year 34 cycle 2

8/11/2019 Year 34 Cycle 2

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Year 3/4 2013/14 Curriculum Overview Cycle 2

Aut 1 Aut 2 Spr 1 Spr 2 Sum 1 Sum 2Prime Learningchallenge

Who frst lived inBritain?

Who is asuperhero in mylocal area?

Why Oh Why wasthere a WW2? ORWas it really thatbad to have lived

through WW2? ORow could itlerhave convinced anation li!e"ermany to #ollowhim?

What is so specialabout South A#rica?

What was it li!e in$anchester in1%&' ( 1)''?

What*s all this #ussabout chocolate?

MainSubject!cu"

#i"t!ry +hanges in Britain#rom the Stone Ageand the ,ron Age

WW2 ( A study o#an aspect ortheme in Britishhistory that-turning point inBritish history

.Battle o# Britain/

0ocal study o# localhistory ta!ing intoaccount o# a periodo# history thatshaped the locality

$e!gra%hy

0ocal geography A#rica ood 3rade lin!s4conomic activityclimate

&rt 5rinting67 te8tiles

'( 7rawing5ainting5rinting

ood

)O) Starter

&ny vi"it"*i"it!r" / lin+" t!the wi,er w!rl,

Archaeological 7ig 3eachers dress up

as superheroes

Air Raid shelters

omewor! (#amilies visit,mperial warmuseum

7rumming

wor!shop

5hotographing

$anchesterbuildings 1''years ago9 &':1''years ago9 lessthan &' years ago

;mpa 0umpa visit

the classroom

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L!cal / Manche"terLin+"

3rip to the localfre station

Whitworth Art"allery

<isit to 3horntons

&%%licati!n ! writing

=on:chronological

reports

48planation Reports Recount5oems

,nstructions

&%%licati!n ! c!m%utingan,techn!l!gy

istorical digitalstories

+omic creation Research 7igital mapwor!

5resentation (i$ovie>5owerpoint>5rei etc

7igital art

&ny !thercurriculumlin+"

Superherodance

A#rican danceand music

(hematic

'ay"'i"crete curriculum

Science @ear 6 5lants9 Animals9 including humans9 Roc!s9 0ight9 orces and magnets

@ear 0iving things and their habitats9 Animals9 including humans9 States o# matter9 Sound9 4lectricity

-. +hristianity ,slam Buddism

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PSC#. How do rules andlaws affect me?

Local Democracyfor Young Citizens

New beginnings

Rules andresponsibilities

Road safety

Getting on andfalling out

Taing part!ills"communicationand participation

!ay no tobullying

Going for goals

Drugs #ducationincluding Drugsawareness wee

Good to be me

C$oices

Healt$y c$oices

RelationshipsSR4 schemeyears 9 & and C

+hangesRespect #orproperty

"lobal+ommunities

C!m%uting Pr!gramming 7evelop a simpleeducational game

C!m%utati!nal thin+ing5rototyping aninteractive toy

Creativity5roducingdigital music

C!m%uternetw!r+"editing andwriting 3$0

C!mmunicati!n/c!llab!rati!n5roducing awi!i

Pr!,uctivity 5resenting theweather

.ngli"h writing

• arrative• P!etry

• !te"

• Li"t"

• Ca%ti!n"

• -e%!rt

• -ec!unt

• Me""age"

• n"tructi!n"Math"

• =umber

• 5lace value and rounding

• Addition and subtraction

• $ultiplication and division

• ractions

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• $easurement .including money and time/

• 5roperties o# shapes

• 5osition and 7irection

• Statistics

Year 3/4 Prime Learning Challenge )h! r"t live, in ritain5

ati!nal curriculum c!verage

History

• Changes in Britain from the Stone Age to the Iron Age

• How people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

• Understand the methods of historical enquiry including how evidence is used rigorously to ma!e historical claims and discern how and

why contrasting arguments and interpretations of the past have been constructed

• "ain historical perspective by placing their growing !nowledge into different conte#ts understanding the connections between local

regional national and international history

AfL statements:

$ I can describe events from the past using dates when things happened.(Y3)

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$ I can use a timeline within a specific period of history to set out the order that things may have happened.(Y3)

$ I can use my mathematical knowledge to work out how long ago events happened.(Y3)

$ I can use research skills to find answers to specific historical questions.(Y3)

$ I can research in order to find similarities and differences between two or more periods of history (Y3)

$ I can plot events on a timeline using centuries.(Y)

$ I can use my mathematical skills to round up time differences into centuries and decades.(Y)

$ I can e!plain how the lives of wealthy people were different from the lives of poorer people.(Y)

