YEAR 4 CURRICULUM INFORMATION BOOKLET - The International ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
YEAR 4 CURRICULUM
INFORMATION BOOKLET
2017/2018
Year
4
English
Curriculum
Phonics,
Spelling
and
Grammar
and
Punctuation
Reading
Writing
Speaking
and
Listening
Vocabulary
• Extend
knowledge
and
use
of
READING
FICTION
AND
POETRY
FICTION
• Vary
use
of
vocabulary
and
level
spelling
patterns,
e.g.
vowel
• Use
knowledge
of
punctuation
• Extend
the
range
of
reading.
• Explore
different
ways
of
of
detail
according
to
purpose.
phonemes,
double
consonants,
and
grammar
to
read
with
planning
stories,
and
write
longer
• Adapt
the
pace
and
loudness
of
• Explore
the
different
processes
of
silent
letters,
common
prefixes
fluency,
understanding
and
stories
from
plans.
speaking
appropriately
when
reading
silently
and
reading
and
suffixes.
expression.
performing
or
reading
aloud.
aloud.
• Elaborate
on
basic
information
• Confirm
all
parts
of
the
verb
to
be
Identify
all
the
punctuation
marks
with
some
detail.
• Give
a
talk
about
an
object,
• • Investigate
how
settings
and
and
know
when
to
use
each
one.
and
respond
to
them
when
• Write
character
profiles,
using
model
or
game
explaining
how
it
characters
are
built
up
from
• Apply
phonic/spelling,
graphic,
reading.
details
and
identify
key
words
detail
to
capture
the
reader’s
works
or
is
used.
grammatical
and
contextual
• Learn
the
use
of
the
apostrophe
and
phrases.
imagination.
• Learn
and
read
a
poem
aloud
by
knowledge
in
reading
unfamiliar
to
show
possession,
e.g.
girl’s,
• Explore
alternative
openings
and
heart.
Say
the
title
and
the
• Explore
implicit
as
well
as
explicit
words.
girls’.
endings
for
stories.
poet’s
name
and
explain
the
meanings
within
a
text.
• Identify
syllabic
patterns
in
Practise
using
commas
to
mark
reasons
for
your
choice.
• • Recognise
meaning
in
figurative
• Begin
to
adopt
a
viewpoint
as
a
multisyllabic
words.
out
meaning
within
sentences.
• Perform
a
dialogue
(aloud)
from
language.
writer,
expressing
opinions
about
• Spell
words
with
common
letter
Identify
adverbs
and
their
impact
characters
or
places.
a
favourite
book.
(4-‐5
pages)
strings
but
different
• • Understand
the
main
stages
in
a
• Listen
to
and
respond
to
on
meaning.
story
from
introduction
to
• Begin
to
use
paragraphs
more
pronunciations,
e.g.
tough,
questions
about
your
own
• Investigate
past,
present
and
resolution.
consistently
to
organise
and
through,
trough,
plough.
future
tenses
of
verbs.
reading.
• Explore
narrative
order
and
the
sequence
ideas.
• Listen
to
the
reading
of
others
• Investigate
spelling
patterns;
• Investigate
the
grammar
of
focus
on
significant
events.
generate
and
test
rules
that
• Choose
and
compare
words
to
and
join
in
with
comments.
different
sentences:
statements,
• Retell
or
paraphrase
events
from
strengthen
the
impact
of
writing,
govern
them.
questions
and
orders.
the
text
in
response
to
questions.
including
some
powerful
verbs.
• Revise
rules
for
spelling
words
• Understand
the
use
of
with
common
inflections,
e.g.
-‐ing,
• Understand
how
expressive
and
NON-‐FICTION
connectives
to
structure
an
descriptive
language
creates
-‐ed,
-‐s.
• Explore
the
layout
and
argument,
e.g.
if,
although.
mood.
presentation
of
writing,
in
the
• Extend
earlier
work
on
prefixes
• Express
a
personal
response
to
a
context
of
helping
it
to
fit
its
and
suffixes.
WRITING
text
and
link
characters
and
purpose.
• Match
spelling
to
meaning
when
• Use
a
range
of
end-‐of-‐sentence
settings
to
personal
experience.
words
sound
the
same
• Show
awareness
of
the
reader
by
punctuation
with
accuracy.
