zilongwang/ReadingBank huggingface dataset:
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 R.E. The Christin Family Mary Mother of God Reconciliation Celebrating the Mass Easter and Pentecost Being a Christian Literacy Story in an Historical Setting Instructions Narrative in a Fantasy Setting Non Chronological Report Poetry Narrative in an unfamiliar Setting Non Chronological Report Myths and Legends Recount Poetry Story in a Geographical Setting Explanation Poetry Narrative in a Familiar Setting Explanation Science Animals Including Humans Rocks Plants Light Forces and Magnets ICT We Are Planners We Are Programmers We Are Bug Fixers We Are Presenters We Are Vloggers We Are Opinion Pollsters DT Design and Make a Stone Age Clay Pot Design a Volcano That Erupts Design and Make an Iron Age Roundhouse Design an Egyptian Meal Inventing a Location Board Game Humanities What Was New the Stone Age? Can the Earth Shake Rattle and Roll? How Unpleasant Were the Bronze Age and Iron Ages? How Much Did the Ancient Egyptians Achieve Where on the Earth Are We? Do You Like to Be Beside the Seaside? PSHCE New Beginnings Getting on and falling out Going for goals Good to be me Community Changes Art Investigating Pattern – on seasonal pattern Autumn leaves, snowflakes) Volcanoes- investigating lava flow French Artists Egyptian Art Seaside/Coasts Seaside/ Coasts
Topic Mexico Geography History Stone Age to the Iron Age History What on Earth? Science Europe Geography Hackney Geography Hackney History English Non-chronological reports Adventure stories Script writing Poetry Mystery stories Information texts Stories set in historical settings Explanation texts Newspapers Comparing stories Poetry and word play Stories from other cultures Letters Persuasive writing Stories set in familiar settings Diary entries Persuasive writing Stories set in historical settings Science Animals and Humans Forces Rocks and Soils Light Plants RE Sikhism: What is special about Guru Nanak Christianity: What can we learn from the Christian Bible? Islam: How do features of a Mosque help Muslims pray? Why do people go on Pilgrimage? Computing Scratch Understanding networks E-Safety Digital Literacy Digital research Spanish U Unit 1-Greetings and Spanish speaking countries Unit 2-Dates and Numbers Unit 3-Myself and the things I do Unit 4-Designing a Monster Unit 5-Me gusta Unit 6-Mi familia Year Three Medium Term Plan
My new job involves _____________________ with young children. to deal deal dealing in dealing I _____________________________ to my house yesterday as I didn’t have enough time to pick it up. had my food shopping delivered had delivered my food shopping got delivered my food shopping got to deliver my food shopping When the company failed more than 100 people were __________________________. sacked handing in their notice made redundant fired He gets quite a good salary __________________ the job itself is quite monotonous. despite since although however Is it really the first time _________________________________________ first class? you ever fly you’re ever flying you’ve ever flown you’ve ever been flying ____________________________ wanting to help you out, I am afraid I am just too busy at the moment. Despite In spite Although Even though I really like Sarah because she is so _____________________________. short-tempered thin-skinned self-conscious sweet-natured How many flats __________________________ at so far? do you look are you looking at have you looked at have you been looking at
Students will create a postcard that the environment their house is found in. Front of card image shows elements that describe features found in suburban areas. Text contains terminology that describes environment. Post card Name 3M 3S 4 3 2 1 Shows understanding of concepts I got it!!! Mostly I need more practice I am confused Neatness Perfect Mostly neat Almost neat Messy Creativity Wow Super unique Original ideas I borrowed I copied everything Use correct geographic terminology Used correct geographic terminology Most terminology Some terminology No terminology used Work habits Quiet and clean Some talking Chatty and messy Load and messy
