SP Curriculum

Year 4 Spring Term

In this section, you will find a brief summary of what children will be learning in each subject in the SP Curriculum this spring term. In addition to this, you will find the key knowledge the children should know for each unit. It would be helpful if you could discuss your child's learning with them in each subject area.

Art:

Statement: In the first half term we will be developing our printing skills as we create collagraphs of mythical creatures. In the second half term we will be focusing our work on the Anglo Saxons. We will  create sculptures of Anglo Saxon housing and develop our weaving skills as we work with various textiles.

Knowledge:

• A collagraph is a print whose plate is a board onto which textured materials such as bubble wrap, sand paper, leaves, bark etc are glued. The plate is then inked for printing then printed onto paper. The first artist to use collagraph was Glen Alps.

• When you make a model, you are making a smaller version of something. When you make a sculpture, you can let your ideas fly!

• Replicas of Anglo Saxon housing can be seen at West Stow

• Anglo Saxons had to weave all the cloth for their clothing. 

• Weaving is generally done on a loom which is  a wooden frame.

• Warp are the threads that go up and down and are held in place. The weft is the thread that weaves in and out. Card weaving was used to make belts and straps.

DT:

Statement: In the first half term the children will be focussing on textiles and fastenings. They will identify and evaluate different types of fastenings as well as design a product to meet a design criteria. They will then go on to make and test a paper template and finally assemble a book jacket. In the second part of the term we will learn about electrical systems and how they work. We will analyse  and evaluate electrical products as well as design a product to fit a set of specific user needs. Finally, we will  make and evaluate a torch as well as write a set of instructions explaining how to make a torch.

Knowledge: 

Textiles/Fastenings

I know what the main type of fastenings are.

I Know  what the benefits of each fastening type are. 

I know what the disadvantages of each fastening type are.

I know how to design a product based on a design criteria.

I know how to test my paper template.

I know how to assemble a book jacket.

Knowledge: 

Electrical Systems:

To understand that electrical conductors are materials which electricity can pass through.

To understand that electrical insulators are materials which electricity cannot pass through.

To know that a battery contains stored electricity that can be used to power products.

To know that an electrical circuit must be complete for electricity to flow.

To know that a switch can be used to complete and break an electrical circuit.

Geography:

Statement: The topic for Geography this half term is mountains. Children will begin this topic by considering how mountains are formed before considering the specific and individual formation of different mountain types. Pupils will build upon their understanding of physical features by comparing different aspects of physical features to mountains and identifying any trends or patterns. Later on in the half term children will develop their fieldwork skills by learning how to use six-figure grid references and cardinal and intercardinal compass points to identify geographical places and features on a map. 

Knowledge:

• Mountains form over millions of years. They are made when the Earth’s tectonic plates push together or move apart. Tectonic plates are also at work under the Atlantic Ocean, but instead of forcing the ground up, the two plates in the middle of the Atlantic Ocean are actually moving apart in opposite directions. This causes lava to erupt out of the gap that is left. As it cools down, the lava creates a long line of mountains - the longest mountain range on Earth. Other mountains - usually those that stand on their own - are created by ancient volcanoes. Ben Nevis in Scotland was once a very large active volcano. It last erupted millions of years ago and the eruption was so violent that it caved in on itself. There are five types of mountain: fold, faultblock, volcanic, dome and plateau. Pupils will know the difference between a hill and a mountain. Mountains are higher and usually steeper than a hill and are generally over 600 metres high.

•  A physical feature is one that forms naturally and can change over time due to physical processes, such as erosion and weathering. Physical features include rivers, forests, hills, mountains and cliffs. An aspect of a physical feature might be the type of mountain, such as dome or volcanic, or the type of forest, such as coniferous or broad-leaved. Describe and compare other physical features located in proximity of key mountains.

• A six-figure grid reference contains six numbers and is more precise than a four-figure grid reference. The first three figures are called the easting and are found along the top and bottom of a map. The second three figures are called the northing and are found up both sides of a map. Six-figure grid references give detailed information about locations on a map.