• Read
further
stories
or
poems
by
adopting
an
appropriate
style
or
(homophones),
e.g.
to/two/too,
• Use
speech
marks
and
begin
to
a
favourite
writer,
and
compare
viewpoint.
right/write.
use
other
associated
punctuation.
them.
• Write
newspaper-‐style
reports,
• Use
all
the
letters
in
sequence
for
• Experiment
with
varying
tenses
• Read
and
perform
play-‐scripts,
instructions
and
non-‐
alphabetical
ordering.
within
texts,
e.g.
in
dialogue.
exploring
how
scenes
are
built
chronological
reports.
• Check
and
correct
spellings
and
• Use
a
wider
variety
of
connectives
up.
identify
words
that
need
to
be
• Present
an
explanation
or
a
point
in
an
increasing
range
of
• Explore
the
impact
of
imagery
of
view
in
ordered
points,
e.g.
in
learned.
sentences.
and
figurative
language
in
poetry,
a
letter.
• Use
more
powerful
verbs,
e.g.
• Re-‐read
own
writing
to
check
including
alliteration
and
simile,
rushed
instead
of
went.
• Collect
and
present
information
punctuation
and
grammatical
e.g.
as
...
as
a
....
from
non-‐fiction
texts.
• Explore
degrees
of
intensity
in
sense.
• Compare
and
contrast
poems
and
• Make
short
notes
from
a
text
and
adjectives,
e.g.
cold,
tepid,
warm,
investigate
poetic
features.
use
these
to
aid
writing.
hot.
• Look
for
alternatives
for
overused
NON-‐FICTION
• Summarise
a
sentence
or
a
words
and
expressions.
• Understand
how
points
are
paragraph
in
a
limited
number
of
• Collect
and
classify
words
with
ordered
to
make
a
coherent
words.
common
roots,
e.g.
invent,
argument.
• Use
joined-‐up
handwriting
in
all
prevent.
• Understand
how
paragraphs
and
writing.
• Build
words
from
other
words
with
chapters
are
used
to
organise
similar
meanings,
e.g.
medical,
ideas.
medicine.
• Identify
different
types
of
non-‐
• Use
a
thesaurus
to
extend
fiction
texts
and
their
known
vocabulary
and
choice
of
words.
features.
•
• Read
newspaper
reports
and
consider
how
they
engage
the
reader.
• Investigate
how
persuasive
writing
is
used
to
convince
a
reader.
• Note
key
words
and
phrases
to
identify
the
main
points
in
a
passage.
• Distinguish
between
fact
and
opinion
in
print
and
ICT
sources.
The
following
genres
and
text
types
are
recommended
for
Year
4:
Fiction
and
poetry:
historical
stories,
stories
set
in
imaginary
worlds,
stories
from
other
cultures,
real
life
stories
with
issues/dilemmas,
poetry
and
plays
including
imagery.
Non-‐fiction:
newspapers
and
magazines,
reference
texts,
explanations,
persuasion
including
advertisements.
Programme
de
Français
–
Year
4
Vocabulaire
Orthographe
Grammaire
Conjugaison
Etre
capable
de:
Etre
capable
de:
Etre
capable
de:
Etre
capable
de:
• Utliser
le
dictionnaire
pour
rechercher
la
• Reconnaître
et
écrire
les
homonymes
• Reconnaître
une
phrase
simple
et
complexe
• Reconnaîre
une
phrase
au
passé,
définition
d’un
mot
• Reconnaître,
écrire
et
utiliser
les
mots
• Utiliser
correctement
la
ponctuation
présent
et
futur
• Trouver
et
utiliser
les
différents
sens
et
les
invariables
• Reconnaître
et
utiliser
les
différents
types
• Reconnaître
les
personnes,
le
radical
et
familles
de
mots
• Ecrire
correctement
les
accents
sur
les
de
phrases
la
terminaison
d’un
verbe
• Reconnaître
et
utliser
les
préfixes
et
les
mots
• Reconnaître
et
utiliser
correctement
les
• Reconnaître
un
verbe
conjugué
et
son
suffixes
d’un
mot
• Ecrire
les
mots
avec
leur
juste
valeur
“s”,
formes
de
phrases
affirmatives
et
négatives
infinitif
• Reconnaître
et
utiliser
les
synonymes
et
les
“g”,”c”
• Utiliser
correctement
la
phrase
• Conjuguer
sans
erreur
“être
et
avoir”
antonyms
• Ecrire
correctement
le
pluriel
des
noms
interrogative
au
présent,
au
futur
et
au
passé
• Utiliser
les
mots
de
la
vie
quotidienne
avec
leurs
exceptions”al,
eau,
ou”
• Identifier
le
verbe
et
le
sujet
dans
une
composé
• Reconnaître
le
sens
propre
et
figure
d’un
• Accorder
correctement
les
adjectifs
phrase
• Conjuguer
les
verbes
des
3
groupes
au
mot
qualificatifs
• Identifier
l’adjectif
qualificatif
et
l’accorder
present,
future
et
passé
compose
+
• Utiliser
les
accords
dans
le
groupe
nominal
• Effectuer
les
accord
dans
le
groupe
nominal
verbes
irréguliers.
