Rockland St Mary and Primary Schools

Year 4 Foundation Subjects Progression Map Computing History Geography Key Objectives Key Objectives Key Objectives Skills Skills – historical enquiry Skills and fieldwork (NC) E-Safety and communication Regularly address and sometimes devise historically valid - Use maps, atlases, globes and digital/computer questions about: mapping to locate countries and describe features • Agree upon and follow sensible and age-appropriate • Change and continuity e-safety rules for the classroom studied • Cause and consequence • Demonstrate the ability to recognise and report an - Use ordnance survey maps to identify changes in the • Similarity and difference incident of cyber bullying, including taking local area over the last 100 years. • Significance screenshots so that a record can be kept and shared - draw symbols and colour code maps according to an

with a trusted adult agreed key e.g. residential, commercial, transport etc. Construct informed responses by selecting and organising • Choose a secure password for age-appropriate - Use fieldwork to observe, measure, record and historical information websites and explain how best to handle these (not present the human and physical features in the local

sharing with anyone except parents or trusted adults) area using a range of methods, including sketch maps, • Demonstrate why I need to ask a trusted adult before Note connections, contrasts and trends over time plans and graphs, and digital technologies downloading files and games from the internet Use evidence and understand how knowledge of the past Algorithms and Programming is constructed from a range of sources – know that Knowledge (enquiries) context affects interpretations - How and why is my local environment changing? • Use block coding to solve a progressive series of - How can we live more sustainably? defined problems (e.g. Star Wars Code) Knowledge – NC Expectations - Why are jungles so wet and deserts so dry? • Run, analyse and debug programmed sequences, and • Britain’s settlement by Anglo-Saxons and Scots help to identify errors in programs written by others i.e. Roman withdrawal from Britain in AD 410; Locational Knowledge • Create a series of commands and predict what will Anglos-Saxon invasions settlements and - Locate all countries, major cities and environmental happen before running it Kingdoms: place names and village life; and regions studied, on a map. • Use the ‘if’ statement to trigger events if certain Christian conversion - During each topic - name and locate counties and conditions are met (e.g. in J2E, if the bat catches the • The Viking and Anglos-Saxon struggle for the cities of the studied, their spider, it says ‘Got you!’) Kingdom of to the time of Edward the Confessor i.e. Viking raids and invasion, geographical regions and their identifying human and Data collection and handling resistance by Alfred the Great physical characteristics, and land-use patterns; and • Suggest a question to use to gather data, e.g. What is • A local history study - a study of an aspect of understand how some of these aspects have changed the most popular drink in Y4? history or a site dating from a period of beyond over time 1

Rockland St Mary and Surlingham Primary Schools

• Plan the design of a database (e.g. a spreadsheet, 1066 that is significant in the locality i.e. Kett’s - identify the significance of the equator, latitude, suggesting headings for columns) to record this data Rebellion Tropics of Cancer and Capricorn, Arctic and Antarctica • Gather data accurately in the first instance, e.g using to wet and dry places on earth. a tally chart Chronology – NC Continue to develop a chronologically - Understand that seasons are reversed between the • Use MS Excel to present this data, constructing secure knowledge and understanding of British, local and Northern and Southern Hemispheres columns, rows and headings and saving it as a world history, establishing clear narratives within and

document with an appropriate title, e.g. Favourite across periods studied e.g. sandwiches of Y4 • Can independently sequence given historical Place Knowledge periods (BC/BCE and AD/CE) - Understand the human and physical geographical Multimedia text, images, video and sound • Can independently arrange given dates (AD/CE) similarities and differences: into chronological order on a blank timeline, i.e. o between our local area and the rainforests • Connect a device (e.g. iPad) to a computer and be marking out intervals that show rough durations and deserts of South America able to review the files (e.g. images) stored on it, of time as well as sequence before using these in a new project • Can work together, using a pre-dated timeline to • Create a storyboard for a short stop-motion Human and Physical sequence given dates across periods of study animation - identify different types of settlement which include dates extending back from 0 • Construct the stop-motion animation, taking photos - Understand what a biome is and that they are largely (BC/BCE) (to be covered after negative numbers and adding them into a video determined by climate on a number line, in maths) - Compare and contrast vegetation belts, and the Technology in our lives tropical rainforest biome with the hot desert biome of