Year 3 Recommended Reading List Anything by Anne Fine, Roald Dahl or Dick King Smith is immensely popular at this age! My Dad’s a Birdman – David Almond and Polly Dunbar Air Raid – Jean May and Kenny McKendry ‘Mr Majeika’ series – Humphrey Carpenter ‘Mr Gum’ series – Andy Stanton Beobela and Worm Books – Joe Friedman and Sam Childs The Windspinner – Berlie Doherty The Starburster – Berlie Doherty Magic Tree House books – Mary Pope Osborne Dolphin Boy – Julie Berlagna and Chris Chapman ‘Wild Rescue’ series – J. Burchett and S. Vogler I’m Telling You They’re Aliens – Jeremy Strong The Flying Birthday Cake series – Louis Sacher Flat Stanley – Jeff Brown Ottoline and The Yellow Cat – Chris Riddell The Tree House – Gillian Cross Oliver Moon’s Christmas Cracker – Sue Mongredien Adventures of the Little Wooden Horse – Ursula Moray Williams Carbonel – Barbara Sleigh Charlotte’s Web – E B White Finn Family Moomintroll – Tove Jansson Grk and the Pelotti Gang – Joshua Doder How the Whale Became and other stories – Ted Hughes 1001 Arabian Nights – Geraldine Mccaughrean Please Mrs. Butler – Allan Ahlberg The 100 Mile an Hour Dog by Jeremy Strong The Outlaw Varjak Paw – S F Said The Owl Who was Afraid of the Dark Picture Book – Jill Tomlinson Ivan the Terrible – Anne Fine The Sam Pig Story Book – Alison Uttley The Worst Witch – Jill Murphy
More challenging books for Year 3 readers: Battle of Bubble and Squeak – Philippa Pearce Dog So Small – Philippa Pearce Alice’s Adventures in Wonderland – Lewis Carroll Beowulf – Kevin Crossley Holland Connor’s Eco Den – Pippa Goodhart Emil and the Detectives – Erich Kastner Haroun and the Sea of Stories – Salman Rushdie The Firework-maker’s Daughter – Philip Pullman I Was a Rat – Philip Pullman Lost! The 100 Mile an Hour Dog – Jeremy Strong Mouse Noses on Toast – Daren King Mr. Gum and the Dancing Bear – Andy Stanton Mrs. Frisby and the Rats of Nimh – Robert C O’Brien Sophie and the Albino Camel – Stephen Davies Stig of the Dump – Clive King Swallows and Amazons – Arthur Ransome The Butterfly Lion – Michael Morpurgo The Dancing Bear – Michael Morpurgo The Iron Man – Ted Hughes The Little Prince – Antoine de Saint-exupery The Midnight Fox – Betsy Byars The Outlaw Varjak Paw – S F Said The Savage – David Almond War Boy A Country Childhood – Michael Foreman Woof! – Allan Ahlberg
Spelling Statutory requirements Rules and guidance (non-statutory) Examples Revision of work from years 1 and 2: Pay special attention to the rules for adding suffixes. i: y middle The /ɪ/ sound spelt y elsewhere than at the end of words These words should be learnt as needed. myth gym Egypt pyramid mystery hymn crypt calypso crystal cygnet gypsy lyric mystery oxygen physics symbol system symptom syrup typical u: ou The /ʌ/ sound spelt ou words should be learnt as needed. young touch double trouble country young enough couple cousin rough tough southern nourish courage k: ch Words with the /k/ sound spelt ch (Greek in origin) scheme chorus chemist echo character chord chemistry stomach ache anchor schedule arachnophobia mechanic hypochondriac chaos character choir Christmas chemistry chemical chorus chemotherapy chrysalis chronic architect orchestra scheme technology sh: ch with the /ʃ/ sound spelt ch (mostly French in origin) chef chalet machine brochure chaise cached parachute moustache g: gue ending with the /g/ sound spelt –gue the analogue league colleague catalogue dialogue plague vague fatigue intrigue vogue rogue monologue prologue synagogue k: que Words ending with the /k/ sound spelt –que (French in origin) technique cheque unique critique antique torque plaque mosque picturesque baroque grotesque physique mystique opaque boutique oblique s:sc Words with the /s/ sound spelt sc (Latin in origin) In the Latin words from which these words come, the Romans probably pronounced the c and the k as two sounds rather than one – /s/ /k/ scenario scene scenery science scientist scissors discipline fascinate crescent abscess adolescent ascend ay:ei Words with the /eɪ/ sound spelt ei, eigh, or ey vein abseil feign feint rein reign surveillance veil ay: eigh weigh eight neighbour sleigh neigh inveigh freight eight ay: ey they obey ‘ reg plural Possessive apostrophe with plural words The apostrophe is placed the plural form of the word; –s is not added if the plural already ends in –s, but is added if the plural does not end in –s (i.e. is an irregular plural – e.g. children’s). girls’ boys’ babies’
e.g. 14 + 7, 18 – 6; Add a multiple of 10 to a one-digit or number, e.g. 60 + 4, 60 + 24; Problem solving in context Spring Two Calculation, Shape and Data to use the of and division. Identify doubles of all numbers to at least 10. Visualise and name common 2-D shapes, including
