write amounts in £ and p.
• Compare amounts of money using place value knowledge.
• Say what each digit represents in a 3-digit amount of money.
• Use this knowledge to add and subtract money.
• Know number bonds for all number up to 20
• Use number bonds in addition and subtraction.
• Write balancing number sentences using numbers up to 20
• Understand that = represents equality.
• Know multiples of 5 to 100
• Confidently list pairs of multiples of 5 which add to 100.
• Quickly find pairs of numbers with a total of 100.
• Use known number facts to add 1-digit to 2-digit numbers
• Cross a tens boundary when adding
• Use number facts to choose a sensible order to add 4 or more numbers.
• Explain the reasons for your choices.
• Add a multiple of 10 to/from a 2-digit number.
• Add a near multiple of 10 to/from a 2-digit number.
• Add pairs of 2-digit number by partitioning and recombining, totals in tens
or ones more than 10.
• Add pairs of 2-digit number by partitioning and recombining, totals in tens
and ones more than 10.
• Add 1s, 10s or 100s to a 3-digit number, without crossing the tens or
hundreds boundary.
• Add a multiple of 10 to a 3-digit number.
• Add a near multiple of 10 to a 3-digit number without crossing the tens or
hundreds boundary.
• Use known number facts to subtract 1-digit from 2-digit numbers
• Cross a tens boundary when subtracting.
• Subtract a multiple of 10 to/from a 2-digit number.
• Subtract a near multiple of 10 to/from a 2-digit number.
• Subtract numbers lying either side of a multiple of ten, e.g. 42 – 28,
drawing own empty number line.
• Subtract any pair of 2-digit numbers by counting up.
• Count up to find change from a pound.
• Use counting up to subtract numbers on either side of 100, answers less
than 20 eg 102 - 87
• Use counting up to subtract numbers on either side of 100, answers less
than 30 eg 116 – 88
• Use counting up to subtract numbers on either side of 100, answers less
than 40 eg 109 – 76
• Subtract 1s, 10s or 100s from a 3-digit number, without crossing the tens
or hundreds boundary.
• Subtract a multiple of 10 to from a 3-digit number.
• Subtract a near multiple of 10 from a 3-digit number without crossing the
tens or hundreds boundary.
• Double 2-digit numbers up to 50 by partitioning and recombining
• Halve even 2-digit numbers up to 50 by partitioning and recombining
• Know × and ÷ facts for the 5 and 10 times tables
• Understand that multiplications is commutative
• Write × and ÷ sentence sentences for the 2 times table
• Confidently recognise multiples of 2, 5 and 10
• Know 3 times table and know related division facts.
Communicate
Application of
number
ICT
Working with
others
Improving and
learning own
performance
Problem solving
Calculation
Shape, space and
measure
Data handling
Problem solving
Number and place
value
•
•
•
•
•
Know 4 times table and know related division facts.
Understand that multiplication is the inverse of division.
Write related multiplication and division facts.
Divide by 5 and find a remainder.
Use multiplication facts to divide a number where the answer has a
remainder.
• Know what ½, 1/3, ¼ of a shape looks like.
• Find ½, 1/3, ¼ of a small number (whole number answers).
• Find ½ of a quantity, including odd numbers.
• Write a jotting to show halving a quantity.
• Find ½ of a 2-digit number.
• Know if 2-digit numbers are odd or even.
• Know what ¼ and ¾ of a shape looks like.
• Find ¼ and ¾ of a quantity (whole number answers).
• Know what 1/3 and 2/3 of a shape looks like.
• Find 1/3 and 2/3 of a quantity.
• Describe and name 2D shapes
• Sort shapes in different ways according to their properties
• Describe properties and name 2D shapes
• Recognise right angles
• Sort 2D shapes using a Venn diagram
• Describe and name 3D shapes and use correct mathematical vocabulary
• Sort shapes according to their properties
• Sort 3D shapes using a Carroll diagram
• Recognise and find one or more lines of symmetry
• Complete complicated symmetrical drawings
• Collect and represent data in pictograms where one symbol represents two
units.
• Tell the time to the nearest 5 minutes.
• Match equivalent digital and analogue times.
• Tell the time to the nearest 5 minutes on analogue and digital clocks.
• Read Roman numerals.
• Tell the time to the nearest 5 minutes using am and pm and clocks without
numbers.
• Understand units of time.
• Time events in seconds and record results in a bar graph, where one step