• Use spell checker to edit spellings in word-processing South America programs - Distinguish between resources that are finite and • Be able to compose an email, with an attachment, those that are renewable i.e. iron ore, coal, oil and and send to multiple recipients gas vs. wind, sun and waves • Construct a simple diagram of the school network, - Identify non-renewable and renewable ways of showing key parts (server, wireless points, wired making electricity i.e. coal vs. solar and wind points, devices such as desktops, laptops and tablets, firewall) NC Expectations

Knowledge - Develop contextual knowledge of the location of E-Safety and communication globally significant places – both terrestrial and marine – including their defining physical and human

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Rockland St Mary and Surlingham Primary Schools

• Discuss how to protect devices from virus / security characteristics and how these provide a geographical threats (e.g. downloading firewalls or activating pop- context for understanding the actions of processes up blockers) - Understand the processes that give rise to key • Talk about their own personal use of the internet and physical and human geographical features of the the choices they make, including excessive use, world, how these are interdependent and how they personal data and password security bring about spatial variation and change over time • Understand how and why the results of online

searches may be different at home than at school - Interpret a range of sources of geographical (e.g. due to firewalls perhaps being stricter at school information, including maps, diagrams, globes, aerial than at home, different search engines/browsers photos and geographical Information Systems (GIS) being used) - Communicate geographical information in a variety of ways, including through maps, numerical and Algorithms and Programming quantitative skills and writing at length • Know that ‘computational thinking’ is about using a - Collect, analyse and communicate with a range of computer to solve problems data gathered through experiences of fieldwork that • Know that ‘decomposition’ is breaking down a deepen their understanding of geographical processes problem into smaller steps, e.g. to get a sprite to get and their locational and place knowledge from A to B, it must first be instructed to move, then move a certain distance, then turning or repeating if necessary • Explain that a series of commands needs to be ‘run’ or ‘executed’ before it will take effect • Explain that repeated testing, debugging and re- testing may be needed to achieve an outcome • Describe how a simple flowchart (e.g. Is the light working? No à Plug in lamp. Still not working à Change bulb) may help with the programming / decision-making process

Data collection and handling

• Define ‘data’ in terms of statistics and results that are generated from a survey or other recording

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Rockland St Mary and Surlingham Primary Schools

• Know that a spreadsheet (e.g. in Excel) is an example of a database • Understand the terms ‘cell’, ‘row’ and ‘column’ as they relate to a spreadsheet and how these can be used to organise data • Know that some data may require a password to access it, and what constitutes a secure / insecure password (see e-safety from Y3)

Multimedia text, images, video and sound

• Know how to snip / copy and paste images from the internet or a computer into a document • Know that a video must be recorded or created and then edited, to serve a specific purpose • Understand what a storyboard is and that one is needed to plan videos / films / animations

Technology in our lives

• Demonstrate how to communicate positively online, such as not using all capitals (which is considered shouting) and using basic friendly greetings and signoffs • Understand the benefits of using ICT to send messages, over hand-written methods (e.g. quicker to put together, quicker responses, you become more productive) • Explain that not everything found on the web is true and that information should be checked against multiple sources

NC expectations • design, write and debug programs that accomplish specific goals, including controlling 4

Rockland St Mary and Surlingham Primary Schools

or simulating physical systems; solve problems by decomposing them into smaller parts • use sequence, selection, and repetition in programs; work with variables and various forms of input and output • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs • 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 search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content • 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

Vocabulary – Vocabulary (NC – develop the appropriate use of Vocabulary – Repetition, variable, table, hyperlink, keyboard shortcut, historical terms) Site, derelict, Olympics, ordnance survey, redevelopment, stop-motion, onion-skimming, algorithm, debug, Anglo-Saxon, Barbarian, Sack of Rome, Angles, Saxons, transport, residential, route, commercial, recreation, respectful Jutes, settlements, farmstead, hamlet, village, paganism, leisure, public services, classify, classification, distribution, Christianity, missionary, aristocrats, noblemen, Kingdom, census, population, demographic, trend, vegetation, Pope, Catholicism, church, abbey, priory, monastery, desert, irrigation, deforestation, criterion, hypothesis, monk, nun, Viking, Norway, Sweden, Denmark, fieldwork, accessibility, amenities, correlation, sustainable, 5

Rockland St Mary and Surlingham Primary Schools

Norsemen, Scandinavian, raiders, climate, legacy, myth, unsustainable, reusable, solar, turbine, recycle, resource, longship, medieval, Victorian, Lindisfarne, Kett’s electricity, community, minerals, energy, finite, infinite, Rebellion vocab needed biodiversity, global, procurement, conduction, element, resistance, electrons, turbine, greenhouse effect, carbon dioxide, atmosphere, fossil, glacier, erosion, continental,