•  The four cardinal directions are north (N), east (E), south (S) and west (W), which are at 90° angles on the compass rose. The four intercardinal (or ordinal) directions are halfway between the cardinal directions: north east (NE), south-east (SE), southwest (SW) and north-west (NW).

• An atlas is a collection of maps and information that shows geographical features, topography, boundaries, climatic, social and economic statistics of an area.

Science:

Statement: 

In the first half-term we will be studying electricity; we will explore series circuits and what they need to function in order to work a bulb or buzzer. In the second half-term, we will study sound, understanding that sound is vibration in the air, and finding patterns between how the vibration moves and how it is perceived by us.

Knowledge:

    Electricity 

• identify common appliances that run on electricity.

• Electrical energy is one of many forms of energy

• Static electricity is an imbalance of charged particles on a material; it does not operate by flowing around a complete circuit 

• Current electricity  is the flow of charged particles called electrons around a circuit

• construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

• More than one cell lined up to work together is called a battery

• identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

• A series circuit is a circuit where the components are connected in a loop.

• Electricity flows through each component in a single pathway.

• Complete circuit: Electricity flows. The components will work.

• Incomplete circuit: There is a break in the circuit that prevents the electricity from flowing.

• recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

• Switches can be used to open or close a circuit. When off, a switch ‘breaks’ the circuit to stop the flow of electricity. When on, a switch ‘completes’ the circuit and allows the electricity to flow.

• recognise some common conductors and insulators, and associate metals with being good conductors

• Conductors have free electrons and that when electrical current flows around a conductor the electrons move

• Common conductors: platinum, bronze, graphite, lemon juice, silver, gold, copper, aluminium, mercury, steel, iron, concrete 

• Common insulators: dry wood, rubber, glass, oil, diamond, dry cotton, plastic, dry paper, porcelain

Sound

• identify how sounds are made, associating some of them with something vibrating

• When an object vibrates, some of the energy from the vibrating object transfers into the air, making the air particles move 

• Sound is a form of energy that transfers in a longitudinal wave - like a slinky - not a transverse wave - like water ripples

• recognise that vibrations from sounds travel through a medium to the ear

• Sound does not travel through a vacuum e.g. space

• Sound travels at different speeds through different objects

• Sound travels at around 340 metres per second in air (slower than light); so we often hear thunder after we see lightning

• find patterns between the pitch of a sound and features of the object that produced it

• Pitch: how high or low a sound is 

• The number of vibrations per second is called frequency 

•  find patterns between the volume of a sound and the strength of the vibrations that produced it.

• Volume: loud or quiet 

• Volume: the amount of energy in a way 

• recognise that sounds get fainter as the distance from the sound source increases

• The volume of a sound is quieter is the listener is further away from the object

PE:

Statement: In the dance unit, pupils will focus on creating characters and narrative through movement and gesture. They will gain inspiration from a range of stimuli, working individually, in pairs and small groups. In dance as a whole, pupils will think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts.

In the net and wall games unit, pupils will develop the key skills required for tennis such as the ready position, racket control and forehand and backhand groundstrokes. Pupils will learn how to score points and how to use skills, strategies and tactics to outwit the opposition. Pupils will also be given opportunities to play games independently and will be taught the importance of being honest whilst playing to the rules.

Knowledge:

Dance

• Actions: understand that some actions are better suited to a certain character, mood or idea than others.

• Dynamics: understand that some dynamics are better suited to a certain character, mood or idea than others.

• Space: understand that space can be used to express a certain character, mood or idea.

• Relationships: understand that some relationships are better suited to a certain character, mood or idea than others.

• Performance: know that being aware of other performers in my group will help us to move in time.

• Strategy: know that I can select from a range of dance techniques to translate my idea.

Net and wall games

• Shots: understand when to play a forehand and a backhand and why.

• Rallying: know that moving my feet to the ball will help me to hit in a more balanced position, therefore, increasing the accuracy of my shot.

• Footwork: know that getting my feet in the right position will help me to balance before playing a shot. 

• Tactics: know that applying attacking tactics will help me to score points and create space. Know that applying defending tactics will help me to deny space, return a ball and limit points.