is 10 seconds.
(Year 4)
 Say what each digit represents in a 4-digit number.
 Compare 4-digit numbers
 Use this knowledge to compare 4-digit numbers using < and >.
 Locate 3-digit numbers on landmarked and unmarked 0-1000 lines.
 Locate 4-digit numbers on landmarked and unmarked lines.
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Say what each digit represents in a 4-digit number.
Write place value related additions and subtractions.
Use place value to find which numbers have been added or subtracted.
Use this knowledge to add and subtract 1 or 1000.
Use this knowledge to add and subtract 10.
Use this knowledge to add and subtract 100. Add pairs of two-digit
numbers using place value.
Add pairs of two-digit numbers using counting up in 10s & 1s.
Use number facts and understanding of the number system to choose a
strategy for adding.
Add a two-digit number to a three-digit number using place value.
Add a two-digit number to a three-digit number using counting up.
Use number facts and understanding of the number system to choose a
strategy for adding.
Count up to subtract pairs of two-digit numbers.
Use number facts to count up quickly and efficiently.
Subtract a two-digit number from 100 using number bonds or place value.
Subtract a two-digit number from a three-digit number using counting up
or counting back.
 Choose a strategy to subtract.
 Add two 3-digit numbers using compact written addition:
-Add 3-digit numbers without crossing the ones, tens or hundreds
boundary.
-Add a multiple of 10 or 100 to a 3-digit number.
-Add a near-multiple of 10 or 100 to a 3-digit number without crossing the
tens or hundreds boundary
 Add three 3-digit numbers using compact written addition.
 Say what each digit represents in a 4-digit number.
 Add two 4-digit numbers, in the context of money, without crossing the
ones, tens or hundreds boundary.
 Count up to subtract 3-digit numbers e.g. 402 – 356.
 Count up to subtract 3-digit numbers (answers less than 100, e.g. 421 –
356).
 Count up to subtract 3-digit numbers (answers less than 100, e.g. 421 –
356).
 Check subtraction using addition
 Subtract a multiple of 10 or 100 to a 3-digit number.
 Subtract a near-multiple of 10 or 100 to a 3-digit number without crossing
the tens or hundreds boundary.
 Subtract two 3-digit numbers using compact written addition:
-Subtract 3-digit numbers without crossing the ones, tens or hundreds
boundary.
-Use decomposition to subtract, with 1 exchange between columns.
-Use decomposition to subtract, with exchanges between 1 or 2 columns.
 Estimate what the answer to a subtraction question will be.
 Check a subtraction using addition.
 Use counting up to subtract.
 Select an efficient strategy for a particular subtraction.
 Say what each digit represents in a 4-digit number.
 Subtract two 4-digit numbers, in the context of money, without crossing
the ones, tens or hundreds boundary.
 Double and halve tens and ones then recombine them.
 Double and halve hundreds, tens and ones then recombine them.
 Know multiplication and associated division facts for the x4 tables, up to
x12.
 Know multiplication and associated division facts for the x8 tables, up to
x12.
 Know multiplication and associated division facts for the x3 tables, up to
x12.
 Know multiplication and associated division facts for the x6 tables, up to
x12.
 Recognise multiples of 3, 4, 5, 6 and 8 to guess mystery function machines.
 Use grid method (or chosen expanded method) to multiply TU x U.
 Use known multiplication and division facts.
 Use chunking or short division to divide by 3, 4, 6 with no remainders.
 Use chunking or short division to divide by 3, 4, 6, 8 with no remainders.
 Divide 2-digit numbers by 1-digit numbers, above the 10th multiple with
remainders, using written layout for chunking or short division.
 Check division with multiplication
 Begin to round up or down after division depending on the context.
 Count ins 1/4s, 1/3s, 1/8s and 1/10s saying the equivalent fractions, e.g. 1 ½
not 12/4..
 Understand the link between finding fractions of amounts and division.
 Find unit fractions then non-unit fraction of amounts.
 Understand how the circumference and radius of a circle can be found
 Draw circles with different radii
 Describe 2D shapes by using correct mathematical vocabulary
 Sort 2D shapes into a Carroll diagram
 Describe, name different triangles