Mediterranean, equatorial, drought, meteorological, coniferous, tundra, deciduous, evergreen, biome, source, convection, condensation, cumulonimbus, adaptation

SMSC ideas – SMSC ideas – S: Lessons should provide a sense of awe SMSC ideas – S: By promoting self esteem through opportunities to and wonder, and will raise questions about how things S: Pupils should: reflect on their own values and beliefs, present their work to others. could have been different if events and/or individuals and those of others; explore their own feelings about the M: By creating an awareness of; encouraging respect for had been different people, places and environments they are learning about; and developing a tolerance of other people’s views and opinions and appreciate the awe and wonder of the natural and M: Pupils will be asked to consider ‘big questions’ or S: By promoting good etiquette habits when using digital manmade environments moral dilemmas highlighting how events and/or beliefs in technologies and social media. M. Pupils should consider the moral dimensions of C: By teaching children how to be sensible users of the past are often at odds with what would be geographical issues being studied e.g. issues of an technology considered acceptable today. increasing population on natural resources, urbanisation putting pressure on wildlife, the economic and S: Pupils will study social issues by comparing the environmental impact of global trade and commerce similarities and differences between past and present S. Pupils should acquire an understanding of the rights and societies. responsibilities of being members of a family, a class and C: Children will learn about people from different cultural the wider community (local, national and global). They backgrounds and their impact on the development of should develop an ability to relate to others and work ‘British’ culture. They will develop a better understanding together for the common good. of multiculturalism. C. Children should acquire an understanding of cultural traditions and heritage. They should acquire a respect for their own culture and that of others Enrichment ideas – Enrichment ideas Enrichment ideas – Presenting work to other pupils/parents Outdoor learning, OAA

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Rockland St Mary and Surlingham Primary Schools

Using computing throughout the curriculum e.g. creating Outdoor learning – weaving fishing nets, making clay a poster for persuasive writing drinking goblets/pots, make a fire and prepare traditional Local visits, Walks around local area; register with the Eco- Safer Internet Day oat biscuits (Anglo-Saxons). Make bow and arrows, Schools Programme www.eco-schools.org.uk; RSPB for model longboats or write rune messages from paint Lapwings (or alternative) made of berries and mud (Vikings) Cross curricular, ’Sustainability’ links: PSHE ‘Healthy Me’, Local visits, e.g. Sutton Hoo; Bury St. Edmunds Abbey; St science – electricity, Mountains in Y5, Benets Abbey; Castle Museum events; Time & Tide ‘Saxons and Vikings’

Cross Curricular Connections:

RE: paganism, Christianity, missionary, Pope, Catholicism, church, abbey, priory, monastery, monk, nun

geography Settlements/hamlet/village

Drama sessions to create a sense of the period/events being studied

Year - ______4______/ Class - ______Art Design Technology Music MFL Key Objectives Key Objectives Key Objectives Key Objectives

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Rockland St Mary and Surlingham Primary Schools

Artists to be covered Design: Developing Planning and Skills Skills SH Razu and/or Paul Klee communicating ideas • Improvise and compose for a range Skills from ‘Rigolo 1 – units 7-12: Frida Kahlo of purposes (New topics for year 4, non-highlighted = Sir Christopher Wren Investigate similar products to the one to be • Imitate, compose and perform jazz revision topics from previous years) made to produce own design criteria based/ influenced pieces • Describing people’s appearance and Exploring and developing ideas • Continue to embed understanding nationality Plan a sequence of actions to make a of music notation • Hobbies/free-time Record and explore ideas from first-hand product • Continue group work skills • Asking/telling the time observations, experience and imagination, and Knowledge • Festivals, dates and gifts explore ideas for different purposes Develop more than one design or • Develop an understanding of Jazz • Count from 31-60 adaptation of an initial design techniques and composers • Give and understand instructions Question and make thoughtful observations • Listening attentively and respond • Talk about going to French cities about starting points and select ideas to use in Propose realistic suggestions as to how they critically and appropriately to live • Give and understand basic their work can achieve their design ideas and recorded music directions • • Learn jazz skills such as Talk about the weather and places in France Explore the roles and purposes of artists, Design innovative, functional, appealing improvisation to enhance a • craftspeople and designers in different times and products that are fit for purpose that are recorded piece. Food shopping, money • cultures aimed at particular individuals or groups NC expectations Party activities • Giving opinions Produce annotated sketches • play and perform in solo and • Discuss other French speaking Evaluating and developing work ensemble contexts, using their countries Make prototypes voices and playing musical • Clothes Compare ideas, methods and approaches in their instruments with increasing own and others work and say what they say what Working with tools, equipment, materials accuracy, fluency, control and think and feel about them using language of art, and components to make quality products expression Listen to and retell parts of a French craft and design FOOD • appreciate and understand a wide story book – there are 3 story books