• Identifier
les
COD/COI
dans
une
phrase
• Reconnaître
des
verbes
conjugués
à
• Utiliser
correctement
les
connecteurs
de
l’imparfait
temps
• Reconnaître
les
complements
de
phrases
• Composer
différentes
poèmes
Lecture
Expression
écrite
Expression
orale
Etre
capable
de:
Etre
capable
de:
Etre
capable
de:
• Identifier
comment
les
lieux
et
les
• Utiliser
les
marqueurs
de
temps,
de
lieux
• Varier
son
vocabulaire
et
la
quantité
de
personnages
d’une
histoire
sont
créés
• Ecrire
un
texte
informatif
details
à
donner
en
function
du
but
(description)
• Ecrire
un
récit
au
passé
poursuivi
• Connaître
les
étapes
du
schéma
narrative
• Ecrire
des
poesies,
des
vers
qui
riment,
à
la
•
Ecouter
attentivement
des
discussions
et
y
• Comparer
des
poèmes
et
connaître
manière
de.
participer
en
faisant
des
commentaires
certains
éléments
poétiques
appropriés
• Identifier
différents
types
de
textes
•
Comprendre
le
sens
general
d’un
texte
ou
(information,scientifiques,
fictions…)
des
points
importants
• Comprendre
comment
les
paragraphes
et
•
Evaluer
ce
qui
a
été
entendu
et
expliquer
les
chapitres
sont
utilisés
pour
organiser
les
son
accord
ou
son
désaccord
idées
•
Ecouter
et
répondre
de
manière
appropriée
• Réaliser
des
lectures
suivies
en
répondant
à
aux
opinions
des
autres
des
questions
(ouvertes
ou
fermées)
•
Adapter
le
rythme
et
le
volume
lorsqu’on
lit
• Participer
aux
lectures
suivies
en
classe
sur
à
voix
haute
3
genres
de
livres.
Year
4
–
Maths
Learning
Objectives
Number
Calculations
Data
Handling
Shape,
Space,
and
Measures
Place
Value
Addition
and
Subtraction
Tables
and
Graphs
Length
• Use
base-‐ten
blocks
to
count,
read,
• Make
bar
graphs
with
scales
• Use
metres
and
centimetres
as
units
of
measurement
of
length.
and
write
numbers
to
10,000
Addition
to
10,000
(without
regrouping)
using
data
in
picture
graphs
• Estimate
and
measure
length.
• Count
by
1s,
10s,
100s,
and
1,000s
to
• Add
greater
numbers
without
regrouping.
and
tally
charts.
• Convert
units
of
measurement.
10,000
• Add
greater
numbers
with
regrouping
in
• Read
and
interpret
data
from
• Use
kilometres
and
meters
as
units
of
measurement
of
length.
• Use
base-‐ten
blocks
and
a
place-‐value
hundreds.
bar
graphs.
• Estimate
and
measure
length
chart
to
read,
write,
and
represent
• Add
greater
numbers
with
regrouping
in
ones,
• Solve
problems
using
bar
• Convert
units
of
measurement.
numbers
to
10,000.
tens,
and
hundreds.
graphs.
