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Barham Primary School Medium Term Plan
Term: Autumn 1 2016-2017
5Rs
Enrichment
opportunities
Topic: Groovy Greeks
Year Group: 4
Launch all 5Rs: Resilience Reflective Resourceful Risk-taking Relationships
* Orientation week – definition of each of the 5Rs and examples when we have used these skills
* Learning to learn identifying learning styles and exploring other learning technics
* Black History Month Relationships
*British Museum
* Languages Day
Core Texts
* Variety of Greek Myths & Legends inc. Pandora’s Box and King Midas & The Golden Touch
Key activity
Literacy
* Opening of the Hercules film showing Mount Olympus and all the Greek Gods.
Reading objectives to be included within Guided Reading sessions as well as Literacy sessions throughout the term:
* increasing reading passion through poetry and gamification
* understand what they read, in books they can read independently, by:
* checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
* asking questions to improve their understanding of a text Reflective
* drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
* predicting what might happen from details stated and implied
* identifying main ideas drawn from more than one paragraph and summarising these
* identifying how language, structure, and presentation contribute to meaning
* retrieve and record information from non-fiction
* participate in discussion about books that are read to them and those they can read for themselves, taking turns and listening to others.
* listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
* using dictionaries to check the meaning of words that they have read Resourceful
* increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally Resilience
* discussing words and phrases that capture the reader’s interest and imagination
* preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
* recognising some different forms of poetry [for example, free verse, narrative poetry]
Spelling objectives to be covered this term will focus on children applying their growing knowledge of root words, prefixes and suffixes (etymology
and morphology).
* write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
* spell words that are often misspelt
* use the first two or three letters of a word to check its spelling in a dictionary
* Words with the /k/ sound spelt ch (Greek in origin) e.g. scheme, chorus, chemist, echo, character
* Words with the /ʃ/ sound spelt ch (mostly French in origin) e.g. chef, chalet, machine, brochure
* The /ɪ/ sound spelt y elsewhere than at the end of words e.g. myth, gym, Egypt, pyramid, mystery
Barham Primary School Medium Term Plan
* More prefixes e.g. disappoint, disagree, disobey & misbehave, mislead, misspell & inactive, incorrect
* use further prefixes and suffixes and understand how to add them
Handwriting objectives to be covered this term: Letter Join Programme http://www.letterjoin.co.uk/
* use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left
unjoined.
* increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel and
equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].
Writing vocabulary, grammar and punctuation objectives to be covered this term:
* Formation of nouns using a range of prefixes [for example super–, anti–, auto–]
* Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]
Writing transcription objectives to be covered this term:
Plan their writing by:
* discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
* discussing and recording ideas
Draft and write by:
* composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of
sentence structures.
* organising paragraphs around a theme
* in narratives, creating settings, characters and plot
* in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
Evaluate and edit by:
* assessing the effectiveness of their own and others’ writing and suggesting improvements
* proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
* proof-read for spelling and punctuation errors
* read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is
clear.
Mastery in writing by writing to: (Children will use poetry, gamification, oralising and drama to engage in extended writing activities)
Write to inform/explain/describe
Write to analyse/comment/review (discuss)
Write to persuade/argue/advise
Write to entertain/imagine/explore/express
Numeracy
Number, place value and rounding
* To recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones).
* To identify, represent and estimate numbers using different representations.
Barham Primary School Medium Term Plan
Scientific and
technological
understanding
* To order and compare numbers beyond 1000.
* To round any number to the nearest 10, 100 or 1000.
* To count in multiples of 6, 7, 9, 25, 1000.
* To find 1000 more or less than a given number.
Mental addition and subtraction
* To add and subtract numbers with up to four digits using the efficient written methods of columnar addition and subtraction where appropriate.
* To solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.
Multiplication (procedural taught by year 3 conceptual and language development in depth in year 4)
* To recall multiplication facts for multiplication tables up to 12 × 12.
* To use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together
three numbers.
* To solve problems involving multiplying and adding, including using the distributive law and harder multiplication problems such as which n objects
are connected to m objects.
Multiplication and division
* To recall multiplication facts for multiplication tables up to 12 × 12.
* To use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together
three numbers.
Geometry: properties of shapes
* To compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.
* To identify lines of symmetry in 2D shapes presented in different orientations.
