Year 4 Curriculum 2020 2021 - The Discovery School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Year 4 Curriculum 2020 – 2021
Year 4 Yearly National Curriculum, Knowledge and Skills Overview
Autumn 1 (1a) Autumn 1 (1b) Autumn 2 (2) Spring 1 (3) Spring 2 (4) Summer 1 (5) Summer 2 (6)
Leon and the Raging Romans Wonderful World Anglo Saxons
place between
Key to understanding this document: Black = National Curriculum objectives Red = Knowledge/Skills to be taught Green = Resources to be used
The Discovery School curriculum this year will look and feel different up until December 2020. There will be initially a stronger focus on English and Maths in order to
close any gaps in learning that may have occurred as a result of the national COVID 19 lock down in the previous academic year. This will be done through both discreet
and focused teaching. During this time, the foundation subjects of: Science, RE, PSHE, PE must be taught. The other subjects can be touched upon but do not need to
be a focus. From January 2021 the full curriculum will resume with the expectation that all subjects will be taught; including the new sex and relationships curriculum
from term 5.
English See English Year 4 progression of skills for reading, writing and SPaG
Phonics See Phonics progression of skills for those children who need to continue with their phonics
Maths See Maths Year 4 progression of skills (White Rose) also follow times table programme of study
PSHE See PSHE and Sex and Relationships curriculum – Year 4Sound States of matter Animals including humans Electricity Living things and their habitats
Working scientifically: Setting up Working scientifically: Making Working scientifically: Setting up Working scientifically: Gathering, Working scientifically: Gathering and
simple practical enquiries. Making systematic and careful observations. simple practical enquires. recording, classifying and presenting classifying data to answer questions.
systematic, careful observations. data to answer questions.
Reporting on findings from Gathering, recording, classifying and Making systematic and careful LT1: recognise that living things can
enquiries. presenting data in a variety of ways observations. E1: Identify common appliances that be grouped in a variety of ways.
to help in answering questions. run on electricity.
S1: Identify how sounds are made, To use written explanations to Working scientifically: Making
associating some of them with SM1: Compare and group materials present findings. Working scientifically: Setting up systematic and careful observations
something vibrating. together, according to whether they simple practical enquiries. using equipment.
are solids, liquids or gases. AH1 describe the simple functions
Working scientifically: Setting up of the basic parts of the digestive Record findings using labelled Gathering, recording and classifying
simple practical enquiries. Making Working scientifically: Setting up system in humans. diagrams. data to answer questions.
systematic and careful practical enquiries, comparative and
observations. Reporting on fair tests. Working scientifically: Identifying Using results to draw conclusions and Recording findings using keys.
findings from enquiries. Using differences, similarities or changes make predictions for new values.
results to draw simple Making systematic and careful related to simple scientific ideas and LT2: explore and use classification
conclusions. observations. processes. E2: Construct a simple series keys to help group, identify and name
electrical circuit, identifying and a variety of living things in their local
Science S2. Recognise that vibrations from Using a range of scientific equipment. Record findings using simple labelled naming its basic parts, including cells, and wider environment.
(Please see the sounds travel through a medium diagrams. wires, bulbs, switches and buzzers.
to the ear. Gathering and recording data using a Working scientifically: Gathering and
full science plan
table. AH2 Identify the different types of Working scientifically: Setting up presenting data in a variety of ways
for teaching teeth in humans and their simple simple practical enquiries. to help in answering questions.
Working scientifically: Setting up
ideas) simple practical enquiries. Making SM2:Observe that some materials functions. Report on findings from enquiries
systematic and careful change state when they are heated Reporting on findings from enquiries, using displays or presentations.
observations. Gathering, recording or cooled, and measure or research Working scientifically: Record including oral or written
and presenting data to help the temperature at which this findings using simple labelled explanations. Using straightforward LT3: recognise that environments can
answer questions. happens in degrees Celsius (°C). diagrams. scientific evidence to answer change and that this can sometimes
questions to support findings. pose dangers to living things.