Sort triangles into Carroll diagrams
Describe and name 3D shapes by using correct mathematical vocabulary
Construct 3D shapes
Describe and name 3D shapes by using correct mathematical vocabulary
Sort 3D shapes using a Venn diagram
Collect data and record results in bar charts.
Present data in pictograms where one symbol represents 4 people.
Interpret pictograms.
Tell the time to the nearest minute on analogue clocks some with Roman
numerals.
 Convert between digital and analogue times using am and pm.
 Find times that are 30, 40 and 45 mins later crossing the hour.
 Calculate time intervals using a number line crossing over the hour.
 Write word problems involving time intervals.
 Time events in seconds.
Religious Education

How Hindu’s celebrate Diwali at home and in the community.

Knowing the story of Rama and Sita – a tradition Hindu story.

Has Christmas lost its true meaning?

WALT: find out what the true meaning of Christmas is to Christians and
compare this with what Christmas means to us.
History

Bridgwater Docks

Battle of Sedgemoor

I can place events, people and changes into correct periods of time

I can use dates and vocabulary relating to the passing of time, including
ancient, modern, BC, AD, century and decade.

I know about characteristic features of the periods and societies studied,
including the ideas, beliefs, attitudes and experiences of men, women and
children in the past

I can identify and describe reasons for, and results of, historical events,
situations, and changes in the periods studied

I can describe and make links between the main events, situations and
changes within and across the different periods and societies studied.

I know that the past is represented and interpreted in different ways,
and to give reasons for this.

I can find out about the events, people and changes studied from an
appropriate range of sources of information, including ICT-based sources
[for example, documents, printed sources, CD-ROMS, databases, pictures
and photographs, music, artefacts, historic buildings and visits to
museums, galleries and sites] to ask and answer questions, and to select
and record information relevant to the focus of the enquiry.

I can recall, select and organise historical information

I can use dates and historical vocabulary to describe the periods studied

I can communicate my knowledge and understanding of history in a variety
of ways [for example, drawing, writing, by using ICT].
Geography

Investigating our Local Area

I can investigate places

I know about the wider context of places

I can make maps and plans

I can use and interpret maps

I know about physical and human features

I know about land use in settlements

I can use and interpret maps

I can use secondary sources

I can collect evidence

I can use fieldwork techniques

I know about physical and human features

I know about land use in settlements

I can use ICT to handle data

I can collect and record evidence
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Communicate
ICT
Working with
others
Discussion
Reflection
Enquiry
Communicate
Application of
number
ICT
Working with
others
Discussion
Reflection
Enquiry
Investigation
Research
Communicate
ICT
Working with
others
Discussion
Reflection
Enquiry
Investigation
Research
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I know about how the locality is linked with other places
I can use and interpret maps
I can use fieldwork techniques
I can use secondary sources
I know about environmental impact
I know sustainability
Art/D&T (Linked to History topic)
Textiles: Weaving with Wicker

I can evaluate examples of Christmas wreaths

I can design a Christmas wreath

I can use simple weaving

I can weave along a line

I can explore the sensory qualities of different materials.