Mass
• Read
and
write
numbers
to
10,000
in
Subtraction
to
10,000
(without
regrouping)
• Make
a
line
plot
to
represent
• Read
scales
in
kilograms
and
grams.
standard
form,
expanded
form,
and
• Use
base-‐ten
blocks
to
subtract
without
regrouping
data.
• Estimate
and
find
actual
masses
of
objects
by
using
different
word
form.
• Use
base-‐ten
blocks
to
subtract
with
regrouping
(1s,
scales.
• Use
base-‐ten
blocks
to
compare
and
10s,
100s,
and
1000s)
• Covert
units
of
measurement.
order
numbers.
• Use
base-‐ten
blocks
to
subtract
across
zeros.
Volume
• Use
place
value
to
compare
and
order
• Write
subtraction
number
sentences.
• Estimate
and
find
the
volume
of
liquid
in
litres
and
millilitres.
numbers.
• Solve
subtraction
word
problems.
• Find
the
volume
and
capacity
of
a
container.
Mental
Maths
and
Estimation
Using
Bar
Models:
• Convert
units
of
measurement.
• Add
2-‐digit
numbers
mentally
with
or
• Draw
bar
models
to
solve
one-‐step
measurement
problems.
without
regrouping.
Addition
and
Subtraction
• Draw
bar
models
to
solve
two-‐step
measurement
problems.
• Subtract
2-‐digit
numbers
mentally
with
• Use
bar
models
to
solve
2-‐step
real-‐world
problems
• Choose
the
operations
to
solve
problems.
or
without
regrouping.
on
addition
and
subtraction.
• Write
and
solve
two-‐step
measurement
problems.
• Use
different
strategies
to
add
2-‐digit
Money
numbers
close
to
100
mentally.
Multiplication
and
Division
• Add
money
in
different
ways
without
regrouping.
• Round
numbers
to
estimate
sums
and
• Use
multiplication
properties.
• Add
money
in
different
ways
with
regrouping.
differences.
• Understand
multiplication
by
using
array
models.
• Subtract
money
in
different
ways
without
regrouping.
• Use
front-‐end
estimation
to
estimate
• Understand
multiplication
by
using
area
models.
• Subtract
money
in
different
ways
with
regrouping.
sums
and
differences.
• Understand
multiplication
by
using
number
lines.
• Solve
up
to
two-‐step
real-‐world
problems
involving
addition
and
• Multiply
ones,
tens,
and
hundreds
• Practice
multiplication
facts
of
6,
7,
8,
and
9.
subtraction
of
money.
mentally.
• Divide
to
find
the
number
of
items
in
each
group.
• Write
real-‐world
problems
for
given
situations.
• Use
related
multiplication
facts
to
• Understand
related
multiplication
to
division
facts.
Time
divide
• Write
division
sentences
for
real-‐world
problems.
• Tell
time
to
the
minute.
• Use
patterns
to
divide
multiples
of
10
• Divide
to
find
the
number
of
groups.
• Read
time
on
a
digital
clock.
an
100.
•
Multiply
ones,
tens,
and
hundreds
without
• Change
minutes
to
hours
or
hours
to
minutes.
Fractions
regrouping.
• Add
time
with
and
without
regrouping.
• Multiply
ones,
tens,
and
hundreds
with
regrouping.
• Subtract
time
with
and
without
regrouping.
• Read,
write,
and
identify
fractions
of
• Divide
a
1-‐digit
or
a
2-‐digit
number
by
a
1-‐digit
• Find
elapsed
time.
wholes
with
more
than
4
parts.
number
with
or
without
a
remainder.
• Solve
up
to
two-‐step
word
problems
on
time.
• Identify
numerator
and
denominator.
• Use
different
strategies
to
identify
odd
and
even
Shapes
• Use
models
to
identify
equivalent
numbers.
• Identify
open
and
closed
figures.
fractions.
• Use
base-‐ten
blocks
and
place
value
to
divide
2-‐digit
• Identify
special
polygons
and
quadrilaterals.
• Use
a
number
line
to
identify
numbers
without
regrouping
or
remainders.
equivalent
fractions.
• Classify
polygons
by
the
number
of
sides,
vertices,
and
angles.
