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Year 4
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| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Core text | Perseus and Medusa from Greek myths anthology | Robin Hood - selected stories and chapters | The Iron Man | The Pied Piper of Hamelin - poem Robert Browning Kensuke’s Kingdom | Where the Mountain Meets the Moon | Street Child |
| Science | Biology - Cells | Computing - digital literacy, history of computing and networks | Waves - light | Space - orbits | Space - orbits - part two | Working scientifically |
| History | The Roman Republic. The legendary kings of Rome and the beginnings of the Roman Republic The Punic Wars between Carthage and Rome Hannibal and his attack on Rome Politics, society and culture in the Roman Republic* | The Roman Empire. The Roman military and its organisation The early emperors, including Augustus, Claudius and Nero Pompeii and the eruption of Vesuvius The Jewish- Roman War | Roman Britain. The Roman invasion of Britain under Claudius Boudicca's revolt against the Romans Aquae Sulis: life in a Roman town Hadrian's Wall, the Vindolanda tablets and what they reveal about life on the frontier | The End of the Roman Empire. The conversion to Christianity in Britain Constantine and the foundations of the Eastern Empire The collapse of the western Roman Empire The end of Roman Britain | Local Study of Norfolk Measuring Time Periods of History Centuries. Different Periods History of Norwich Local History: Burgh Castle | |
| Geography | The Arctic latitude, longitude and hemispheres the polar climate | Tourism Tourism and growth over time | Climate Tourism and growth over time | Tectonics Volcanoes and the structure of Earth Depth study of volcanism on Sicily | Rivers and Settlements | Globalisation |
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| Depth study of northern Norway | Tourism across Europe and in Norfolk National Parks Ecotourism and Sustainable tourism in the Arctic | Tourism across Europe and in Norfolk National Parks Ecotourism and Sustainable tourism in the Arctic |
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| RE | New Testament Stories How they are remembered/what can they teach us now? | New Testament Stories Incarnation | New Testament Stories Baptism | New Testament Stories Crucifixion and resurrection of Jesus | Religion around the World | Dharmic Faiths: What is Hinduism? |
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| Think positive Health and Wellbeing | Respecting rights Living in the Wider World | VIPs relationships | One World Living in the Wider World | Growing up relationships | Safety First Health and Wellbeing |
| Music | Singing TCL Gr 1 vocal exercises, Go tell it on the mountain (Gr2), On the back of an eagle (Gr2), Coventry Carol (Gr2) Theory Degrees of the scale, intervals, notes in the bass clef, composing 4 bar rhythms, 6/8, simple and compound time, A minor. Cannon Morning from peer Gynt Troika from Lieutenant Kije - Prokofiev Ongoing Aural tests and terminology and concepts (see detailed plan) | Singing Farewell Lad (Gr2), The Ash Grove (Gr2), Coconut (Gr2) Theory E minor, ties, perfect intervals, sequences, 1st inversion of tonic triads, metronome markings, chord symbols and roman numerals Cannon Superman Theme - John Williams I vow to thee, my country (Jupiter) - Holst Ongoing Aural tests and terminology and concepts (see detailed plan) | Singing Hushabye mountain (Gr2), Abdul the Magician (Gr2), Bessie, the black cat (Gr2) Theory D minor, Write a tune to a rhythm, working out the key of a piece, 2nd inversion of tonic triads, broken chords Cannon Toccata and Fugue in D minor - JS Bach Prelude in C - JS Bach Ongoing Aural tests and terminology and concepts (see detailed plan) | |||
| Art/DT | Formal Elements: Pattern | Painting
Subject Matter: | Drawing
Subject Matter: | Printing
Subject Matter: | Sculpture
Subject Matter: | Mixed Media
Subject Matter: |
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| Subject Matter: | Roman Art/ Roman | Features of the Face / | Patterns & Nature, | Human Form | Abstract Art and |
| Optical Art / | scene Painting/ | portraits/ create | create a pattern |
| Collage, creating | |
| Mathematical Fractals | Roman pots/Sketching the | abstract art from realism | based on Morris wallpaper designs. | Artist Focus: Alberto Giacometti | enlarges size and scale collage pieces | |
| Artist Focus: | coliseum /Roman |
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| for display around the | |
| Bridget Riley | mosaics / paper | Artist Focus: | Artist Focus: | Art History: | school. | |
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| mosaics | Salvador Dali | William Morris | Expressionism |
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| Op Art | Artist Focus: | Art History: | Art History: | Materials: | Henri Mattise | |
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| Classical Art | Surrealism | Romanticism | Wire,foil,pliers,cardbo |
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| ard,glues adhesives. | Art History: | |
| compasses, rulers, | Art History: | Materials: drawing | Materials: tracing |
| Expressionism | |
| set squares, coloured | Roman | pencils, chalk | paper light boxes, | Assessment: |
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| pencils, coloured |
| charcoal colored | coloured pencil | Primary Observational | Materials: papers, | |
| papers | Materials: Metallic | papers. Still life | watercolour paints, | Drawing | scissors, glues, cards, | |
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| paints Range of | object, college | acrylic paints |
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| Assessment: | coloured paints Paint | newspapers |
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| Primary Observational | brushes Cartridge | magazines. |
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| Drawing | paper Sketching |
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| pencils Photo pack | Assessment: |
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| Colouring pencils | Primary Observational |
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| Drawing |
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| PE (PPA) | Rugby | Hockey | Circuit training | Basketball | Rounders | Athletics |
| PE (Teacher) | Gymnastics To become increasingly competent and confident to perform skills more consistently Able to perform in time with a partner and group Use compositional ideas in sequences such | Dance To become increasingly competent and confident to perform skills more consistently Able to perform in time with a partner and group Use compositional ideas in sequences such | Handball Develop 3 step rule incorporating bounce. Defend and stop attacks by blocking and intercepting Pass and move with the ball to set up attacks Demonstrate and implement the rules of handball | Badminton Explore and use different shots with both the forehand and backhand Demonstrate different badminton skills Practise some trick shots in isolation | Cricket To develop the range of Cricket skills they can apply in a competitive context Choose and use a range of simple tactics in isolation and in a game context Consolidate existing skills and apply with | OAA Work well in a team or group within defined and understood roles Plan and refine strategies to solve problems Identify the relevance of and use maps, compass and symbols Identify what they |
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| as changes in | as changes in |
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| consistency | do well and |
| height, speed and | height, speed and | suggest what they | |||||
| direction | direction | could do to | |||||
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| improve |
| PSHE + RSHE |
| Respectful relationships
| Changing adolescent body
| Healthy eating |
| Basic first aid |