• Rules: know and understand the rules to be able to manage our own game.

RE:

Statement: 

In the first part of the term we will be considering the question, ‘Just how important are our beliefs?’ The children will make links between beliefs, promises and commitments demonstrated in some baby welcoming ceremonies and will recognise the value of ceremonies of commitment to some religious and non-religious people. The children will reflect on how commitment to beliefs can be shown through outward appearance, through diet, and through sacrificing time and money. Finally, the children will learn about what sacrifice can mean to some Sikh people. In the second part of the term the children will investigate the question, ‘Who was Jesus really?’

Knowledge:

• Sacrifice means giving up something valued for the sake of something else.

• Holy means divine, sacred or connected to God.

• The way scriptures are treated and used reflects beliefs about their meaning and origin.

• Rituals and practices can be based on religious and cultural roots and that often these are interconnected.

• Being part of a community with similar beliefs is important to some people.

• For some people outward expressions of belief are important for a sense of belonging.

Computing:

Statement: In the first part of the term we will be looking at photo editing. Pupils will develop their understanding of how digital images can be changed and edited, and how they can then be resaved and reused. They will consider the impact that editing images can have, and evaluate the effectiveness of their choices. 

 In the second part of the term, pupils will be looking at programming and repetition in shapes. Pupils will create programs by planning, modifying, and testing commands to create shapes and patterns. They will use Logo, a text-based programming language, to look at repetition and loops within programming.

Knowledge:

• Knowledge Photo Editing:

• Digital images can be changed and manipulated  for different purposes 

• Know the most appropriate tool for a particular purpose 

• Know the impact of changes made on the quality of the image 

• Knowledge Programming:

• Know what ‘repeat’ means

• You can use a loop command in a program to repeat instructions 

• To know that in programming there are indefinite loops and count-controlled loops

• An indefinite loop will run until the program is stopped and  you can program a loop to stop after a specific number of times

• Know when to use a loop and when not to

• There is an importance of instruction order in a loop

• Not all tools enable more than one process to be run at once.

History:

Statement: The topic for history is the Anglo-Saxons. Throughout the half term children will develop and refine their historical skills. They will examine a variety of sources to ask and answer questions and to consider different accounts of history. They will also develop their understanding of chronology in their study of the Anglo-Saxons. By the end of this topic children will have learnt about the impact of the Anglo-Saxons and their way of life in Britain. 

Knowledge:

• After the Romans  left, the country became more open to invasion.

• The Anglo Saxons were made up of people who rowed across the North Sea from an area that is now Germany, Denmark and the Netherlands.

• These people were from three tribes: the Jutes, the Angles and the Saxons.

• Anglo Saxon housing and clothes. Moved away from cities, wooden houses, woven clothes. 

• Many of today’s place names come from Anglo Saxon words eg Birmingham

• Many of today’s English words are based on Saxon words eg hand, foot, Winter, apple, bread

• Anglo Saxons raid shores and are beaten back by the Romans 350 AD 

• Most Romans and the Roman army leave leaving the Celts weak 410 AD

• Migration of Jutes, Angles & Saxons 449 - 450 AD 

• Reasons for migration - war in own countries, flooding due to global warming, better farming land, invited to help fight against enemies, trade

• Housing - villages, wood, wattle and daub. This is seen in West Stow through experimental archaeology.

• Clothing - weaving - wool from sheep, natural dyes, leather from animals, metal brooches

• Anglo Saxon language for place names and days of week and common words still used today. 

• The land is divided into 7 kingdoms 556 AD

• Northumbria, Mercia, Essex, Wessex, Kent, East Anglia, Sussex

Music:

Statement: In the first half term, the children will be learning to compose melodies. In the second half term, they will explore the music app - Garageband.

Knowledge:

• To know the main features of Mozart and Beethoven’s styles;

• To know that diatonic melodies use an eight-note scale;

• To know that melodies combine repetition with contrast in phrasing.

• To know that a bar is unit of time divided into regular beats;

• To know that a loop is a short audio recording;

• To know how to arrange loops in a coherent, simple form in the Garageband app.