* To complete a simple symmetric figure with respect to a specific line of symmetry.
Measures
* To convert between different units of measure (for example, kilometre to metre; hour to minute).
* To measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres.
* To solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.
* To estimate, compare and calculate different measures, including money in pounds and pence.
Mastery
To apply different combinations of the maths areas to a variety of subjects and real life situations
To identify patterns and exceptions to rules in problem solving Reflective
Science – Animals including Humans with a scientific inquiry focus
* To identify the different types of teeth in humans and their simple functions.
* To describe the simple functions of the basic parts of the digestive system in humans.
* To explore existing ideas about what happens to the food we eat.
* To recognise that there are different types of teeth in different parts of the mouth.
* To consider the link between the shape of teeth and diet.
Barham Primary School Medium Term Plan
Historical, global,
social and
spiritual
understanding
* To know the different kinds of human teeth and understand how the shape of teeth is linked to their function.
* To know which foods are most damaging for teeth by asking relevant questions and using different types of scientific enquiries to answer them
* To understand why we need to brush teeth to remove plaque.
* To understand the role of the tongue in the digestive system
* To know the pathway that food takes from mouth to anus.
* To consolidate knowledge of the digestive system by making systematic and careful observations and, where appropriate, taking accurate
measurements using standard units, using a range of equipment, including thermometers and data loggers.
* To understand that the digestive system’s purpose is to break down food into tiny bit by 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
* To consider the waste products of digestion.
* To continue practicing working scientifically when investigating – gather, record, classify, present data fairly.
Computing – E-safety & Geometry & Art
* use technology safely, respectfully and responsibly
* recognise acceptable/unacceptable behaviour
* identify a range of ways to report concerns about content and contact.
* 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
History – Greek Mythology & Architecture in Ancient Greece
* Ancient Greece – a study of Greek life and achievements and their influence on the western world
* Develop a chronologically secure knowledge and understanding of world history, establishing clear narratives within and across periods they study.
* Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
* Note connections, contrasts and trends over time and develop the appropriate use of historical terms.
* Understand how our knowledge of the past is constructed from a range of sources.
* Construct informed responses that involve thoughtful selection and organisation of relevant historical information.
* Understand how our knowledge of the past is constructed from a range of sources.
RE – Pilgrimage
-reflect on life as a journey with experiences which change us Relationships
-share experiences of journeys to special places and reflect on places which are special to the children or have had significant impact Relationships
-understand how some places are particularly special to different traditions
-understand and respond to the way pilgrimage often entails special preparation and that this can be part of spiritual preparation
-know about the way pilgrimage often expresses central beliefs of a tradition
-be aware that pilgrimage is important for the community as well as the individual Relationships
-be aware of the difference in importance of pilgrimage within traditions
Barham Primary School Medium Term Plan
-reflect on how someone is affected by going on a pilgrimage
Creative and
expressive arts
Physical wellbeing, health and
lifestyle
Lock activity
French – Level 2 & Revision from Level 1
* explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
* engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
* speak in sentences, using familiar vocabulary, phrases and basic language structures
* broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material
Art – Buildings of Ancient Greece with Water Colour
* to create sketch books to record their observations and use them to review and revisit ideas
* to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil,
charcoal, paint, clay]
* about great artists, architects and designers in history
Music’s Cool
* play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and
expression
* improvise and compose music for a range of purposes using the interrelated dimensions of music
* listen with attention to detail and recall sounds with increasing aural memory
* use and understand staff and other musical notations
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and
musicians
* develop an understanding of the history of music
PSHE – It’s Our World (Rights and respecting schools cards linked to classroom displays)
* I can contribute towards making a class charter Relationships
* I can describe democracy in simple terms British Values Relationships
* I know ways to save energy in the home and why we need to
* I know some further ways to save energy and why we need to
* I understand what climate change is and its impact on the environment
PE – Introduction to Healthy Living and Physical Activity
* use running, jumping, throwing and catching in isolation and in combination
* play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and
apply basic principles suitable for attacking and defending
* develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
* perform dances using a range of movement patterns
* take part in outdoor and adventurous activity challenges both individually and within a team
* compare their performances with previous ones and demonstrate improvement to achieve their personal best
* Exhibition of Learning – Greek Day: Greek Food, Dance (workshop), Exhibition of Greek Art
Barham Primary School Medium Term Plan