• Use
base-‐ten
blocks
and
place
value
to
divide
a
2-‐digit
• Classify
quadrilaterals
by
parallel
sides,
length
of
sides,
and
• Use
multiplication
and
division
to
find
number
by
a
1-‐digit
number
with
regrouping,
with
or
equivalent
fractions.
angles.
without
remainders.
• Write
fractions
in
simplest
form.
• Classify
quadrilaterals
by
parallel
sides,
length
of
sides,
and
angles.
• Compare
and
order
fractions.
• Show
fractions
as
points
or
distances
Using
Bar
Models:
• Combine
and
separate
polygons
to
make
other
polygons.
on
a
number
line.
• Identify
a
slide,
flip,
and
turn.
• Compare
and
order
fractions
using
Multiplication
and
Division
• Slide,
flip,
and
turn
shapes
to
make
congruent
figures.
benchmark
fractions.
• Identify
congruent
figures.
• Add
two
or
three
like
fractions
with
• Use
bar
models
to
solve
one-‐step
multiplication
word
• Identify
symmetric
figures.
sums
to
1.
problems.
• Use
folding
to
find
a
line
of
symmetry.
• Subtract
a
like
fraction
from
another
• Use
bar
models
to
solve
two-‐step
multiplication
word
Angles
like
fraction
or
one
whole.
problems.
• Find
angles
in
plane
shapes
and
real-‐world
objects.
• Read,
write,
and
identify
fractions
of
a
• Choose
the
correct
operations
to
solve
two-‐step
• Compare
the
number
of
sides
and
angles
of
plane
shapes.
set.
multiplication
word
problems.
• Make
a
right
angle
• Use
bar
models
to
solve
one-‐step
division
word
• Compare
angles
to
a
right
angle.
problems.
• Identify
right
angles
in
plane
shapes.
• Use
bar
models
to
solve
two-‐step
division
word
• Define
and
identify
perpendicular
lines.
problems.
• Define
and
identify
parallel
lines.
• Recognise
number
relationships.
Area
and
Perimeter
Choose
the
correct
operations
to
solve
two-‐step
division
• Understand
the
meaning
of
area.
word
problems.
• Use
square
units
to
find
the
area
of
plane
figures
made
of
squares
and
half
squares.
• Compare
areas
of
plane
figures
and
make
plane
figures
of
the
same
area.
• Use
square
centimetres
to
find
and
compare
the
area
of
figures.
• Use
square
metres
to
find
and
compare
the
area
of
plane
figures.
• Estimate
the
area
of
small
and
large
surfaces.
• Understand
the
meaning
of
perimeter.
• Find
the
perimeter
of
figures
formed
using
small
squares.
• Compare
the
area
and
perimeter
of
two
figures.
• Find
the
perimeter
of
a
figure
by
adding
up
all
its
sides.
• Choose
the
appropriate
tool
and
units
of
length
to
measure
perimeter.
• Measure
the
perimeter
of
surfaces
of
objects
and
places.
Science
Curriculum
Overview
–
Primary
School
2016/2017
Unit
1
Unit
2
Unit
3
Unit
4
Unit
5
Unit
6
Human
and
Living
Things
and
Solids,
Liquids
and
Sound
Electricity
and
Animals
Environments
Gases
Sound
travels
Magnetism
Skeletons,
the
human
Amazing
birds,
a
Matter,
particles,
through
materials,
Electricity
flows
in
skeleton,
why
we
habitat
for
snails,
how
solids,
liquids
how
sound
travels,
circuits,
components
need
a
skeleton,
animals
in
local
and
gases
behave,
loud
and
soft
sounds,
and
a
simple
circuit,
skeletons
and
habitats,
melting,
freezing
and
sound
volume,
switches,
circuits
Year
4
movement,
drugs
as
identification
keys,
boiling,
melting
in
muffling
sounds,
high
with
buzzers,
mains
medicines,
how
invertebrates,
how
different
solids,
and
low
sounds,
pitch
electricity,
magnets
medicines
work.
we
affect
the
melting
and
boiling
on
percussion
in
everyday
life,
environment,
water,
points.
instruments,
fun
with
magnetic
poles,
recycling.
wind
instruments.
which
metals
are
magnetic?