I can select a range of materials for a purpose.
Local Area Art:

I make a tile, using resources from the local area, using a variety of tools.
Music
Recorders (Year 3) and violins (Year 4)

Correctly hold the recorder

Remind children of the different notes (crotchet/quaver/minim)

Remind children how to play the notes BAG

Play simple songs using the notes BAG

Play short pieces in two parts

Improve the quality of the sound produced
Violins

Correctly hold the violin and bow

Name the four strings

Play short pieces using pizzicato

Play short pieces using the bow (open strings)
P.E./Games

Swimming (National plan delivered by qualified teachers at 1610 sports
centre)

Gymnastics (County plan delivered by professional sports coach).
Science
Year 3
Plants

that plants can provide food for us and some plants are grown for this

to make careful observations and measurements of plants growing , to use
simple apparatus to measure the height of plants in standard measures ,
to use results to draw conclusions that plants need leaves in order to grow
well.

that water is taken in through the roots

that water is transported through the stem to other parts of the plant ,
to make careful observations and present these using drawings , to explain
observations

that plants need healthy roots, leaves and stems to grow well

that plants need water, but not unlimited water, for healthy growth , to
use simple apparatus to measure a volume of water correctly , to use
simple apparatus to measure the height of the plant

to decide how much evidence about growth of seedlings is needed

that plants need light for healthy growth ,to ask questions about the
growth of plants

that plant growth is affected by temperature

to recognise when a comparison of plant growth is unfair

to suggest how a fair test could be carried out
Communicate
ICT
Working with
others
Improving and
learning own
performance
Problem solving
Drawing
Shading
Sculpting
Cutting
Printing
Mechanisms
Designing
Evaluating
Make
Communicate
ICT
Working with
others
Improving and
learning own
performance
Listening
Composing
Evaluating
Notation
Communicate
Application of
number
Working with
others
Improving and
learning own
performance
Communicate
Application of
number
ICT
Working with
others
Improving and
learning own
performance
Problem solving
(AT1)
Teamwork
Balance
Coordination
Travelling
Sequencing
Evaluating
Floating
Comparing
Investigating
Predicting
Observing
Evaluating
Fair test
that in experiments and investigations involving living things, using just
one plant in each set of conditions does not give sufficient evidence

Remind children why we need plants to grow well. Review what children
have learnt from the unit and ask children to produce a leaflet giving
advice on how to look after plants kept in the classroom or at home.
Animals and Humans

Revise what humans and animals need to be healthy and grow.

Learn the correct vocabulary for food groups and do some fun activities
online.

Sort food into groups and make an illustrated vocabulary list.

Revise the vocabulary of food groups.

Discuss different diets & the need for a balanced diet. Make a large class
food pyramid display.

Design favourite healthy balanced meals. Look at food packaging details.
Briefly consider food miles.

Find out how food is broken down into smaller bits in our mouths, stomach
& intestine. These small nutrients are absorbed into the blood stream
(circulatory system), which acts like a transport system to deliver
nutrients to all parts of the body.

Discuss the main functions of skeletons: support, protection & movement.

Find out that muscles are also needed for movement. Children feel their
own bones & draw & label a skeleton.

Talk about broken bones & look at some X-rays.

Find out that some animals have exoskeletons. Compare them with
endoskeletons like humans have. Examine some sterilised bones closely &
identify some properties. Link to fossils.

Compare other endoskeletons with that of a human.

Children look at joints in the human body & the movements that each allow
before looking at how muscles control every move we make. Models are
constructed to show how pairs of antagonistic muscles pull to work
together.

During exercise children record how they are feeling and measure
changes.
Year 4
Animals and Humans

Remind chn of MRS NERG (met in Year 2) – mnemonic for the seven
characteristics of living things. Define a habitat and establish that animals
& plants live in a particular habitat to meet their basic needs. Chn name
living things in a range of habitats.