EN2-11D responds to and composes a of texts that express viewpoints of the world similar to and different from their own. EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others’ learning. Students will be learning Foundation Handwriting based upon lessons from the textbook and the teacher modeling cursive handwriting on the board. Mathematics Working Mathematically MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-3WM checks the accuracy of a statement and explains reasoning used. Statistics and Probability- Chance MA2-19SP describes and compares chance events in social and experimental contexts Number and Algebra- Patterns and Algebra MA2-8NA generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values Number and Algebra- Addition and Subtraction MA2-5NA uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers Statistics and Probability- Data MA2-18SP selects appropriate methods to collect data, and constructs, compares, interprets The Working Mathematically Strand is covered across all areas of Mathematics. Students ask questions and use efficient mental and written strategies with increasing fluency to solve problems. They use technology to investigate mathematical concepts and check their solutions. Students use appropriate terminology to describe and link mathematical ideas, check statements for accuracy and explain their reasoning. In Chance, Students list all possible outcomes of everyday events, and describe and compare chance events in social and experimental contexts. In Patterns and Algebra, Students record, describe and complete number patterns and determine missing numbers in number sentences. Students recognise the properties of odd and even numbers. In Addition and Subtraction, students order, read and record numbers of up to five digits. They use informal and formal mental and written strategies to solve addition and subtraction problems. Students will be learning to represent money values in multiple ways and count the change required for simple transactions to the nearest five cents. They will calculate equivalent amounts of money using different denominations. Students perform simple calculations with including finding change, and round to the nearest five cents and calculate mentally to give change. In Data, Students collect and organise data, and create and interpret tables and picture and column graphs.
Year 3 Timetable 2018/2019: Miss Boardman and Mr Bates Monday: Assembly Spelling input 10am-11am English Break 11-11.15 11.15-12.15 Maths Time 12.15 - 1.15 1.15-2.15 History/Geography 2.15-3.10 Collective Worship/PE Tuesday ERIC /Basic Skills/Collect worship English Maths Art/DT French/Come and See Wednesday Hymn Practise (Pre-teach) English Maths Science Science/ Collective Worship Thursday Eric/ Basic Skills/ collective English Come and See PE Friday ERIC / Music Spelling test English Maths Assembly Come and See
popular possible therefore heard early learn increase quarter straight strange believe calendar centre favourite probably accident accidentally actual actually occasion occasionally experiment minute sentence weight height length difficult minute consider different erupt address answer circle eight/eighth special surprise natural thought through important knowledge potatoes pressure disappear appear exercise forward(s) grammar group history often peculiar various bicycle century
Word Mat water said want was how they what there out went school some were think who didn’t know little bear can’t again one things she when looked wanted eat everyone our that very with children take thought don’t come my now I’ll round magic now shouted came other about through could their people them then made time these began animals called never here I’m asked back saw that’s say gave something soon night boy head it’s couldn’t your narrator over car food three first king I’ve every fast many
Year 4 Autumn Term – Curriculum Map Literacy Guided reading Spellings Handwriting Punctuation and grammar Writing (across different genres) Numeracy Number and Place Value Number – addition and subtraction Number – multiplication and division Number – fractions (including decimals) Measurement Geometry – properties of shape Geometry – position and direction Statistics Science Solids and liquids Circuits and conductors Geography Towns and counties around Suffolk Types of settlements in modern Britain Types of settlements in Saxon Britain History Ancient Egypt Art Design Technology Water Painting Printmaking Electronic game PSHEE Family Networks Media influence Music Singing RE Sikhism – Guru Christianity – Gospel PE Tennis Gymnastics Computing Use of technology Understanding the Internet Using search technologies effectively