$ I can e!plain how historic items and artefacts can be used to help build up a picture of life in the past.(Y)

$ I can e!plain how an event from the past has shaped our li fe today.(Y)

$ I can research what it was like for children in a given period of history and present my findings to an audience.(Y)

Science (Not linked to topic)

•

Identify that animals including humans need the right amount of nutrition and that they cannot ma!e their own food% they get nutritionfrom what they eat &'()

• Construct and interpret a variety of food chains identifying producers predators and prey &'*)

AfL Statements

• I can e!plain the importance of a nutritious" balanced diet (Y3)

• I can e!plain how nutrients" water and o!ygen are transported within humans and animals (Y3)

• I can describe and e!plain the skeletal system of a human (Y3)

• I can describe and e!plain the muscular system of a human (Y3)

• I can describe the purpose of the skeleton in humans and animals (Y3)

• I can identify and name the parts of the human digestive system (Y)

• I can describe the functions of the organs in the human digestive system (Y)

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• I can identify and describe the different types of teeth in humans (Y)

• I can describe the functions of different types of teeth in humans (Y)

• I can use food chains to identify producers" predators and prey (Y)

• I can construct food chains to identify producers" predators and prey (Y)

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-e8ecti!n

Year 3/4 Prime Learning Challenge: ho is a s!perhero in my local area"

National c!rric!l!m co#erage:

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$eography

Use fieldwor! to observe measure record and present the human and physical features in the local area

AfL statements:

$ I can use the correct geographical words to describe a place+ &'()

$ I can use some basic ,rdnance Survey map symbols+ &'()

$ I can carry out research to discover features of villages towns or cities+ &y*)

$ I can e#plain why people may be attracted to live in cities+ &'*)

$ I can e#plain why people may choose to live in one place rather than another+ &'*)

$ I can name the areas of origin of the main ethnic groups in the United -ingdom and in our school+ &'*)

%esign &echnology

%esign

"enerate develop model and communicate their ideas through discussion annotated s!etches

Select from and use a wider range of tools and equipment to perform practical tas!s

Select from and use a wider range of materials and components including construction materials te#tiles and ingredients according to their

functional properties and aesthetic qualities

'#al!ate

.valuate their ideas and products against their own design criteria and consider the views of others to improve their wor!

Understand how !ey events and individuals in design and technology have helped shape the worlds

AfL statements:

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$ I can prove that my design meets some set criteria. (Y3)

$ I can follow a step#by#step plan" choosing the right equipment and materials.(Y3)

$ I can design a product and make sure that it looks attractive. (Y3)

$ I can choose a te!tile for both its suitability and its appearance. (Y3)

$ I can select the most appropriate tools and techniques for a given task. (Y3)

$ I can work accurately to measure" make cuts and make holes. (Y3)

$ I can use ideas from other people when I am designing.(Y)

$ I can produce a plan and e!plain it. (Y)

$ I can evaluate and suggest improvements for my designs.(Y)

$ I can evaluate products for both their purpose and appearance. (Y)

$ I can e!plain how I have improved my original design. (Y)

$ I can present a product in an interesting way.(Y)$ I can measure accurately. Y)

$ I can persevere and adapt my work when my original ideas do not work.(Y)

Science (not linked to topic)

• Compare how things move on different surfaces &'()

• /otice that some forces need contact between two ob0ects but magnetic forces can act as a distance &'()

• ,bserve 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 &'()

• 1escribe magnets as having two poles &'()

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• 2redict whether two magnets will attract or repel each other depending on which poles are facing &'()

L Statements

• I can e!plore and escribe how ob$ects move on different surfaces (Y3)

• I can e!plain how some forces require contact and some do not" giving e!amples (Y3)

• I can e!plore and e!plain how ob$ects attract and repel in relation to ob$ects and other magnets (Y3)

• I can predict whether ob$ects will be magnetic and carry out an enquiry to test this out (Y3)

• I can describe how magnets work (Y3)

• I can predict whether magnets will attract or repel and give a reason (Y3)

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Year 3/4 Prime Learning Challenge )hy !h why wa" there a ))25


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History Study of an aspect or theme in British history that e#tends pupils’ chronological !nowledge beyond 3455

How Britain has influenced and been influenced by the wider world

Understand the historical concept of cause and consequence

AfL statements

$ I can describe events from the past using dates when things happened+ &'()

$ I can use a timeline within a specific period of history to set out the order that things may have happened+ &'()

$ I can use my mathematical !nowledge to wor! out how long ago events happened+ &'()

$ I can use research s!ills to find answers to specific historical questions+ &'()