Explain that there are about 9 million different living things on Earth &
discuss why is it useful to classify them to aid identification. Make chn
aware of the importance of careful observations of living things. Look at
recently discovered species.

Organise a field trip in the school grounds or in the local environment.
Observe &/or collect minibeasts & record them & any evidence (including
plants) to show why the habitat is suitable for them. Use identification
charts. Make a guide for other chn!

Model how simple classification keys work. Introduce chn to available
software for creating branching databases or dichotomous keys. Chn
create their own classification key for the minibeasts

Remind chn of the feeding relationship (food chains) between different
living things in a particular habitat (Y2). Find out how food chains can be
built into complex webs & weave one together. Discuss what happens if one
link in the chain is removed.

Discuss natural & human-led changes in environments, both positive &
negative, e.g. nature reserves, ecologically planned parks & garden ponds
OR population, litter & deforestation. Chn research & report on a
particular issue. Set up a litter enquiry.

Find out how habitats are managed, both in the past & present. Discuss
what happens to unmanaged habitats. Study in depth a local habitat that is
being managed. Finish litter enquiry. Write Estate Agent-style description
for a minibeast habitat!

Living things and habitats

Explain that digestion is the act of softening & changing food so that the
body can absorb & use it for energy & growth. Chn find out which human
organs are involved & begin a class model of the human digestive system.

Discuss further details of the digestive system including functions of the
various organs involved. Find out what happens when we eat poisonous or
bad food & how illnesses can be caused by poor diets. Chn finish model &
present facts about organs.

Compare human digestive system to other animals’ particularly ruminants.
Chn define carnivores, herbivores & omnivores & investigate examples of
each type of animal. They then become Zoo Keepers for the day & order
food for their charges.

Look at models of teeth or sets of teeth. Use mirrors to look at & count
own teeth. Compare teeth of different animals. Learn about incisors,
canines, (premolars) & molars. Find out what they are used for. Make a
model of a human jaw with plasticine.

Learn about the importance of keeping your teeth healthy & watch an
animation. Study tooth decay & draw a careful diagram of a tooth. Start an
enquiry to see which liquid does least damage to an eggshell. Start a poster
about tooth care.

Continue with & complete the eggshell enquiry from the last session.
Record the results. Can we use the results to draw a conclusion? Was our
prediction right? Was it a fair test? Finish posters about tooth care.
Identify sugar content from labels.

All living things in a habitat are interdependent. Plants are producers &
animals are predators &/or prey. Chn investigate a number of feeding
relationships & create food chains to show the transfer of food (energy)
from the producer to the consumers.

A wonderful food web is woven from simple food chains in this session as
children understand more complex feeding relationships. They discover the
impact that small changes can have on the whole web. Discuss the
importance of plants to all life on Earth!
ICT
Year 3
Bringing it to Life (Moving sprite/e-book about History/searching internet)
Programming

Put programming commands into a sequence to achieve a specific
outcome.

Solve an open-ended problem e.g. adding sound to a model or object

Use repeat commands

Describe the algorithm necessary for a simple task.

Keep testing my program and recognise when I need to debug it
Multimedia

Create different effects with different technology tools

Combine a mixture of text, graphics and sound to share my ideas and
learning

Evaluate my work and improve its effectiveness

Use appropriate keyboard commands to amend text on my device
Technology in our Lives

Describe the World Wide Web as the part of the Internet that contains
websites

Use search tools to find and use an appropriate websites

Think about whether I can use images that I find online in my own work.
e-Safety

Protect my personal information when I do different things online.
Use the safety features of websites as well as reporting concerns to
an adult
Year 4
Comics (Simple collision game/comic/search internet)
Programming

I can use a variety of tools to create a program

I can use an efficient procedure to simplify a program
Communicate
ICT
Improving and
learning own
performance
Programming
Testing
Debugging
Evaluating
Investigating
I can recognise an error in a program and debug it
I know that I need to keep testing my program while I am putting it
together