S3: Find patterns between the Working scientifically: Setting up a AH3 Construct and interpret a variety
pitch of a sound and features of simple practical enquiries. of food chains identifying producers, E3: Identify whether or not a lamp
the object that produced it. predators and prey. will light in a simple series circuit,
Making systematic and careful based on whether or not the lamp is
Cross curricular link to music using observations. part of a complete loop with a
instruments - Use some battery. E4: Recognise that a switch
‘Boomwackers’ to demonstrate Identifying differences, similarities or opens and closes a circuit and
pitch changes related to simple scientific associate this with whether or not a
ideas and processes. lamp lights in a simple series circuit.
Working scientifically: Setting up
simple practical enquiries. Making Recording findings using simple Working scientifically: Setting up
systematic and careful scientific language and a table. simple practical enquiries.
observations. Reporting on
findings from enquires. Using SM3: Identify the part played by
results to draw simple conclusions, evaporation and condensation in themake predictions for new values, water cycle and associate the rate of Using results draw simple
suggest improvements and raise evaporation with temperature. conclusions.
further questions.
E5: Recognise some common
S4: Find patterns between the conductors and insulators, and
volume of a sound and the associate metals with being good
strength of the vibrations that conductors.
produced it.
Working scientifically: Setting up
simple practical enquiries,
comparative and fair tests. Taking
accurate measurements using
scientific equipment (e.g. data
loggers). Gathering and recording
data in a table. Use results to draw
simple conclusions and make
predictions for new values.
S5: Recognise that sounds get
fainter as the distance from the
sound source increases.
Key Vocabulary and resources Key Vocabulary and resources Key Vocabulary and resources Key Vocabulary and resources Key Vocabulary and resources
Pitch Sound vibrations Volume States of matter Liquid Solid Gas Predator, producer, consumer, prey, Bulb Switch Battery Light Circuit Classification Flowering plants Non-
Medium Faint Insulator Evaporation Condensation Water digestive system, mouth, tongue, Insulator Conductor Motor flowering plants Vertebrates
cycle Particles Freeze Melt teeth, stomach, small intestine, large Invertebrates Pollution
Balloons Tuning forks intestine, rectum anus, carnivores, Circuit components e.g. – bulb,
Boomwackers / range of musical Balloons Ice Lemon juice Vinegar herbivores, decay, canines, molars. wires, batteries, motor etc materials Living things pictures. Discovery walk
instruments Metal coat hanger Thermometers Data loggers Plastic to make torch/ lantern . Classification keys I-pads/laptops
Plastic bowls Paper or plastic cups bowls Clingfilm Plasticine Mirrors Tights, orange juice, cornflakes,
and string for telephones Beakers banana plastic cups, bucket.
Plastic bottlesInvasion games Tactics Gymnastics Dance Yoga Athletics Outdoor and Feedback
Adventurous
Use a variety of Perform a range of Perform movement Describe how Show some activities Describe their own
Change the pace, length tactics to gymnastic actions patterns with increased exercise helps control when and others’ work,
and direction, when attack and with increased consistency and fluency. the body and using a range of Orientate identify good
throwing, striking or kicking keep consistency and mind. basic running, themselves with performances and
a ball to outwit an possession and fluency. Combine actions and jumping and accuracy around a suggest ideas on how
opponent. (Invasion games, score. show clarity of shape, Create throwing actions, short trail. to improve.
striking and fielding, net Combine actions and control and balance in routines using knowing when
games) show clarity of longer sequences alone or yoga poses, it’s appropriate Create a short trail Understand how
shape, control and in a partners. linking them in to change their for others with a different activities
Choose and use a range of balance in longer different ways. technique. physical challenge. affect their health and
ball skills with consistent sequences alone or fitness, and how it
accuracy. (Invasion games, in a partners. Shapes Perform a range Communicate affects their heart
striking and fielding, net created using of jumps clearly with other rate, breathing and
games) Understand how the body and showing people in a team temperature.
strength and children can contrasting and with other
Appreciate that rules need suppleness can describe how techniques. teams. Key vocabulary and
to be consistent and fair. improve gymnastic the shape Resources:
PE performance. stretches their Throw with some Experience a range
accuracy and of roles within a Invasion Games: Pace
body.
power into a team. Tactics Outwit Rules Fair
Copy and target area. play
remember Try a range of
different Work in groups equipment for Tactics: Possession
cooperatively, to creating and Awareness
breathing
techniques use different completing an
Gymnastics: Consistency
which can techniques, activity. Fluency Shape
calm the body speeds and Independently
and mind. effort to meet Performance
challenges. Confidence
Make an informed
decision on the Athletics: Contrast Power
best equipment to Cooperation Effort Desire
use for an activity.
