Years 3 and 4 Cycle A
Our Place in the World (Geography Focus)
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Attainment Targets
Teaching and Learning Focus
Understand the opportunities computer networks can offer for collaboration.
Use technology respectfully and responsibly.
Use and combine a variety of software (including internet services) on a range of digital devices.
To accomplish given goals, including collating, evaluating and presenting information.
Rising Stars – Switched on Computing Book
Unit 3 We are Tour Guides.
Exploring 3d images using Bing Maps. Use the Streetside tool to explore an area in detail.
Use the mouse to turn and move around the map.
Planning a virtual tour – understanding that a “Streetside” image is made up of photos electronically “stitched” together.
Using digital cameras to take photographs of a location (local area or school). Understanding the need to take pictures from the same spot while making a full turn.
Creating a panorama using Photosynth software. Investigate using
Photosynth software apps to create panoramas directly onto a mobile phone or tablet.
Linking the panorama created to Bing Maps.

Attainment Targets
Design
 use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
 select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].
 select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
 evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
Technical knowledge
 apply their understanding of how to strengthen, stiffen and reinforce more complex structures
Teaching and Learning Focus
Research a range of famous British bridges – eg Iron Bridge, Severn
Bridge, Forth Bridge, Clifton Suspension Bridge, Dartford Bridge,
London Bridge etc.
Identify functions and features of various types of Bridges.
Arrive at a design criteria for making own bridges.
Creating and communicating designs for own bridges using annotated sketches, cross sectional and exploded diagrams. http://www.dailymail.co.uk/news/article-2250003/A-bridge-far-
Developer-spends-90-000-building-footbridge-giant-pieces-
Meccano-public-land.html
Explore a range of tools and skills needed to make the bridges.
Explicit teaching of correct use of tools and skills.
Making bridges and evaluating against own design criteria using
TASC.
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Gather and organise
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Identify
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Generate
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Decide
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Implement
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Evaluate
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Communicate
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Learn from Experience.

Attainment Targets
 use maps, atlases, globes and digital/computer mapping
(Google Earth) to locate countries and describe features studied
 use the eight points of a compass, two figure grid references, symbols and keys
 use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Locational knowledge
 name and locate counties and cities of the United
Kingdom geographical regions and their identifying human and physical characteristics, key topographical features
(including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time.
Teaching and Learning Focus
Using digital maps, atlases and globes:
 Locate the UK in the world
 Locate the major cities of the UK – London, Manchester,
Birmingham, Liverpool, Newcastle, Edinburgh, Glasgow,
Cardiff, Belfast
 Locate well-known counties
 Locate and name geographical regions – eg South West,
North East, Midlands etc and be able to describe some of their features – eg South West – long coastlines, important for tourism, Dartmoor, important farming area etc.
 Communications – road and rail links
Navigate around the UK using compass directions to move between major cities.
Use OS maps to learn map symbols and use these to identify features in the local area. Woods, houses, schools, hills etc. Use 2 figure grid references to pinpoint the location of local features eg
Langafel School.

Attainment Targets Teaching and Learning Focus
 listen attentively to spoken language and show understanding by joining in and responding
 explore the patterns and sounds of language through songs and rhymes.
 engage in conversations; ask and answer questions and respond to those of others; seek clarification and help*
 speak in sentences, using familiar vocabulary, phrases and basic language structures
 develop appropriate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
 read carefully and show understanding of words, phrases.
 appreciate stories, songs, poems and rhymes in the language
 describe people, places, things and actions orally
Tout Le Monde – Level 2 Module 1
L’école magique (Magic school)
Content
• numbers 1–31
• talking about pets
• days of the week
Activities
Electronic flashcards
Hide and Reveal Images
Songs and Poems
Games and Quizes
Electronic Books
Electronic Dictionary
Intercultural material

Attainment Targets
 play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
 listen with attention to detail and recall sounds with increasing aural memory
 swim competently, confidently and proficiently
 use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]
Games
 use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [Tag Rugby, football, hockey, cricket, tennis], and apply basic principles suitable for attacking and defending
Teaching and Learning Focus
Choral outreach – Year 4
Violin lessons – Year 3
Swimming – weekly lessons focussed on encouraging confidence in the water and improving a range of different strokes.
Games – Tag Rugby skills
Skills focus :
 Throwing and catching a rugby ball when standing
 Throwing and catching a rugby ball when moving
 Accurate passing to another player
 Dodging to pass an opponent
 Outwitting an opponent to gain an advantage
 Defensive play, close observation and marking of an opponent
Small scale games of Tag Rugby to practice skills

Attainment Targets 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. Compare how things move on different surfaces
* Notice that some forces need contact between two objects, but magnetic forces can act at a distance
* Observe how magnets attract or repel each other and 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
* Predict whether two magnets will attract or repel each other, depending on which poles are facing.
Teaching and Learning Focus
Refer to Kent Science Scheme for Planning

Attainment Targets
-To recognise their worth as individuals, by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals;
-To face new challenges positively by collecting information, looking for help, making responsible choices and taking action
- Why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules;
- That there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other;
- To reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences;
- That their actions affect themselves and others, to care about other people’s feelings and to try to see things from their points of view;
- To be aware of different types of relationships, including marriage and those between friends and families, and to develop the skills to be effective in relationships; To realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help.
Teaching and Learning Focus
Knowing how to make someone feel welcomed and valued at school
Knowing what it feels like to be unwelcome.
Knowing how to use the problem solving process.
Contributing to a class charter.
Understanding rights and responsibilities.
Understanding the need for rules.
Knowing how to join a group.
Predicting feelings about a new situation or meeting new people.
Managing feelings and being able to calm down when necessary.
Knowing about belonging to a community.
Understanding how to make the classroom a safe and fair place.
Activities
Whole class
Individual
Pair activities
Small group