Class 4 Curriculum Map 2020- 2021
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Autumn 1
People who help us (History) |
Autumn 2
Festivals (Geography) |
Spring 1
Explorers (History) |
Spring 2
Enchanted woods (Geography) |
Summer 1
My amazing world (History) |
Summer 2
The Olympics (Geography) |
English |
Stories with repetitive patterns or structures |
Stories by same author
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Instructions e.g. recipe
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Recounts of familiar events |
Poems on a theme |
Traditional rhymes including innovation e.g. This is the house that Jack built |
Maths |
Review and assess (1), Length (2), Weight and mass (2), addition (1) |
Subtraction (1), money (2), Capacity / volume (2), shape (1) |
Review and assess (1), time (2), sorting and sequencing (2), money (1) |
Money (1), length (2), weight/mass (2), position and direction (1) |
Review and assess (1), time (2), subtraction (2), addition (1) |
Capacity/volume (1), position and direction (2), shape (2), sorting and sequencing (1)
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Science Observe plants throughout the year and observe seasonal changes (sunlight weather etc) |
Plants (function of plant parts and growth) |
Animals including humans (humans: basic structure and senses) |
Everyday materials |
Everyday materials |
Animals (other animals and basic structure) |
Plants |
Computing |
Data handling |
Creating and thinking critically. To use technology to create content. To have own ideas and make links between them.
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Coding |
To interact and explore their environment using multimedia equipment including digital cameras and video cameras. |
Algorithms |
To use technology safely. |
PHSE |
Getting to know you
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We’re all friends and staying safe
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Staying healthy
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We are all different
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Feelings, feelings everywhere
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Joining in and joining up
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RE |
Why is Muhammed important to Muslims? Islam |
How is Ganesh worshiped by Hindus? Hinduism |
Who was St Francis and what did he teach us about caring for animals Christianity |
What makes Guru Nanak a special teacher Sikhism |
Why is Jesus a special person? Christianity |
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History |
People who help us: Florence Nightingale Mary Seacole Families—Family tree
Churches/ Mosses—Local Area Hospitals –Doctors & Nurses Post– workers Emergency services Farmers
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Explorers: Past explorers: Neil Armstrong Christopher Columbus Marco Polo
Current / modern explorers: Bear Grylls Benedict Allen Bryan Kakuk |
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My amazing world: Cowboys and Indians Around the world in 80 days Families from around the world
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Geography |
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Festivals: Guy Fawkes and the houses of Parliament Diwali Christmas around the world New years eve celebrations
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Enchanted Forest: Map reading Maps of local areas Creating personalised maps of an enchanted forest |
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The Olympics: Antient Greece and where it all began Compare and contrast Olympic games throughout time History of the Olympics |
Music |
Charanga music SEND scheme Unit 7 : Contrast
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Charanga music SEND scheme Unit 8 : Imitation |
Charanga music SEND scheme Unit 9 : Waltz |
Charanga music SEND scheme Unit 10 : March |
Charanga music SEND scheme Unit 11 : Loud and Quiet |
Charanga music SEND scheme Unit 12 : Boogie Train |
PE |
Bike ability Bat and ball games
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Invasion games |
Dance |
Gymnastics |
Athletics
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Bat and ball games (Cricket, rounders) |
Art
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Drawing focus:
Sensory- Finding and making new lines with hand/fingers/ sponges
Makes deliberate marks on paper including circles and lines |
Painting focus:
Sensory- Is assisted to explore wet paint Notices colour and light
Create marks with tools (brushes, hands, twigs etc) Differentiate between colours |
Printing focus:
Sensory - Explore patterns with vegetable prints Uses some pressure when handling objects, materials
Exploring shapes made by natural and man made materials/ hard and soft materials |
Collage:
Sensory - Tearing and scrunching paper and tissue paper
Decorating shapes by folding, tearing and adding paper |
Textiles:
Sensory - Lie on and be covered by different materials with different qualities e.g weight, colour, texture
Sort, select and arrange fabrics Change a; knotting, fraying, twisting, painting over, sticking together |
Sculpture:
Sensory - Handles objects of different sizes Explores clay, play do with assistance (warm and cool)
Rolling, cutting and making marks in clay tiles
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DT |
Structures and Mechanisms:
Sensory: Interact with objects spontaneously Pay attention to events/ people/ objects being moved or handled
Dip and make patterns with wheels (toy cars etc), exploring direction
Tear paper and card |
Food Technology:
Sensory: Experience taste, texture, smell and appearance of a range of foods.
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Food Technology:
Sensory: Experience taste, texture, smell and appearance of a range of foods.
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Structures and Mechanisms:
Sensory: Interact with objects spontaneously Pay attention to events/ people/ objects being moved or handled
Dip and make patterns with wheels (toy cars etc), exploring direction
Tear paper and card
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Textiles:
Sensory: Tolerate different textures and sensory stimulus on body
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Food Technology
Sensory: Experience taste, texture, smell and appearance of a range of foods.
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Outdoor Learning |
The World around me challenge
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Woodland challenge |
The World around me challenge |
Woodland challenge
Local water way observations
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The World around me challenge
Local History walks |
Woodland challenge |