Dance: Consistency
Fluency Combine Shape
Balance
Begin to use a map
to complete anorienteering Feedback: Peer-feedback
course. Positivity Heart-rate
Breathing Temperature
Start to improve
Yoga: Link Stretches
trails to increase
Shape Breathing
the challenge of
techniques
the course.
OAA: Physical challenge
Watch, describe roles decision modify
and evaluate the
effectiveness of
performances,
giving ideas for
improvements.
Modify their use of
skills or techniques
to achieve better
results.
Locational Knowledge Place Knowledge Human and Physical Geography Geographical Skills and Field work Key vocabulary:
Locate and name the main Understand geographical similarities Use maps, atlases, globes and
counties in the south of and differences through studying the Types of settlements in modern Britain: digital/computer mapping (Google Europe
England. human and physical geography of a villages, towns, cities (Saxons) Earth) to locate countries and
Russia
region in the United Kingdom and describe features studied.
Kent, Surrey, Essex and East region in a European country. This could be linked to counties of UK Counties/County
Sussex (Link to Roman with Saxon borders in History and within Study a section of ordnance survey
invasion) (this could be linked to counties of locational knowledge link in geography. symbols not covered in the Year 3 Equator
UK with Saxon Borders in History) curriculum such as: bridges, school,
Simple outline map of the picnic area, visitor centres, houses, North Hemisphere
Geography UK counties marked and Holland – reclaimed land toilets, post office, and museums.
South Hemisphere
some major county towns.
Eiffel tower
Boarder
Using maps to focus on Begin to use the eight points of a
Europe (including Russia) Alps compass, and four-figure grid
concentrating on their references.
environmental regions, Key Seine Use fieldwork to observe, measure
physical and human and record the human and physical
Rhine
characteristics, countries features (compare Kings
and major cities. Pyrenees Hill/Maidstone with another area of
using a range of methods, includingItaly – Rome, Germany, Black Forest sketch maps, plans and horizontal
Denmark, Holland, (link to bar graphs, and digital technologies.
Anglo Saxons)
Simple outline of Europe
and Russia Map showing
the outlines of the different
countries.
Identify the position and
significance of the equator
and the Northern and
Southern hemispheres.
Simple world map showing
the 7 main continents and 5
oceans and equator
Chronological Knowledge and understanding Interpretation Enquiry Organisation and
understanding communication
Uses words and phrases: Anglo Saxons and Scots Roman Britain Understands the difference between Presents findings
century, decade, BC, AD, primary and secondary sources of about past using
Scots invasions from Ireland to the Julius Caesar attempts to invade 55 – 54 evidence.
after, before, during. speaking, writing,
North (now Scotland) BC The power of the Roman army AD42 maths (data handling),
Plots the periods being Anglo Saxon invasions Uses documents, printed sources, ICT, drama and
studied on a horizontal British Resistance e.g. Boudicca the internet, databases, pictures, drawing skills.
timeline that also shows Anglo Saxon settlements and The Romanisation of Britain e.g. photos, music, artefacts, historic
more recent key events: kingdoms (place names and village Colchester, Bath or Caerwent. buildings and visits to collect Discusses most
Stone Henge built 3000BC, life) Study the impact of the Romans on information about the past. appropriate ways to
43AD, Birth of Jesus, Fire of technology (underfloor heating, roads, present information,
History Example Key questions:
viaducts) and art (Mosaics)
London 1666, First Moon realising that it is for
landing 1966, birth of Why did the Saxons come to Example key questions: an audience.
Queen Elizabeth II 1926, England? How were the Romans so powerful?
own birth. How did the Anglo Saxons live? Why did a queen rebel against the
Encourage all children to Why was a ship on dry land? (Sutton Romans? Key Vocabulary and
learn these key dates by Hoo) resources
What have we learnt from the Romans? Uses subject specific
heart.
Identifies some ideas, beliefs, Gives reasons why there may be words such as
attitudes and experiences of men, different accounts of history. monarch, settlement,
women and children from the past. or invader.WT children to use the Gives reasons why changes in
timeline from the previous houses, culture, leisure, clothes,
year. buildings and their uses, things of
importance to people, ways of life,
- Names and places dates beliefs and attitudes may have
of significant events on a occurred during a time period.
timeline, updating it
throughout the topic. Describes how some of the past
events/people affect life today.