I recognise that an algorithm will me to sequence more complex
problems

I can recognise that using algorithms will also help solve problems in
other learning such as Maths
Multimedia






I can change the appearance of text to increase its effectiveness
I can create, modify and present documents for a particular purpose
I can use an appropriate tool to share my work
I can give constructive feedback to my friends to help them improve their
work and consider my own work in the same way

I am confident to explore new media to extend what I can achieve
Technology in our lives


I think about the reliability of information I read on the World Wide Web
I can identify key words to use when searching safely on the World Wide
Web

I can tell you how to check who owns photos, text and clipart
e-safety
 Talk about the ways I can protect myself and my friends from harm online
 Know that anything I post online can be seen and used by others
PSHE
New beginnings

I know something about everyone in my class. I can tell you one special
thing about me. I can give and accept a compliment.

I know that I am valued at school.

I can contribute towards making a class charter. I understand my rights
and responsibilities in the school.

I understand why we need to have different rules in different places and
know what the rules are in school."

I know how it feels to do or start something new, and some ways to cope
with these feelings. I know how it feels to be happy, sad, scared or
excited, and can usually tell if other people are feeling these emotions.

I can manage my feelings, and can usually find a way to calm myself down
when necessary.

I know that I belong to a community. I know what I have to do myself to
make the classroom and school a safe and fair place for everyone, and
that it is not OK for other people to make it unsafe or unfair.

I can use the problem-solving process to solve a problem.

I know how to make someone feel welcomed and valued at school. I know
what it feels like to be unwelcome.

I know how to join a group. I can predict how I am going to feel in a new
situation or meeting new people.
Getting on and falling out

I know how to: look and sound friendly; be a good listener (taking turns);
give and receive compliments;

See things from someone else’s point of view."

I know: what my triggers for anger are; how our bodies change when we
start to get angry; some ways to calm down when I start feeling angry.

I can use peaceful problem solving to sort out difficulties. I can tell you
what a ‘win-win’ solution is and always try to find one in a conflict
situation.

I can tell you lots of ways to give ‘friendship tokens’ to other people.

I understand why it is important to calm down before I am overwhelmed
by feelings of anger.

I can tell you some ways I can stop myself being overwhelmed by feelings
of anger.

I know how it feels to be overwhelmed by feelings of anger.
Communicate
Working with
others
Improving own
performance
Problem solving
Listening
Reflection
Discussion
Empathy
I can take on a role in a group and contribute to the overall outcome. I can
discuss in a group how well we are working together. I can use peaceful
problem solving to sort out difficulties.
French

Children learn a finger rhyme and become aware of how pronunciation,

intonation, facial expression and gesture can influence meaning.

Children imitate the pronunciation of the teacher in spelling aloud the
name of the cuddly toy.

They recognise that words sometimes look the same in English and French,
but that they sound different (Albert).

Children become familiar with the spelling of Albert.

They identify rhyming sounds.

Children identify and reproduce the sounds which make up the words rouge
and bleu

They imitate the pronunciation of the teacher

They recognise how some rhyming sounds are represented in written form.

Children imitate the pronunciation of the teacher, and of the native
speakers in the media resources

They recognise that some words occur in English, French and other
languages they know, although they may sound different.

Children imitate the pronunciation of the teacher, and are aware of
rhythm and dynamics in the voice.

Children notice the spellings of rouge, bleu, vert, jaune, rose and noir.

They notice similarities, connections and differences between these words
and their equivalents in English and other languages they know.

Children recognise a question by its sound.

They create simple spoken sentences sing a model e.g. Voici un chat et un
chien.
They engage in turn taking.
Children recognise that accents (such as è in Père and ë in Noël) affect
the sound of the word. They make comparisons with English.
Children apply a pattern to create a range of simple sentences.



Communicate
ICT
Improving and
learning own
performance
Listening
Speaking
Group work
Pronunciation