Year 4: 2016/2017 E N G L I S H READING WRITING GRAMMAR SPOKEN NON-FICTION FOCUS SHAKESPEARE PLAY Secure decoding of unfamiliar words Read for a range of purposes Retell some stories orally Discuss words & phrases that capture the imagination Identify themes & conventions Retrieve & record information Make inferences & justify predictions Recognise a variety of forms of poetry Identify & summarise ideas Correctly spell common homophones Increase regularity of handwriting Plan writing based on familiar forms Organise writing into paragraphs Use simple organisational devices Proof-read for spelling & punctuation errors Evaluate own and others’ writing Read own writing Spelling: See Year 3 & 4 spelling words Use range of conjunctions Use perfect tense appropriately Select pronouns and nouns for clarity. Use & punctuate direct speech Use commas after front adverbials Language: Articulate & justify opinions Speak audibly in Standard English Gain, maintain & monitor interest of readers CLASS AUTHOR Ellen Coldecott Recount Persuasion Non-chronological Explanation (including instructions) FICTION FOCUS Fantasy Sci-Fi Legends CLASS READER Kensuke’s Kingdom – Michael Morpurgo Twelfth Night NARRATIVE POEM My Mysterious Moggy CLASS POET Paul Delaney Roald Dahl The BFG M A T H S NUMBER & CALCULATION GEOMETRY & MEASURES FRACTIONS & DECIMALS DATA For calculation methods please see Calculation Policy Number/Calculation: Know all tables to 12 x 12 Secure place value to 1000 Use negative whole numbers Round numbers to nearest 10, 100 or 1000 Use Roman numerals to 100 (C) Column addition & subtraction up to 4 digits Multiply & divide mentally Use standard short multiplication Compare 2D shapes, including: quadrilaterals & triangles. Find area by counting squares. Calculate rectangle perimeters. Estimate & calculate measures. Identify acute, obtuse & right angles. Identify symmetry. Use first quadrant coordinates. Introduce simple translations. Identify equivalent fractions Add & subtract fractions with common denominators Recognise common equivalents Round decimals to whole numbers Solve money problems. Use bar charts, pictograms & line graphs R E Family: Belonging: Loving: People Called Gift Community: Relating: Giving Community Giving & Receiving Self - discipline Serving: Inter-relating: World: New Life Building Bridges God’s People Judaism Week: Torah Hinduism
Year Group: Year 11 (Higher) Subject: Mathematics Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Modules Basics Week Vectors and Geometric Proof Revision Revision Equations and Graphs Proportion and Graphs Circle Theorems More Algebra Summary of Content After a brief review of the basics of Mathematics pupils will study Equations and Graphs. Topics include using graphs to solve simultaneous equations, representing inequalities graphically and using graphs to solve quadratic equations. Circle Theorems is a thorough examination of problems that occur within circles. More Algebra topics include rearranging formulae, algebraic fractions, surds and functions. Vectors and Geometric Proof includes work on vector notation, vector arithmetic and using vectors to solve problems in Geometry. Proportion and Graphs topics include direct and inverse proportion, exponential functions, and translating graphs. During these two terms pupils will revise all GCSE material. This will include the completion of a significant number of past papers. Pupils will also complete revision materials that are aimed specifically at their weaknesses within the course. * Module titles and content given above are taken directly from the PEARSON scheme of work for the Edexcel GCSE 2015 (9-1) Assessment Examination on material covered in year 10 and in term 1 Mock Examination to be taken in January
Topic The Romans History Shocks and Trembles Geography Ancient Civilisations History Creature Features Science Africa Geography The U.K Geography English Plays (Shakespeare Workshop) Information Stories with historical settings. Poetry (Creating Images) Explanation Texts Non-fiction Texts Information Texts Stories with historical settings Stories set in imaginary worlds Poetry (exploring form) Plays Discussion Texts Poetry (creating images) Science States of Matter Sound Electricity Living Things Food Chains/Teeth STEM week RE How does the synagogue show what is important to Jews? Revised June 2016 Poem Essay Response to question Tour for synagogue Feature inside the synagogue How do those who believe build a relationship with God? Created July 2016 Reading images Comparison of beliefs about God answer Inside a place of worship How do different Christians show their beliefs? Revised Nov 2012 Why is the Qur’an special to Muslims? Revised 2016 sample Summary Q’s per lesson Script Letter to library School designed unit What happens when we die? Revised March 2016 Creative poem Who am I poem, Belief Quotes Thought logs/personal responses Maths See Abacus Computing Understanding Technology Programming Digital Literacy Understanding Technology
