Brambleside Primary School. Year 3/4 Topic Overview

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1 Brambleside Primary School Year 3/4 Topic Overview

2 CYCLE A National Curriculum ref. Map Reading 1. Locate World s countries with a focus on Europe. 2. Geographical features and changes over time of the UK. 3. Physical Geography: climate zones, biomes, vegetation belts. 4. Use maps, Atlases globes and digital/computer mapping. 5. Use the 8 points of a compass, four figure grid reference, symbols and keys (ordinance survey) 6. Use a wide range of geographical sources to investigate places ad patterns Roman Empire 1. Changes in Britain from the stone age to Iron Age. 2. The Roman empire and it s impact on Britain 3. Britain s settlement by Anglo-Saxons and Scots Settlements 1. Human geography: settlements land use, economic activity, trade links and natural sources. 2. Use fieldwork to measure, observe and record human and physical features. 3. Similarities and difference human and physical geography (different to KS1) To investigate patterns Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, the Arctic and Antarctic Circles and date/time zones. Describe some of the characteristics of these geographical areas. Describe geographical similarities and differences between countries. To investigate places Ask and answer geographical questions about the physical and human characteristics of a location. Explain own views about locations, giving reasons. Use a range of resources to identify the key physical and human features of a location. To communicate geographically Describe key aspects of: human geography, including: settlements and land use. To investigate patterns Describe how the locality of the school has changed over time. To investigate and interpret the past To investigate and interpret the past Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. Suggest causes and consequences of some of the main events and changes in history. Use evidence to ask questions and find answers to questions about the past. Suggest suitable sources of evidence for historical enquiries. Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. Suggest causes and consequences of some of the main events and changes in history. To understand chronology Place events, artefacts and historical figures on a time line using dates. Understand the concept of change over time, representing this, along with evidence, on a time line.

3 Use dates and terms to describe events. To build an overview of world history Give a broad overview of life in Britain from ancient until medieval times. Compare some of the times studied with those of other areas of interest around the world. Describe the social, ethnic, cultural or religious diversity of past society. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

4 Science National Curriculum Objectives Cycle B Living things and their habitats Rocks Light Sound Electricity recognise that living things can be grouped in a variety of ways explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment recognise that environment s can change and that this can sometimes pose dangers to living things compare how things move on different surfaces notice that some forces need contact between 2 objects, but magnetic forces can act at a distance observe 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 describe magnets as having 2 poles predict whether 2 magnets will attract or repel each other, depending on which poles are facing. recognise that they need light in order to see things and that dark is the absence of light notice that light is reflected from surfaces recognise that light from the sun can be dangerous and that there are ways to protect their eyes recognise that shadows are formed when the light from a light source is blocked by an opaque object find patterns in the way that the size of shadows change identify how sounds are made, associating some of them with something vibrating recognise that vibrations from sounds travel through a medium to the ear find patterns between the pitch of a sound and features of the object that produced it find patterns between the volume of a sound and the strength of the vibrations that produced it recognise that sounds get fainter as the distance from the sound source increases 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 buzzers 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 recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit recognise some common conductors and insulators, and associate metals with being good conductors

5 Working scientifically (throughout the year) asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings. Religious Education Cycle A NCC Islam:Keeping the Five Pillars - what difference does it make? Prayer: How and why do Muslims and Jews pray? Light and Dark: What do these symbols mean? Belief through Art: How do people express their spiritual ideas through art? Peace: Why should we give it a chance? Christianity in Action: What difference do Christians make towards addressingsome problems in the UK today? To understand beliefs and teachings Present the key teachings and beliefs of a religion. Refer to religious figures and holy books to explain answers. To understand how beliefs are conveyed Identify religious symbolism in literature and the arts. To reflect: Show an understanding that personal experiences and feelings influence attitudes and actions. Give some reasons why religious figures may have acted as they did. Ask questions that have no universally agreed answers. Personal development links: role models who have achieved success, those who have lost success and relate this to the 8 areas of success