Investigating
Plant
The
Life
Cycle
of
States
of
Matter
The
Way
We
See
Shadows
Earth’s
Movements
Growth
Flowering
Plants
Evaporation,
Things
Light
travels
in
The
Sun,
the
Earth
Seeds,
how
seeds
Why
plants
have
condensation,
the
Light
travels
from
a
straight
lines,
which
and
the
Moon,
does
grow,
investigating
flowers,
how
seeds
water
cycle,
boiling,
source,
mirrors,
materials
let
light
the
sun
move,
Earth
germination,
what
do
are
spread,
other
melting,
who
seeing
behind
you,
through,
what
affects
rotates
on
its
axis,
plants
need
to
grow,
ways
seeds
are
invented
the
which
surfaces
reflect
the
size
of
a
shadow,
sunrise
and
sunset,
Year
5
plants
and
light.
spread,
the
parts
of
a
temperature
scale?
light
the
best,
light
measuring
light
the
Earth
revolves
flower,
pollination,
changes
direction.
intensity,
how
around
the
sun,
plant
life
cycles.
scientists
measured
Exploring
the
Solar
and
understood
light.
System.
Humans
and
Living
Things
in
Material
Changes
Forces
and
Motion
Electrical
Animals
the
Environment
Reversible
and
Mass
and
weight,
Conductors
and
Body
organs,
the
Food
chains
in
a
local
irreversible
changes,
how
forces
act,
Insulators
heart,
heartbeat
and
habitat,
Food
chains
mixing
and
balanced
and
Which
materials
pulse,
the
lungs
and
begin
with
plants,
separating
solids,
unbalanced
forces,
conduct
electricity,
breathing,
the
consumers,
food
soluble
and
insoluble
the
effects
of
forces,
water
and
Year
6
digestive
system,
chains
in
different
substances,
forces
and
energy,
electricity,
metals
as
what
the
kidneys
do,
habitats,
separating
insoluble
friction,
conductors,
what
does
the
brain
deforestation,
air
substances,
solutions,
investigating
forces,
materials
and
do?
pollution,
acid
rain,
dissolving
solids.
air
resistance
and
electrical
appliances,
recycling,
taking
care
drag.
circuit
symbols,
of
the
environment.
components,
wires
and
circuits.
YEAR
4
SCIENCE
CURRICULUM
SCIENTIFIC
ENQUIRY
BIOLOGY
PHYSICS
CHEMISTRY
Collect
evidence
in
a
variety
of
contexts.
HUMANS
AND
ANIMALS
SOUND
STATES
OF
MATTER
Know
that
humans
(and
some
animals)
Explore
how
sounds
are
made
when
Know
that
matter
can
be
solid,
liquid
or
gas.
Test
an
idea
or
prediction
based
on
have
bony
skeletons
inside
their
bodies.
objects,
materials
or
air
vibrate
and
learn
to
scientific
knowledge
and
understanding.
measure
the
volume
of
sound
in
decibels
Investigate
how
materials
change
when
Plan
investigative
work
Know
how
skeletons
grow
as
humans
grow,
with
a
sound
level
meter.
they
are
heated
and
cooled.
support
and
Suggest
questions
that
can
be
tested
and
protect
the
body.
Investigate
how
sound
travels
through
Know
that
melting
is
when
a
solid
turns
make
predictions;
communicate
these.
different
materials
to
the
ear.
into
a
liquid
and
is
the
reverse
of
freezing.
Know
that
animals
with
skeletons
have
Design
a
fair
test
and
plan
how
to
collect
muscles
attached
to
the
bones.
Investigate
how
some
materials
are
Observe
how
water
turns
into
steam
when
sufficient
evidence.
effective
in
preventing
sound
from
it
is
heated
but
on
cooling
the
steam
turns
Know
how
a
muscle
has
to
contract
travelling
through
them.
back
into
water.
Choose
apparatus
and
decide
what
to
(shorten)
to
make
a
bone
move
and
muscles
measure.
act
in
pairs.
Investigate
the
way
pitch
describes
how
high
or
low
a
sound
is
Obtain
and
present
evidence
Explain
the
role
of
drugs
as
medicines.
and
that
high
and
low
sounds
can
be
loud
or
Make
relevant
observations
and
soft.
Secondary
sources
can
be
used.
comparisons
in
a
variety
of
contexts.