Year 4 Homework challenge grid Autumn 2: Friday 26th October –Friday 21st December Learn to count in 6s and know the corresponding division facts eg 5 x 6 = 30 so 30 ÷ 6 = 5 Find out about Roman Baths. Do at least 10 minutes of exercise every day. Play a game with your family. Read a book and write a book review. Read your reading book, a magazine or a book at home. Write questions about it for your family to answer. Write a poem about Autumn. Prepare the ingredients for a meal. Write a set of instructions of how to make it. Find out how levers are used in greetings cards. Practise counting in 25s. to count in 7s and know the corresponding division facts eg 3 x 7 = 21 so 21 ÷ 7 = 3 Use a tape measure or ruler to measure the length of rooms at home. Write about what is means by celebrating differences. Find the perimeter of different areas at home eg the perimeter of a rug Find out how different animals make and hear sounds. Find out what are the 7 biomes on to count in 9s and know the corresponding division facts eg 4 x 9 = 36 so 36 ÷ 9 = 4 Write down 10 different ways to make 100 using +, - x or ÷. Research famous disabled landscape artists. Learn how to do something new: juggle, ride a bike. Colour in the boxes to show what activities you have done. Return to school by Friday 21st December. Each activity you complete will earn you a dojo. Parent/Carer signature___________________________
Year Group: Year 7 Subject: Mathematics Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Topic Ancient Mathematics The Greeks and the Romans Eastern Mathematics The Renaissance and the Enlightenment The Digital Age Modules Basics Week Symmetry Zero and negative numbers Substitution Indices Probability Constructions A Fractions Decimals Simplifying Straight Line Graphs Venn Diagrams / Set Theory Basic Area Angle Problems Percentages Solving Equations Real Life Graphs Revision Constructions B Order of operations Transformations Sequences Representing Data Investigations / Projects of Number 3D shapes Simultaneous Summary of Content After some initial work on using the four operations in Mathematics without a calculator the term focusses on methods used by the most ancient Mathematicians. This will include constructions (featuring Euclid) and work on the different types of numbers that we use. How numbers are built from other smaller numbers is key. Term 2 begins a two term into the Mathematics developed by the great Greek and Roman civilisations. Fractions will be studies here because they formed the basis of Pythagoras’ worldview. angles and shapes will also be covered with an emphasis on developing geometric proof. Platonic solids will form the basis of much of the 3D work here. Term 3 will with work negative numbers. These always cause problems and we will spend some time here. We will then focus on fractions decimals and percentages and how to swap between them. Students will then study transformations in 2D. This term is dedicated entirely to introducing algebra to students and exploring its origins in the Islamic empire. This will include collecting like terms, expanding brackets, solving equations and using formulae. Sequences of numbers will also be studied. This term is concerned with the development of graphical skills and how to represent algebraic equations graphically. This was originally developed by Descartes using his cartesian coordinates. Students will also begin to look at collecting and representing data for statistical analysis. Students will be introduced to experimental and theoretical probability for the majority of this term. Time will also be given to revise and consolidate the year’s work. Assessment Investigation / project based assessment Examination on material covered in terms 1 and 2 Investigation / project assessment Examination on material covered in terms 3 and 4 Examination on material covered during the whole of Year 7.
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6. a) b) c) ½ 36 1 1 2 Accept Accept other correct answers c.a.o. 7. a) b) c) d) 225c 120c 70c 430c 1 1 1 1 c.a.o. c.a.o. c.a.o. c.a.o. 8. a) b) c) d) e) f) sphere cube square-based pyramid cylinder cuboid cone 1 1 1 1 1 1 c.a.o. c.a.o. c.a.o. c.a.o. c.a.o. c.a.o. 9. a) b) c) d) e) 5 Catch – 8 Twister – 10 Tag – 2 Bounce – 5 Tag 13 Twister, Bounce 1 2 1 1 1 c.a.o. c.a.o c.a.o c.a.o. c.a.o. 10. a) b) c) €3 €2.65 4 2 2 2 In case of incorrect answer, award 1 mark for any valid attempt. In case of incorrect answer, award 1 mark for any valid attempt. In case of incorrect answer, award 1 mark for any valid attempt.