range of high-quality live and (books 4-6). One to be used after every 2 Adapt their work according to their views and Analyse the taste, texture, smell and recorded music drawn from units of Rigolo (at the end of each term). describe how they might develop it further appearance of a range of foods different traditions and from great The vocabulary used in each book relates composers and musicians to the 2 units. Drawing Measure and weigh ingredients • improvise and compose music for a appropriately range of purposes using the inter- Knowledge Make informed choices in drawing inc. Paper and related dimensions of music • To be able to describe to weather media Prepare and cook a range of predominantly • Have knowledge about the country savoury dishes using a range of cooking France techniques 8

Rockland St Mary and Surlingham Primary Schools

Refine and alter their drawings as necessary and • Have knowledge about other French describe changes using art vocabulary Make healthy choices from and speaking countries understanding of a balanced diet Collect images and information independently in the form of sketches Understand seasonality and know where NC expectations and how ingredients are grown and • speak in sentences, using Use research to inspire drawings from memory captured familiar vocabulary, phrases and and imagination basic language structures Working with tools, equipment, materials • describe people, places, things Explore relationships between line, texture, tone, and components to make quality products and actions orally* and in pattern, texture and shape CONSTRUCTION writing • write phrases from memory, Painting Measure and mark square selection, strip and adapt these to create new and dowel accordingly to 1cm sentences, to express ideas Match and make colours with increasing accuracy clearly. Create shell or frame structures, strengthen Use more specific colour language e.g. tint, tone, frames with diagonal struts shade, hue Projects on a page: Structures – Shell structures/Shell structures using CAD Choose paints and implements appropriately Incorporate a circuit with a bulb or buzzer into a model Plan and create different effects and textures with paint according to what they need for the Choose materials based on their functional task properties and aesthetic qualities

Show increasing independence and creativity Working with tools, equipment, materials with the painting process and components to make quality products TEXTILES Printing Projects on a page: Textiles – 2D shapes to 3D products Research, create and refine a print using a variety Prototype a product using J clothes of techniques Use appropriate decoration techniques e.g. Select broadly the kinds of material to print with applique (glued or simple stiches) in order to get the effect they want 9

Rockland St Mary and Surlingham Primary Schools

Understand seam allowance Resist printing including marbling, silkscreen and Coldwater paste Join fabrics using running stich, over sewing, back stich Textiles/Collage Explore fastenings and recreate some e.g. Match the tool to the material sew on buttons and make loops

Combine skills more readily Working with tools, equipment, materials and components to make quality products SHEET MATERIALS

Use linkages to make movement larger or more varied Projects on a page: Mechanical systems – levers and linkages

Use and explore complex popups

Evaluating processes and products

Discuss how well the finished product meets the design criteria and how well it meets the needs

Vocabulary – Vocabulary – Vocabulary – Staccato, legato, improvise, semibreve, slur, French cities, magasin, ecole, eglise, Adaptation, Realistic, Innovative, Functional, Appealing, Prototypes, Predominantly, Seasonality, minum, bassline, break, trio, quartet, musee, boulangerie, piscine, gare Square selection, Strip and dowel, Frame structure, Strengthen frames, Diagonal struts, Circuit, quintet, soloist, jazz, walking bass, Aesthetic, Applique, Seam allowance, Running stich, Over sewing, Back stitch, Fastenings, Linkages, Alter, Inspire, Line, Texture, Tone, Pattern, Texture, Tint, Shade, Hue, Resist printing, Marbling, Silkscreen, Coldwater paste

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Rockland St Mary and Surlingham Primary Schools

SMSC / enrichment Ideas - SMSC ideas – SMSC ideas – Big Sing/ St Andrews Hall Performance Bastille Day GoGo Hare campaign (Dinosaurs (2019-2021)) Composer Study (jazz style) High School Students Sainsbury’s art Centre Musical Evening French Parent Volunteer Religious art work trips (church, Buddhist retreat) KS2 Performance (End of Year) Artist visits Musical parent visitors Engineering club (Hosted on school site) Volunteers and performers into school. Enrichment ideas – Enrichment ideas – Art club (Hosted on school site) Participation in Musical Evening, KS2 Bastille Day Scratch club (Hosted on school site) performance, Listen to music in class, French Visitors/ Volunteers City college Art galleries Music Maestroes Contacts with College D&T lead to host lessons Arts Festival (Wymondham college) Art projects linked to festivals/calendar dates

