SP Curriculum

Year 4 Autumn term

In this section, you will find a brief summary of what children will be learning in each subject in the SP Curriculum this autumn 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 review the elements of art before applying these to paintings based on the work of Friedensreich Hundertwasser. In the second half term the children will further develop their drawing skills using the work of Stephen Wiltshire and buildings in the local area for inspiration. 

Knowledge: Seven elements of art are line, shape, space, value, form, texture, and colour. These elements are the building blocks, or ingredients, of art. A line is a mark made on a surface. A shape is a flat area of enclosed space. Value is how light or dark a mark is.

An architect designs buildings.

Friedensreich Hundertwasser (Austrian, 1928–2000) was a painter, printmaker, and architect best known for his paintings and buildings characterized by colourful, ornamental, and biomorphic shapes. He also worked in the field of environmental protection.

Born in Vienna, he spent a few months at the Viennese Art Academy before setting off to travel through Italy, Morocco, Tunisia, and Nepal.

A cityscape is a picture of a city. The horizon line separates the earth from sky.

Stephen Wiltshire was born in 1974 in London. His parents were from the Caribbean and moved to London before Stephen was born. When he was young he did not communicate through speech, he preferred to communicate through his drawing. Diagnosed with autism when he was three. Autism affects how people communicate with the world. 

He produces detailed, accurate drawings from memory. 

2006 awarded MBE from the queen for his art work. His motto is ‘Do the best you can and never stop.

DT:

Statement: For the first half term our unit is Cooking and nutrition: Adapting a recipe. In this unit the children will be following a baking recipe, making and testing a prototype as well as designing a biscuit to a given budget. Finally, they will make a biscuit that meets a given design brief. In the second half term the unit will be Digital world: mindful moments timer. In this unit the children will be  creating a design criteria for an electronic timer based on analysis of existing products, they will apply understanding of computer programming to instruct and control a Micro:bit to function as a timer as well as make and develop a prototype case for a mindful moment timer. Finally, they will design a logo for a mindfulness company using computer-aided design. 

Knowledge: Cooking and nutrition

• I know that the amount of an ingredient in a recipe is known as the ‘quantity’ 

• I know that it is important to use oven gloves when removing hot food from an oven 

• I know the following cooking techniques: sieving, creaming, rubbing method, cooling 

• I know the importance of budgeting while planning ingredients for biscuits 

Knowledge: Digital world

•I  know what variables are in programming 

• I know some of the features of a Micro:bit 

• I know that an algorithm is a set of instructions to be followed by the computer 

• I know that it is important to check my code for errors (bugs) 

• I know that a simulator can be used as a way of checking your code works before installing it onto an electronic device 

• I know that a prototype is a 3D model made out of cheap materials, that allows us to test design ideas and make better decisions about size, shape and materials  

•I know what a logo is and why they are important in the world of design and business

Geography:

Statement: Our first topic in geography is ‘The World Jigsaw’. We will begin with learning about the concept of topography and contour line and use these whilst exploring significant mountains and rivers within the UK. We will learn how to understand the eight points of a compass, six figure grid references, symbols and a key to locate and plot geographical places and features on a map. We will then learn to locate the Tropics of Cancer and Capricorn on a world map. We will use our knowledge by studying and drawing conclusions about places and geographical features using a range of geographical resources, including maps, atlases, globes and digital mapping.

Knowledge:

Locational Knowledge.

• Significant rivers of the UK include the Thames, Severn, Trent, Tyne, Ouse. Significant mountains and mountain ranges include Ben Nevis, Snowdon, Helvellyn, Scafell Pike, the Scottish Highlands and the Pennines.

• Topography is the arrangement of the natural and artificial physical features of an area.

• The Tropic of Cancer is 23.4 degrees north of the equator and Tropic of Capricorn is 23.4 degrees south of the equator.

Fieldwork.

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

• 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).

• 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.

Science:

Statement: 

The children will be learning about properties of materials, including solids, liquids and gases. They will know how materials are made up of molecules, which change their behaviour when heated or cooled. We will learn about changes in states of matter, such as condensation and evaporation, and the role this plays in the water cycle. In the second half-term, we will be learning about living things and their habitats. We will be grouping animals into their kingdoms, and by their physical characteristics, such as whether they are vertebrates or invertebrates. Using classification keys, we will be able to identify unfamiliar animals. We will also be learning about changes to environments, both natural and human, and how these can affect animal life.

Knowledge:

Properties of materials

Compare and group materials together, according to whether they are solids, liquids or gases.

• Things are made up of particles (tiny building blocks), these are organised differently in different states.

• Bonds between particles in solids can be overcome as solids change into liquids or gas.

Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)

• Melting & freezing 

• Evaporation & condensation 

• Sublimation: when a solid turns into a gas without passing through the liquid state

• Water: melting point, 0o C; boiling point, 100o C 

Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

• Transpiration: water turns into water vapour (gas) on the surface of plant leaves 

• Surface run-off: water flows in rivers and streams 

• Ground water: underground water flow

Living things and their habitats

Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.

• Most mammals (e.g. dogs): fertilised egg develops in the womb, turns into an embryo, is born and fed on milk before. Mammals develop to maturity in a period called adolescence after which it can reproduce and the cycle can begin again.

• Amphibians (e.g. frogs): fertilised egg develops, turns into an embryo and then hatches into a tadpole. The tadpole develops adult characteristics, metamorphoses into the adult form and can reproduce and the cycle can begin again.

• Many insects (e.g. butterflies): a fertilised egg develops into a wingless feeding form called a larva (caterpillar); the larva feeds then later becomes a pupa (chrysalis) with a protective cocoon. Inside the cocoon, the pupa metamorphoses into the adult butterfly after which it can reproduce and the cycle can begin again.

• Birds (e.g. robins): fertilised egg hatches in a nest (a hatchling) and is fed by its parents until it is ready to fly (fledgling). The bird leaves the nest and grows into an adult after which it can reproduce and the cycle can begin again.

Describe the life process of reproduction in some plants and animals.

• Some living things such as plants, contain both the male and the female cells. In others, such as humans, they contain either the male or female sex cell.

• Sexual reproduction in mammals: male sex cell called sperm fertilises the female sex cell. The fertilised cell divides into different cells and will form a baby with a beating heart. The baby will grow inside the female until the end of the gestation period when the baby is born.

• Sexual reproduction in plants: most plants contain both the male sex cell (pollen) and the female sex cell (ovules) but most plants can’t fertilise them. Wind and insects help to transfer pollen to a different plant. The pollen from the stamen of one plant is transferred to the stigma of another. The pollen then travels down a tube through the style and fuses with an ovule. 

• Asexual reproduction: a type of reproduction where new individuals come from a single organism.

• Process of reproduction of a mammal.

• Process of reproduction of a plant (pollination) and in some cases asexual reproduction (potatoes, strawberries, spider plants).

PE:

Statement: This term, our first unit will be basketball in which we will develop our understanding of the attacking and defending principles of invasion games. In all games activities, we will have to think about how we use skills, strategies and tactics to outwit the opposition. In netball we will do this by maintaining possession and moving the ball towards the goal to score. In the second half term, in our gymnastics unit, we will be learning to perform body shapes and balances accurately, to identify and develop symmetrical and asymmetrical body shapes, to develop movement on bench or box, to use counterbalances and to adapt a sequence.

Knowledge:

Basketball

• Sending & receiving: know that cushioning a ball will help me to control it when receiving it.

• Dribbling: know that protecting the ball as I dribble will help me to maintain possession. 

• Space: know that moving into space will help my team keep possession and score goals. 

• Attacking: recognise when to pass and when to shoot.

• Defending: know when to mark and when to attempt to win the ball.

• Tactics: know that applying attacking tactics will help to maintain possession and score goals. Know that applying defending tactics will help to deny space, gain possession and stop goals.

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

Gymnastics

• Shapes: understand how shapes can be used to improve my sequence.

• Inverted movements: know that inverted movements are actions in which my hips go above my head.

• Balances: know how to keep myself and others safe when performing partner balances.

• Rolls: understand that I can keep the shape of my roll using body tension.

• Jumps: know that I can control my landing by landing toes first, looking forwards and bending my knees.

• Strategy: know that if I use different directions it will help to make my sequence look interesting.

RE:

Statement: For the first part of term, children will think about whether all religions are equal. Firstly, they will recognise that there are many connections between religious worldviews. After this, they will explain similarities and differences in how people understand God. Looking at the Sikh teachings, the children will identify how some beliefs and practices reflect ideas about religious equality. They will then determine how Bahá’í teachings influence some practices. Finally, the children will finish the unit by expressing ideas about religious equality and harmony.

In the second part of the term children will consider what makes some texts sacred. They will first recognise how religious ideas can be communicated without written words, and go on to evaluate information about Buddhist, Hindu and Sikh scriptures. Following on from this, they will make connections with beliefs about the origin of scripture and how it is used. The children will then explain why some religions have multiple scriptures, and evaluate the significance of religious scripture to some people.

Knowledge:

• To know that people from different religions believe some of the same things.

• To know that there are historical links and connections between religions.

• To know that stories and scriptures give insights about how to live.

• To know that the history of religion affects how people see their own and others’ communities.

• To describe the links between the story of Guru Nanak and some Sikh beliefs and practices. 

• To explain why equality and harmony were important to many Sikhs in the past and why they are still important today. 