Start here 6 marks 12. Jack has 10 counters in each box and 6 more counters. How many counters are there altogether? counters Jack puts the counters into groups of 3. How many groups of 3 can he make? groups Jack gives ¼ of his counters to his sister. How many counters does he have now?
Year 4: Long Term Curriculum Map Subjects TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6 English Gregory Cool. Fly Eagle Fly & Stories from other cultures Varjak Paw Adventure Mouse, Bird, Snake, Wolf Charlotte’s Web Oliver & the Seawigs Varmints Maths Number and place value Addition Subtraction Problem Solving Addition and subtraction (continued) Multiplication Division Problem solving Division (continued) Fractions of numbers Decimals Measurement Problem solving Area/perimeter Properties of shape Position and direction Addition Subtraction Problem solving Addition Subtraction Number and place value Multiplication and division Time Statistics Problem solving Fractions/decimals Number and place value Money Multiplication and division Problem solving Science Animals including Humans Sound As IPC unit States of Matter Living things and their habitats Electricity IPC Fashion Temples, Tombs & Treasures Material World Shake it Land, Sea & Sky Active planet Computing Comics Games & Information Become a Games Designer Languages FRENCH (Yr 1of 3) Moi (All About Me) Jeux et chansons (Games and songs) On fait la fête ! (Celebrations) Portraits (Portraits) Les Quatre Amis (The Four Friends) Ça pousse ! (Growing Things) PE Invasion games Y4 gymnastics – Unit P Y4 Dance Unit 3 Y4 gymnastics Unit Q Net /wall games Athletics
Swimming Swimming Swimming Swimming Swimming Swimming RE Judaism Worship in the synagogue Features of the Synagogue Tallit, Tefillin, Kippah Christianity Pilgrimage; Special places (including optional Cathedral visit) Christmas Christianity Worship in the Church, different denominations, Church community Christianity Life of the Vicar Shrove Tuesday Lent Temptation Easter Islam The Five pillars Pentecost Living a Christian Life Values PSHE&C SEAL New beginnings Empathy Self-awareness Motivation Social skills Getting on and falling out Managing feelings Empathy Social skills Going for goals! Motivation Self-awareness Good to be me Self-awareness Managing feelings Empathy Relationships Self-awareness Managing feelings Empathy Changes Motivation Social skills Managing feelings VISITS V&A museum - Fashion Visit St Nicholas Church & RMCC (Baptist) Visit to Littlestone Beach Visit to Dungeness Power Station
Maths – Year 4 Number – number and place value Statutory requirements Pupils should be taught to count in multiples of 6, 7, 9, 25 and 1000 find 1000 more or less than a given number count backwards through zero to include negative numbers recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) order and compare numbers beyond 1000 identify, represent and estimate numbers using different representations round any number to the nearest 10, 100 or 1000 number and practical problems that involve all of the above and with increasingly large positive numbers read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. Number – addition and subtraction Statutory requirements Pupils should be taught to: add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate estimate and use inverse operations to check answers to a calculation solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. Number – multiplication and division Statutory requirements
Subject Autumn School Theme: A1 - Fighting for Change Spring School Theme: A Tale as old as Time Summer School Theme: The World is Our Oyster 1 Egyptians 2 Climates- the journey of a bird’s migration 3 Ancient Greece 4 Africa English Poetry - creating an Fiction – adventure stories Non-fiction – persuasion Non-fiction- non-chronological report Poetry – significant poetry/classic poetry Non-fiction - recount Fiction – fantasy e.g and legends Fiction - biographies Fiction – playscripts Fiction- stories with familiar settings Poetry – poems with a structure e.g tankas Non-fiction -Instructions Maths Following Y4 Long term maths planning Art Death masks Sketching skills clay pots African textiles/batik D.T. structures containers Cooking and Nutrition Computing Online safety, We are producing a WIKI We are meteorologists We are HTML editors We are musicians We are toy designers We are software developers Geography Climate change Contrasting locality in UK/Europe Varying landscapes – deserts, rainforest, mountains. History Ancient Egypt Ancient Greece Aware of lives of significant individuals Science Eating and digestion States of matter Circuits and conductors Changing sound Living in environments