$ I can research in order to find similarities and differences between two or more periods of history+ &'()

$ I can plot events on a timeline using centuries+ &'*)

$ I can use my mathematical s!ills to round up time differences into centuries and decades+ &'*)

$ I can e#plain how the lives of wealthy people were different from the lives of poorer people+ &'*)

$ I can e#plain how historic items and artefacts can be used to help build up a picture of life in the past+ &'*)

$ I can e#plain how an event from the past has shaped our life today+ &'*)

$ I can research two versions of an event and e#plain how they differ+ &'*)

$ I can research what it was li!e for children in a given period of history and present my findings to an audience+ &'*)

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-e8ecti!n

Year 3/4 Prime Learning Challenge )hat i" "! "%ecial ab!ut S!uth &rica5

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$e!gra%hy

Locational kno*ledge

locate the world’s countries using maps to focus on .urope &including the location of 6ussia) and /orth and South America concentrating on

their environmental regions !ey physical and human characteristics countries and ma0or cities

identify the position and significance of latitude longitude .quator /orthern Hemisphere Southern Hemisphere the 7ropics of Cancer and

Capricorn Arctic and Antarctic Circle the 2rime8"reenwich 9eridian and time :ones &including day and night)

Place kno*ledge

understand geographical similarities and differences through the study of human and physical geography of a region in Africa

H!man and physical geography

describe and understand !ey aspects of;physical geography including; climate :ones biomes and vegetation belts rivers mountains volcanoes and earthqua!es and the water

cycle

human geography including; types of settlement and land use economic activity including trade lin!s and the distribution of natural

resources including energy food minerals and water

$eographical skills and ield*ork

use maps atlases globes and digital8computer mapping to locate countries and describe features studied

AfL statements

$ I can use the correct geographical words to describe a place.(Y3)

$ I can use grid references on a map.(Y3)

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$ I can use an atlas by using the inde! to find places.(Y3)

$ I can describe how volcanoes are created.(Y3)

$ I can locate and name some of the world%s most famous volcanoes.(Y3)

$ I can describe how earthquakes are created. (Y3)

$ I can carry out research to discover features of villages" towns or cities.(Y)

$ I can plan a $ourney to a place in &ngland. (Y)

$ I can e!plain why people may be attracted to live in cities.(Y)

$ I can e!plain why people may choose to live in one place rather than another. (Y)

$ I can locate the 'ropic of ancer and 'ropic of apricorn.(Y)

&rt

to create s!etch boo!s 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 e#ample pencil

charcoal paint clay=

about great artists architects and designers in history+

AfL statements

$ I can use sketches to produce a final piece of art.(Y3)

$ I can use different grades of pencil to shade and to show different tones and te!tures.(Y3)

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$ I can create a background using a wash.(Y3)

$ I can use a range of brushes to create different effects in painting. (Y3)

$ I can identify the techniques used by different artists.(Y3)

$ I can use digital images and combine with other media in my art.(Y3)

$ I can use I' to create art which includes my own work and that of others.(Y3)

$ I can compare the work of different artists. (Y3)

$ I recognise when art is from different cultures.(Y3)

$ I can use marks and lines to show te!ture in my art.(Y)

$ I can use line" tone" shape and colour to represent figure and forms in movement.(Y)

$ I can show reflections in my art.(Y)

$ I can print onto different materials using at least four colours.(Y)

$ I can integrate my digital images into my art.(Y)

$ I can e!periment with the styles used by other artists.(Y)

Science (some links to topic)

• 6ecognise that living things can be grouped in a variety of ways &'*)

• .#plore and use classification !eys to help group identify > name a variety of living things in the local and wider environment &'*)

• 6ecognise that environments can change and this can sometimes pose dangers to living things &'*)

L Statements

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• I can group living things in diferent ways (Y4)

• I can use classication keys to group, identiy and name living things (Y4)

• I can create classication keys to group, identiy and name living things or others to use (Y4)

• I can describe how changes to an environment could endanger living things (Y4)

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LC 3

LC 4

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-e8ecti!n

Year 3/4 Prime Learning Challenge )hat wa" it li+e in Manche"ter in 1960 : 1;005


#i"t!rya study of an aspect or theme in British history that e#tends pupils’ chronological !nowledge beyond 3455

a study over time tracing how several aspects of national history are reflected in the locality &this can go beyond 3455)

a study of an aspect of history or a site dating from a period beyond 3455 that is significant in the locality+

AfL statements

$ I can describe events from the past using dates when things happened.(Y3)

$ I can use a timeline within a specific period of history to set out the order that things may have happened.(Y3)