• To use a range of sources to find out what might be important to some people from the Bahá’í faith.

• To explain the difference between evidenced or recognised information about scripture and beliefs and opinions. 

• To give some reasons why different Hindu texts might be significant to people. 

• To Identify the key events that led to the writing of the Buddhist Canon.

• To discuss the importance of the Buddhist canon to some people today.

• To provide examples of why and how the Guru Granth Sahib is respected.

• Holy means divine, sacred or connected to God.

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

• Religious scriptures are written in different languages and this can affect interpretation.

Computing:

Statement: For the first part of the term children will be learning about e-safety and the SMART rules - Safe, Meet, Accept, Reliable and Tell, to help keep us safe online. We are also going to be learning to create with AI tools.

In the second half of the term the children will learn about and explore the wide world web. They will evaluate online content to decide how honest, accurate, or reliable it is, and understand the consequences of false information. 

Knowledge:

• There are risks to sharing things online. 

•  Differences between private and public.

• Different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.

• The need for security on the internet.

• Personal information includes their email address, phone numbers and passwords.

• Meeting someone they have only been in touch with online can be dangerous; not everyone online is who they say they are.

• Accepting emails, instant and direct messages, or opening files, images or texts from people they don’t know or trust can lead to problems – they may contain viruses or nasty messages.

• Information on the internet may not always be true.

• The global interconnection of networks is the internet.

• There is a need for security when on the internet.

• To know how information can be shared via the World Wide Web.

• The internet enables us to view the World Wide Web and it contains websites and web pages.

• Know how the content of the World Wide Web is created, owned, and shared by people.  

• There are benefits of the World Wide Web.

History:

Statement: For the second half term, learning will be focused around the topic ‘the Romans.’ At the beginning of the half term, children will be learning about who the Roman Empire were and when and where they existed within history before they consider their military expedition and invasion of Britain. Later on in the half term, they will consider the impact the Romans had on British towns, roads, architecture and even the calendar. By the end of the half term, children will have learned about the Roman impact on Britain. 

In every unit of history children will be learning and utilising skills in: historical enquiry; historical interpretation; chronological understanding; knowledge and understanding of past events, people and changes in the past; and presenting, organising and communicating knowledge.

Knowledge:

• 55BC and 54BC - Julius Caesar leads two military expeditions to Britain but they are driven back by the Celts.

• 49AD - Romans invade Britain, it becomes part of the Roman Empire

• 60-61AD - Romans make Colchester (Camulodunum) the capital of Roman Britain

• 100AD - Queen Boudica leads the Iceni in revolt against the Romans. 

• 122-128AD - While in Britain, more than 8,000 miles of Roman roads were completed. Troops and goods travel easily across the country.

• 250AD - Hadrian builds a wall on the border with Scotland   

•  401-410AD - The Picts (Scotland) and Angles, Saxons and Jutes (from Germany & Scandinavia) start threatening Roman lands. Built stone houses and temples, and aqueducts.

• About 400 AD - Romans withdrew from Britain. 

• Impact:

• Towns: Large settlements existed in Britain before the Romans arrived, but they were the first to introduce significant ‘towns’ and administrative centres, which were planned out. Londinium, Aqua Sulis (Bath) and Lindum colonia (Lincoln) are all examples of Romans towns that still exist as modern towns, 

• Plumbing and sanitation: Keeping towns and forts clean through drainage and access to fresh water was a new concept to Britain. At the root of sanitation was the great engineering works of the Romans, with aqueducts bringing water in and drains to keep the streets and houses clean.

• Architecture: From military structures such as forts and walls (including the spectacular Hadrian’s Wall) to engineering feats such as baths and aqueducts, the most obvious impact of the Romans that can still be seen today is their buildings. Most buildings in Iron Age Britain were made of timber and were often round in form. The Romans built in stone, in straight lines and in a grand scale.

• Roads: Everyone knows the secret to a Roman road – build wide and straight, often with paved streets. Constructing reliable transport routes was a necessity of such an expansive empire, and a huge upgrade on the primitive routes that came before in Britain. Many, such as Watling Street (the A2 and A5) and Dere Street (A59 and A1 from York) still form the basis of routes used today.

Music:

Statement: 

In this unit we will be learning the basics of ukulele technique and how to play in time with others. We will learn two chords and play 'Best Day of My Life', then add a third chord and play 'I Still Haven't Found What I'm Looking For'. We will learn to read graphic chord shapes, as used in all ukulele and guitar tuition. Lessons will start with a focus on Musicianship and the development of musical literacy: reading pitches from staff notation.

Knowledge:

• hold the ukulele and how to refer to the various parts;

• play the ‘C’, ‘F’ and ‘G’ chords

• play alongside others whilst maintaining our own part