Key Vocabulary
*circuit, switch, diagram, annotated drawings, mechanical system, electrical system, input, process, output
*series circuit, fault, connection, toggle switch, battery, battery holder, bulb, bulb holder, wire, insulator, conductor, crocodile clip, control, input device, output device
*fabric, names of fabrics, fastening, finishing technique, strength, weakness, stiffening, templates, stitch, seam, seam allowance.
*name of products, names of equipment, utensils, techniques and ingredients texture, taste, sweet, sour, hot, spicy, appearance, smell, preference, fresh, savoury, hygienic, edible,
reared, caught, frozen, seasonal, harvested healthy/varied diet.
Technical Evaluate Existing Design: Generating, developing, Make: Planning/ Evaluate: Own Nutrition and Food preparation,
Knowledge Products Understanding modelling and communicating Practical skills and products and ideas Healthy Eating: cooking and
contexts, users and ideas. Techniques Where food comes nutrition
Understand and Investigate and purpose Refer to their design from
use mechanical analyse a range of Pupils should: Pupils should: criteria as they That a recipe can be
systems in their existing products: Use research and design and make. •To understand adapted by adding
products and have develop design Generate, develop, model and Independently order seasonality.
DT an input process
or substituting one
What is the product criteria that informs communicate their ideas through: the main stages of or more ingredients.
and output. e.g. the design of Evaluate their ideas •Using a world map
and how is it used? discussion, annotated sketches, making.
pneumatics. How innovative, and products against identify where •How to prepare
pneumatic systems pattern pieces, prototypes and
How well do products functional, computer-aided design. e.g. to •Follow procedures their own design different types of and cook a savoury
create movement. appealing products dish safely and
work, achieve their for safety and criteria and consider food are grown,
ANIMAL that are fit for design a monster.
reared and caught. hygienically using a
purpose and meet the hygiene. the views of others to
purpose, aimed at heat source and
To understand and user’s needs and https://www.gamesolo.com/flash- improve their work.
particular baking to make
use simple wants? game/create-a-monster.html •Measure, mark
individuals or pizza.
electrical systems groups: Gather out, cut and shape
in their products Why materials have information, Describe how the product is fit for materials and How to use the
e.g. series circuits been chosen – what including web- purpose. components with techniques slicing
incorporating properties do they based sources, Indicate the design features of more accuracy. and grating
switches, bulbs, have? about the intended their product that will appeal to
buzzers and user – self, group the intended user. •Assemble, join and
motors.
combine materialsLIGHT How have key events outdoors, wildlife Explain how particular parts of and components
and individuals campaigner their product will function. with some accuracy.
helped shape the Generate realistic ideas focusing
world? Focus: Develop and use on needs of user. To communicate •Use a wider range
Robert William own design criteria ideas through discussion and of materials and
Thomson of sketches. components
Scotland; the Work in a range of including, food
inventor of the relevant contexts:
pneumatic tyre. ingredients,
What was the impact Wider environment, pneumatic and
of the pneumatic leisure, culture electrical
tyre? components.
•Use simple
finishing techniques
accurately.
Key Vocabulary
Acrylic, Back stitch, Chain stitch, Chalk, Clay, Collage, Construct, Cross stitch, Embellish, Fineliners, ,Form, , fresco, Implements, Impressed print, Malleable, Marbelling,
Model, Overlays, Pastels, Pattern, Pencils, rigid, Running stitch, Shades, Shape, Stitched, Texture, Third dimension, Tints, Tones , Wash, Watercolour,
Drawing Colour Sculpture Printing Textiles and collage Developing and exploring ideas/ Artist or architect and
evaluating and developing work designer studies
make marks Colour mix to Shape, form, Print with two Use a wide variety of stitches (running, Terms 1 and 2 – The
and lines with match tints, model and overlays using an back, blanket, over, cross stitch, chain To create sketch books to record Roman topic
a wide range tones and construct impressed print – stitch) to join materials and to create their observation and use them to
of drawing shades in malleable and lino cut review and revisit ideas. Michelangelo (sculptor,
pattern and texture.