$ I can use my mathematical knowledge to work out how long ago events happened.(Y3)

$ I can use research skills to find answers to specific historical questions.(Y3)

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$ I can research in order to find similarities and differences between two or more periods of history.(Y3)

$ I can plot events on a timeline using centuries.(Y)

$ I can use my mathematical skills to round up time differences into centuries and decades.(Y)

$ I can e!plain how the lives of wealthy people were different from the lives of poorer people.(Y)

$ I can e!plain how historic items and artefacts can be used to help build up a picture of life in the past.(Y)

$ I can e!plain how an event from the past has shaped our life today.(Y)

$ I can research two versions of an event and e!plain how they differ.(Y)

$ I can research what it was like for children in a given period of history and present my findings to an audience.(Y)

Science (some links to topic)

• 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 bu::es &'*)

• Identify whether or not the lamp is part of a complete loop with a battery &'*)

• 6ecognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit &'*)

• 6ecognise some common conductors and insulators and associate metals with being good conductors &'*)

L statements

• I can identify and name appliances that require electricity to function (Y)

• I can construct a series circuit ( Y)

• I can identify and name the components in a series circuit (including cells" wires" bulbs" switches and buers) (Y)

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• I can draw a circuit diagram (Y)

• I can predict and test whether lamp will light within a circuit (Y)

• I can describe the function of a switch within a circuit (Y)

• I can describe the difference between a conductor and insulators* giving e!amples of each (Y)

LC 1

LC 2

LC 3

LC 4

LC 6

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LC 7

-e8ecti!n

Year 3/4 Prime Learning Challenge )hat<" all thi" u"" ab!ut ch!c!late5


$e!gra%hy

Locational kno*ledge

identify the position and significance of latitude longitude .quator /orthern Hemisphere Southern Hemisphere the 7ropics of Cancer and Capricorn Arctic

and Antarctic Circle the 2rime8"reenwich 9eridian and time :ones &including day and night)

Place kno*ledge

understand geographical similarities and differences through the study of human and physical geography of a region of the United -ingdom and a region

within /orth or South America

H!man and physical geography

describe and understand !ey aspects of;

physical geography including; climate :ones biomes and vegetation belts

human geography including; types of settlement and land use economic activity including trade lin!s and the distribution of natural resources including

energy food minerals and water

AfL statements

$ I can use the correct geographical words to describe a place.(Y3)

$ I can use an atlas by using the inde! to find places.(Y3)

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$ I can e!plain why people may be attracted to live in cities.(Y)

$ I can e!plain why people may choose to live in one place rather than another.(Y)

$ I can locate the 'ropic of ancer and 'ropic of apricorn.(Y)

%&

%esign

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 prototypes pattern pieces and computer?aided design

+ake

select from and use a wider range of tools and equipment to perform practical tas!s <for e#ample cutting shaping 0oining and finishing= accurately

select from and use a wider range of materials and components including ingredients according to their functional properties and aesthetic qualities

'#al!ate

investigate and analyse a range of e#isting products

evaluate their ideas and products against their own design criteria and consider the views of others to improve their wor!

understand how !ey events and individuals in design and technology have helped shape the world

AfL statements

$ I can prove that my design meets some set criteria. (Y3)

$ I can follow a step#by#step plan" choosing the right equipment and materials.(Y3)

$ I can design a product and make sure that it looks attractive. (Y3)

$ I can select the most appropriate tools and techniques for a given task.(Y3)

$ I can work accurately to measure(Y3)

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$ I can describe how food ingredients come together. (Y3)

$ I can use ideas from other people when I am designing.(Y)

$ I can produce a plan and e!plain it. (Y)

$ I can evaluate and suggest improvements for my designs.(Y)

$ I can evaluate products for both their purpose and appearance. (Y)

$ I can e!plain how I have improved my original design. (Y)

$ I can present a product in an interesting way.(Y)

$ I can measure accurately. (Y)

$ I can persevere and adapt my work when my original ideas do not work.(Y)

$ I know how to be both hygienic and safe when using food.(Y)

Science (linked to topic)

• Compare and group materials together according to whether they are solids liquids or gases &'*)

• ,bserve that some materials change state when they are heated or cooled and measure or research the temperature at which this happens in

degrees Celsius &'*)

• Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature &'*)

L Statements

• I can group materials based on their state of matter (solid" liquid" gas) (Y)

• I can describe how some materials can change state (Y)

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• I can measure the temperature at which materials change state (Y)

• I can e!plain the part played by evaporation and condensation in the water cycle (Y)

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year 34 cycle 2

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