Explore
how
pitch
can
be
changed
in
Measure
temperature,
time,
force
and
musical
instruments
in
a
range
of
ways.
length.
LIVING
THINGS
IN
THEIR
ELECTRICITY
AND
MAGNETISM
Begin
to
think
about
the
need
for
repeated
measurements
of,
ENVIRONMENT
for
example,
length.
Investigate
how
different
animals
are
found
Construct complete circuits using switch, cell
in
different
habitats
and
are
suited
to
the
(battery), wire
Present
results
in
drawings,
bar
charts
and
environment
in
which
they
are
found.
and lamps.
tables.
Use
simple
identification
keys.
Explore how an electrical device will not work
Identify simple trends and patterns in results
if there is a break in the circuit.
and suggest explanations for some of these. Recognise
ways
that
human
activity
affects
the
environment
Know that electrical current flows and that
Explain what the evidence shows and whether e.g.
river
pollution,
recycling
waste.
models can describe this flow, e.g. particles
it supports predictions. Communicate this travelling around a circuit.
clearly to others.
Explore the forces between magnets and know
Link evidence to scientific knowledge and
that magnets can attract or repel each other.
understanding in some contexts.
Know that magnets attract some metals but not
others.
ISM – Primary School - Curriculum d’Histoire et Géographie - Overview
1 2 3 4 5 6
Classe 4 L’Antiquité égyptienne Les grands repères L’Antiquité grecque La lecture de L’Antiquité romaine. Les espaces urbains
du monde paysages
Connaître les principales L’étude du globe et de Connaître les Les grands types de Connaître les principales Les paysages de ville et de
caractéristiques de la planisphères, associé principales paysages et l’étude caractéristiques de la quartier.
civilisation grecque aux principales zones caractéristiques de la des types d’espaces civilisation romaine La répartition d’une
antique : géographie, climatiques. civilisation grecque d’activités dont la antique : géographie, population sur un territoire,
société, inventions, Les océans et antique : géographie, zone de tourisme société, inventions, les principales villes.
croyances et coutumes. continents. société, inventions, littorale. croyances et expansion
croyances et coutumes. de l’empire.
17 séances 15 séances 17 séances 15 séances 18 séances 18 séances (5 semaines)
(6 semaines) (5 semaines) (6 semaines) (5 semaines) (6 semaines)
Classe 5 Le Moyen-Âge L’adaptation des Les temps modernes: L’eau Les temps modernes: La population
hommes aux milleux la Renaissance Inventions et
découvertes
Connaître les principales Les grands traits du Définir la Renaissance Le développement Montrer comment les Les zones denses et vides
caractéristiques du relief de la planète. comme une période durable : l’eau dans la progrès technologiques de population sur la planète
Moyen-Âge : la vie Les principaux des Temps Modernes ville. ont favorisé les grandes : la répartition de la
médiévale, la féodalité, caractères du relief et marquée par de La circulation des découvertes et population sur le territoire
l’architecture médiévales du climat en Europe. nouvelles découvertes hommes et des biens. influencé la domination européen.
et les conflits. L’étude de types scientifiques et un Principaux caractères de l’Europe dans le
d’espaces d’activités : intérêt renouvelé pour de l’hydrographie Monde.
la zone de tourisme l’Art. européenne.
montagnard. Les espaces riches et
pauvres à l’échelle de
la planète.
17 séances (6 15 séances (5 18 séances (6 15 séances (5 14 séances (6 15 séances (5 semaines)
semaines) semaines) semaines) semaines) semaines)
Classe 6 le XIXè: expansion L’union européenne Les guerres mondiales Les frontières
industrielle
Appréhender le XIXème L’histoire de la Connaître les Etude des frontières :
siècle comme le siècle construction de l’union évènements et circulation des
marqué par les révolutions européenne. personnages principaux hommes et des biens,
industrielles, une Caractéristiques : liés aux deux guerres les phénomènes
urbanisation croissante et activités économiques, mondiales migratoires. EXPOSITION
les progrès techniques et répartition de la
scientifiques. population, villes et
pays de l’UE.
18 séances (6 15 séances (5 18 séances (6 16 séances (5
semaines) semaines) semaines) semaines)
2
You can also read