RE Key Objectives

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Rockland St Mary and Surlingham Primary Schools

Skills * Self-awareness * Respect for all * Open mindedness * Appreciation and wonder * To ask questions about life. * To express your own views about religious beliefs, stories and practices. * To consider right, wrong and consequences. * To understand others have different world views, shaped by religious beliefs, and listen to them. * To respect the different opinion of others. * To talk about spiritual beliefs and God with respect.

Knowledge

Christianity * Christmas – What is the most significant part of the Nativity story? * Prayer and Worship: Do people need to go to church to show they are Christians? Buddhism *Buddha’s teachings: Is it possible for everyone to be happy? *Can the Buddha’s teachings make the world a better place?

NC expectations ‘All state schools are also required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage and sex and relationship education to pupils in secondary education.’

Norfolk Agreed Syllabus Aim 1: The curriculum should enable all children and young people to become successful learners who enjoy learning, make progress and achieve well. Aim 2: The curriculum should enable all children and young people to become confident individuals who are able to live safe, healthy and fulfilling lives. Aim 3: The curriculum should enable all children and young people to become responsible citizens who make a positive contribution to society. ‘Religious Education has a significant role in the promotion of spiritual, moral, social and cultural development. It provokes challenging questions about the meaning and purpose of life, beliefs about God, the nature of reality, ethical issues and what it means to be human. Religious Education seeks to enable children and young people to appreciate their own and others’ beliefs and cultures, and how these impact on individuals.’

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Rockland St Mary and Surlingham Primary Schools

Vocabulary – Bible, celebrate, Christian, Christianity, church, commitment, disciple, forgiveness, God, Jesus, relationship, Buddha, eight fold path, mindfulness, Siddhartha Gautam, sutras, philosophy, Siddhartha, enlightenment, pagodas, stupa, SMSC ideas – Modelled and open discussion of key questions of meaning and purpose such as the origins of the universe, life after death, good and evil, the being of God and values such as justice, honesty and truth. Exploring literature, the creative and expressive arts, sciences and resources from and influenced by differing cultures (Darwin, mandalas, geometric designs, choral and gospel music…). Taking time to value and care for human beings, the natural world and, for some, God (including actively caring for the environment and supporting a wide range of charities). Taking opportunities to develop a sense of belonging and community through shared experiences (visits locally, links with the Trust and village, celebrating achievements of individuals and groups in school). Engaging in issues of truth and justice through votes, rule setting, councils, debates and experiences. Learning about and experiencing religious, non-religious and philosophical traditions, customs and practices (Harvest festival, Christingle, yoga, visits to and by religious leaders…) Sharing stories, songs and assemblies which reflect diverse religious teachings, sacred texts and guidance. Discussing the shared vision, values and ethos of the school and how we put this into practice. Following and discussing news stories, current issues and social and moral questions, using appropriate sources (Primary News, CBBC Newsround). Promoting personal and collective integrity and respect through shared values, rules and reparative discussions. Considering the importance of rights and responsibilities and the development of a sense of conscience. Encouraging debate and discussion through circle times, lessons, discussion and councils, recognising diverse and shared perspectives (Jigsaw Charter). Learning about historic and modern individuals with a sense of social responsibility that have worked for social change (Martin Luther King, William Wilberforce, Rosa Parks, Dr Ambedkar, Malala Yousafzai, Emily Pankhurst, Helen Keller, Desmond Tutu…). Participating in wider community events, which promote interaction, and respect, particularly if these reflects religious or cultural and diversity and cohesion. Enrichment ideas – Harvest festival, Nativity, Christingle, church and temple visits, trying food from different celebrations and cultures, natural objects and art exploration, festival songs and hymns.

PSHE

Being me in my Celebrating Dreams and goals Healthy me Relationships Changing me world difference Year 4 how a democracy What first Making a new plan Recognise feelings Different views on Detailed accounts works and how impressions are and goal setting, of pressure and animal rights of physical and groups come and how they can even through how to resist when emotional changes be changed disappointment needed

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Rockland St Mary and Surlingham Primary Schools

together to make that happen during decisions puberty

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