artist and architect)
implements, existing rigid materials
Leonardo Di Vinci
chalk pastels, works. – clay tiles Develop their own materials for collage – Compare ideas, methods and
Art pencils, fine marbelling etc approaches used by themselves and
Terms 3 and 4 – Around
liners, felt Mix and use, others. the World topic
tips, paint tints, tones Embellish work using a variety of
and shades techniques and materials. Discuss how they feel about their M.C. Escher (graphic
apply and use and apply to own and others work. What might artist)
simple work. Use they change? Adapt work
pattern and paints and accordingly. Hokusai (Japanese
printer and artist)
texture to a chalk pastels.
drawing Use a sketchbook to record
observations and other visual Terms 5 and 6 – The
Compare Anglo Saxons
show an watercolour information from different sources.
awareness of and acrylicobjects have tints, tones Annotate ideas. Illuminated letters and
a third and shades. other work by Anglo-
dimension Question, discuss and make Saxon artists
observations about starting
points/artists and artworks.
What can they magpie for their own
work?
Using Technology Using the Internet Programming & Control Online Safety Key Vocabulary
To use collaborative To be able to navigate a search To design, write and debug (correct To have an understanding that search engine
software padlet and engine using key search terms e.g. errors) more complex algorithms that information published online is
googledocs. What did the Romans eat? accomplish specific goals. public and permanent and be aware Google
of privacy settings on certain
To use copy, paste and cut To be able to skim read for relevant To be able to work with an increasing websites/apps. debug
keys to move information. information and modify search key number of variables and forms of input
Use shorthand keys too words if necessary. and output To know the meaning of algorithm
(Ctrl+C, Ctrl+V and Ctrl+Z). ‘cyberbullying’ and how to be an up
To understand that search results are To sequence algorithms to enable spreadsheets
stander. Know who to tell or what to
To independently use a ranked in order of relevance but may effective program function. do if they see something upsetting copy
variety of hardware for include advertising etc. on line. E.g. a trusted adult or use
different purposes e.g. The above objectives will be covered by the report/block features
paste
creating videos using tablet To begin to create basic website complete the following compulsory
Computing software. (using google apps). These should projects: To develop an understanding on why cut
include hyperlinks, insert, print there are age restrictions within
To use data within screen, crop and previously learnt 1) Choose from Lego Wedo Projects 9, apps/games and that people online cloud
spreadsheets to create skills from other program. 10, 11, 12, 13, 14, 17, 21, 22, 23 or 24 may not be who they say are.
graphs or present data in (120 minutes each) to build and move Google Doc
different ways – pie charts Copy and paste from the internet a physical system, combining variables To further understand the digital
and line graphs within research. for a purpose with a more complex consent age of 13 is related to collaborative
physical resource. sponsored advertising and not just
To select and a manipulate 2)Use Scratch on the iPad to incorporate the content of the app itself and the privacy settings
sound and images using a speech, sensor blocks, repeat use of photos on social media.
digital device. Use iMovie up-stander
until/if/when blocks.
on the iPad to manipulate To demonstrate an age-related
sound and images understanding of E-safety when
simultaneously. communicating online. Ensure that
this is appropriate to your class e.g.WITHIN SCIENCE use makey only chat to people online that you makey hardware (linked to know and ensure an adult is around. electricity topic) to understand how a physical system works.
BELIEVING - Understand and know about a range of EXPRESSING -Express ideas and insights LIVING -Gain and deploy skills needed Key Vocabulary and resources
religions and worldviews about nature, significance and impacts of to engage seriously with religions and Holy week, Easter, Palm
religions and worldviews worldviews Sunday, Good Friday, death
*Make connections between some of Jesus’ teachings * Identify the most important parts of Link some questions and answers and resurrection, Holy Spirit,
and the way Christians live today. Easter for Christians and say why they are about how believers show Je sus, baptism, sacred thread
*Describe how Christians celebrate Holy Week and important. commitment with their own ideas ceremony (Hinduism), life
Easter Sunday. about community, belonging and after death.
*Give simple definitions of some key Christian terms REVISIT: *Describe and comment on belief.