6 CYCLE B National Curriculum ref. Egyptians 1. Use a wide range of geographical sources to investigate places and patterns 2. Early civilisation achievements. 3. Similarities and difference human and physical geography (different to KS1 Local History 1. A local history study a study of a theme in British History (Shoes?) Saxons/Vikings 1. The Viking and Anglo-Saxon struggle with the kingdom of England. To investigate places To investigate places To build an overview of world history Ask and answer geographical questions about the physical and human characteristics of a location. Explain own views about locations, giving reasons Use a range of resources to identify the key physical and human features of a location. To investigate patterns Describe geographical similarities and differences between countries Ask and answer geographical questions about the physical and human characteristics of a location. Explain own views about locations, giving reasons. Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies. Give a broad overview of life in Britain from ancient until medieval times. Compare some of the times studied with those of other areas of interest around the world. Describe the social, ethnic, cultural or religious diversity of past society. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. To communicate geographically Describe key aspects of: physical geography, including: rivers, mountains,volcanoes and earthquakes and the water cycle. To investigate and interpret the past Use evidence to ask questions and find answers to questions about the past. Suggest suitable sources of evidence for historical enquiries. Use a range of resources to identify the key physical and human features of a location. Name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; understand how some of these aspects have changed over time Name and locate the countries of Europe and identify their main physical and human characteristics. To investigate places To investigate and interpret the past Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. Suggest causes and consequences of some of the main events and changes in history. To understand chronology Place events, artefacts and historical figures on a time line using dates. Understand the concept of change over time, representing this, along with evidence, on a time line. Use dates and terms to describe events.

7 Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. To build an overview of world history Give a broad overview of life in Britain from ancient until medieval times. Compare some of the times studied with those of other areas of interest around the world. Describe the social, ethnic, cultural or religious diversity of past society. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies. To understand chronology Place events, artefacts and historical figures on a time line using dates. Understand the concept of change over time, representing this, along with evidence, on a time line. Use dates and terms to describe events. To communicate historically Use appropriate historical vocabulary to communicate, including: dates time period era change Chronology. Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past. To understand chronology Place events, artefacts and historical figures on a time line using dates. Understand the concept of change over time, representing this, along with evidence, on a time line. Use dates and terms to describe events. To communicate historically Use appropriate historical vocabulary to communicate, including: dates time period era change Chronology. Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past.

8 Science National Curriculum Objectives Cycle B States of matter Rocks Plants Living things and their habitats Animals, including humans compare and group materials together, according to whether they are solids, liquids or gases 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) identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. compare and group together different kinds of rocks on the basis of their appearance and simple physical properties describe in simple terms how fossils are formed when things that have lived are trapped within rock recognise that soils are made from rocks and organic matter identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant investigate the way in which water is transported within plants explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal recognise that living things can be grouped in a variety of ways explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment recognise that environments can change and that this can sometimes pose dangers to living things identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat identify that humans and some other animals have skeletons and muscles for support, protection and movement describe the simple functions of the basic parts of the digestive system in humans identify the different types of teeth in humans and their simple functions construct and interpret a variety of food chains, identifying producers, predators and prey

9 Working scientifically (throughout the year) asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings Religious Education Cycle B NCC Jesus: Why is Jesus an inspirational leader for some people? The Church Year:Is Christmas a festival of light or love? Values:What matters most to Christians and Humanists? The Church Year:Is Easter a festival of new life or sacrifice? School designed unit TBC (NCC talk with team) To understand practices and lifestyles: Identify religious artefacts and explain how and why they are used. Describe religious buildings and explain how they are used. Explain some of the religious practices of both clerics and individuals. To understand Values Explain how beliefs about right and wrong affect people s behaviour. Describe how some of the values held by communities or individuals affect behaviour and actions. Discuss and give opinions on stories involving moral dilemmas. Personal development links: role models who have achieved success, those who have lost success and relate this to the 8 areas of success

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