(gospels, incarnations, salvation) and illustrate them similarities and differences between how
with events from Holy Week and Easter. Christians, Hindus and Muslims pray. *Discuss links between actions of
* Suggest why some people see life as a journey and Hindus in helping others and ways in
RE *Explain similarities and differences about which people of other faiths and
identify some of the key milestones on this journey.
Christianity + *Describe what happens in Christian, Hindu (and how people pray. beliefs, including pupils themselves,
Hinduism Jewish) ceremonies of commitment and what these help others.
Suggest reasons why marking the
rituals mean.
*Refer to prior milestones of life are important to * Discuss their own and others’ ideas
*Describe some examples of what Hindus do to show
learning of Islam Christians, Hindus (and Jewish people). about how people decide right and
their faith, and make connections with some Hindu
and Judaism wrong.
beliefs and teachings about aims and duties in life. * Suggest at least two reasons why being
*Describe some ways in which Hindus express their a Hindu is a good thing in Britain today,
faith through puja, aarti and bhajans. and two reasons why it might be hard
* Make connections between stories of temptation and sometimes.
why people can find it difficult to be good.
* Give examples of rules for living from
religions and suggest ways in which they
might help believers with difficult
decisions.
* Give examples of ways in which some
inspirational people have been guided by
their religion.
Play and perform in solo Improvise and compose music Listen with attention to detail and recall Use and understand staff and other Appreciate and Develop an
and ensemble contexts, for a range of purposes using sounds with increasing aural memory. musical notations. understand a understanding
using their voices and the inter-related dimensions wide range of of the history
playing musical of music. Notice, analyse and explore the way Learn to read music during ukulele high-quality of music.
MUSIC instruments with sounds can be combined and used lessons. live and
increasing accuracy, Compose music that combines expressively. recorded music Describe the
fluency, control and several layers of sound. Use staff and other musical notation drawn from different
expression. when composing work. Know how different purposes of
many beats in a minim, crotchet and traditions and musicSing in tune with Show awareness of the effect Comment on musicians’ use of technique semibreve and recognise their from great throughout
awareness of others. of several layers of sound. to create effect. symbols. Know the symbol for a rest in composers and history and in
music, and use silence for effect in musicians. other cultures.
Perform simple melodic Compose and perform music
and rhythmic parts with melodies and songs. (Including Begin to Understand
awareness of others. using ICT). Use sound to create recognise and that the sense
abstract effects. identify of occasion
Improvise repeated instruments affects the
patterns growing in Recognise and create and numbers performance.
sophistication. repeated patterns with a of instruments
range of instruments. and voices
Sing songs from memory being played.
with accurate pitch. Create accompaniments for
tunes. Compare music
Maintain a simple part and express
within a group. Carefully choose order, growing tastes
combine and control sounds in music.
Understand the with awareness of their
importance of combined effect. Explain how
pronouncing the words musical
in a song well. elements can
be used
Show control in voice.
together to
Play notes on
compose
instruments with care so
music.
they sound clear.
Perform with control and
awareness of what
others in the group are
singing or playing.
Key vocabulary and Resources:
Melodic, rhythmic, control, improvise, compose, effect, phrase, layers, pattern, notation, crotchet, quaver, minim, semibreve Charanga, ukuleles, a range of tuned and
untuned instruments.Unit 7: Encore! Unit 8: Quelle heure Unit 9: Les fêtes Unit 10: Où vas-tu? Unit 11: On mange! Unit 12: Le cirque
est-il?
Revise ways to Say the names and Names and recognise various French Ask for food in a Identify various
describe people, Talk about free-time dates of several French cities. shop. francophone countries.
using avoir and être activities. festivals. Give and understand basic directions. Ask and understand Talk about which
phrases. Learn to tell the Identify and ask for Talk about the weather. how much something languages you speak.
Describe people’s time. certain presents at Talk about the weather in a particular city. costs. Identify different items
nationality. Say what activities you festivals. Talk about activities of clothing.
Revision of a variety do at certain times. Recognise and use Recognise various French cities. at a party. Describe the colour of
of avoir phrases. numbers 31-60. Ask and answer questions about where Give opinions about items of clothing.
Use être phrases Use several present Give and understand you are going, using je vais à… activities and food.
with adjectives. tense verbs to more instructions. Understand and give imperative Give the names of
Recognise and use describe activities. instructions for directions. Ask what someone various French speaking
third person singular Produce short Give more dates for Form weather expressions using wants. countries.
(ill/elle) with both phrases orally and in festivals through the impersonal il… expressions. Say what you want. Use positive and
avoir and être. writing. year. Describe the weather in a certain location in Talk about food using negative phrases to talk
Recognise different Express the time Ask for various a short sentence. the partitive article. about speaking
adjective endings. separately or in phrases presents. Use on to talk about languages.
with other verbs. Count up to 60. first-person plural Describe various items of
Understand and give activities. clothing, using colour
French imperative instructions. Give basic opinions adjectives.
Recognise plural forms. about activities and
food.
Key vocabulary and Key vocabulary and Key vocabulary and Key vocabulary and Resources: Key vocabulary and Key vocabulary and
Resources: Resources: Resources: Resources: Resources:
Rigolo 1
Rigolo 1 Rigolo 1 Rigolo 1 Rigolo 1 Rigolo 1
Descriptive Saying where are you going: Je vais à (I’m
vocabulary: il/elle a Activities: je regarde Festivals le Nouvel An going to)… Asking and answering Francophone countries:
(he/she has)… les (I am watching)… la (New Year), la Fête des Paris/Bordeaux/Strasbourg/Nice/Grenoble. what you want: la France (France), la
cheveux courts/longs télé (TV), un DVD (a Rois (Feast of Directions: tournez à droite (right), Qu’est-ce que tu veux? Suisse (Switzerland), le
(short/long hair), les DVD) ; j’écoute (I am Kings/Epiphany), la tournez à gauche (left), allez tout droit (What do you want?) Canada (Canada), la
yeux bleus, (blue listening to)… mes CD Saint-Valentin (St (straight on), arrêtez (stop). Je voudrais (I’d like)… Martinique (Martinique),
eyes) (etc), un chien (my CDs), la radio (the Valentine’s day), Weather: Quel temps fait-il? (What’s the Food items: du pain le Maroc (Morocco), le
(a dog), un frère/une radio); je joue (I’m Pâques (Easter), la Fête weather like?), Il fait beau. (It’s sunny), Il (bread), du fromage Sénégal (Senegal)
sœur (brother/sister), playing)…au football Nationale (Bastille fait froid (It’s cold), Il fait chaud (It’s hot), Il (cheese), de la Talking about
il/elle a sept ans (football), au tennis Day), Noël (Christmas) pleut. (It’s raining), Il neige. (It’s snowing) limonade (lemonade), languages: Je parle
(he/she is seven (tennis). Presents: un vélo Weather in a particular town: À Paris/ de la crème (cream), anglais/français (I speak
years old). (bike), un jeu (a game), Bordeaux/ Strasbourg/ Nice/Grenoble, il des fraises English/French), Je ne Nationalities: Telling the time: il un livre (a book), un fait beau/il fait froid/il fait froid/il fait (strawberries), des parle pas
français(e) (French), est… heure(s). ballon (a ball), un Père chaud/il pleut/il neige. (In Paris etc., it’s tomates (tomatoes). anglais/français (I don’t
canadien(ne) Activities at certain Noel en chocolat sunny/cold/hot/raining/snowing). Using money: C’est speak English/French).
(Canadian), times: Je regarde la télé (chocolate Father combine? (How much Clothes: un pantalon
britannique (British). à cinq heures etc. Christmas), un œuf de is it?): C’est [cinq] (trousers), une veste
Character adjectives: Pâques (Easter egg). euros. (it’s [five] (jacket), une chemise
intelligent(e) (clever), Numbers 31-60. euros). (shirt), un t-shirt (t-shirt),
sportif/sportive Instructions: touchez le Party activities: On un chapeau (hat), une
(sporty), sévère (strict). nez/ les pieds! (touch boit (We are drinking), jupe (skirt).
your nose/feet!), On mange (We are Describing colour of
comptez! (count!), eating), On danse (We clothes: colours met so
sautez! (jump!), levez les are dancing), On far plus blanc(he) (white)
bras! (raise your arms!), chante (We are and noir(e) (black).
tournez! (turn around!), singing), On s’amuse
hochez la tête! (nod your (We are having fun).
head!) Opinions: C’est chouette
(it’s great), c’est nul (it’s
rubbish), c’est bizarre
(it’s weird).You can also read