RE Judaism Christianity Buddhism Christianity Judaism Christianity Music Stop Blackbird Mamma Mia Reflect, rewind and replay Glockenspiel Stage 2 Lean on Me PSHE Health and wellbeing/Healthy lifestyles, growing and changing Living in the wider world/Taking care of the environment Relationships/ Valuing difference Living in the wider world/ money matters Relationships/feeling and emotions, healthy relationships Living in the wider world/Human rights PE Gym Dance Invasion games Swimming Net/Wall games Striking and fielding Athletics Sports day/festivals MFL Greetings Numbers to 10/Xmas in France Songs and rhymes Colours Numbers 11 to 20 Body parts Educational visits/ visitors Hancock Museum Birds of Prey centre visitor Samye Ling Monastery African drummer visitor Camping South Lakes animal park Themed days / weeks McMillan Coffee Morning Anti-bullying book day My Money week Celebrations Showcasing Change Walk though time – Parents to visit each class Food from around the world – street food
special book for the Church people to live in communion Summer Pentecost Insert dates Early Years - GOOD NEWS - Passing on the Good News of Jesus Year 1 - Holidays and Holydays - Pentecost: feast of the Holy Spirit Year 2 - spread the word - Pentecost: a time to spread the Good News Year 3 - ENERGY - Gifts of the Holy Spirit Year 4 - NEW LIFE - To hear and live the Easter message Year 5 - TRANSFORMATION - Celebration of the Spirit’s transforming power Year 6 - WITNESSES - The Holy Spirit enables people to become witnesses Reconciliation/Anointing of the sick Insert dates Early Years - FRIENDS - Friends of Jesus Year 1 - BEING SORRY - God helps us choose well Year 2 - RULES - Reasons for rules in the Christian family Year 3 - CHOICES - Importance of examination of conscience Year 4 - BUILDING BRIDGES - Admitting wrong, being reconciled with God and each other Year 5 - FREEDOM & RESPONSIBILITY Commandments enable Christians to be free & responsible Year 6 - HEALING - Sacrament of the Sick Universal Church Insert Early Years - OUR WORLD - God’s wonderful world Year 1 - NEIGHBOURS - Neighbours God’s world Year 2 - TREASURES - God’s treasure; the world Year 3 - SPECIAL PLACES - Holy places for and the Christian community Year 4 - GOD’S PEOPLE - Different saints show people what God is like Year 5 - STEWARDSHIP - The Church is called to the stewardship of Creation Year 6 - COMMON GOOD - Work of the worldwide Christian family
-Earth embankments provide habitat for plants and animals. CHANNELISATION River channel may be widened or deepened to carry more water. May be straightened to carry water faster. -Effectively protects immediate area because is moved away quicker. -Long lasting. -Altering the river channel may lead to a greater risk of flooding, as water is carried there faster. -Unnatural and visually intrusive. FLOOD RELIEF CHANNELS Channel course of river can also be altered, diverting floodwaters away. -People close to channel safer as flood water diverted to relief channel. -Used for water sports. -Needs large area of land, Difficult to buy if farmland. -Very expensive. DAMS Built along course of river to control amount of discharge. Water held back by dam and released in controlled way. -Water usually stored in a reservoir behind dam. Then used to generate hydroelectric power or recreation. -Very expensive. -Sediment trapped behind wall of dam leading to erosion further downstream. -Settlement and agricultural land may be lost when the valley is flooded to form a reservoir. FLOOD WALLS Vertical barrier usually made from prefabricated concrete. -Can be used in areas where space is limited. -Easily and quickly erected in pre-constructed sections. They have to be constructed very well so no leaks through. STORAGE AREAS Large depression close to the river that will fill with water if the river overflows and therefore protecting surrounding land. -Natural looking. -Does not damage the environment. -Need a large area of land that is not being used. -Only come into use when the river is flooded. SOFT ENGINEERING TECHNIQUE DESCRIPTION ADVANTAGES DISADVANTAGES FLOODPLAIN ZONING authorities and national government introduce policies to control urban development close or on floodplains. -Very cheap way to reduce risk of damage to property. -Sustainable as reduces impact of flooding and building damage. -Surface runoff less likely to cause flooding as floodplain not built on. -Resistance to restrictions in areas of shortage of housing. -Enforcing planning controls difficult in LIC’s.
Statutory National Curriculum Spellings: Year 4 Home Learning These are the spellings that your child will be tested on each term. Please support your child in learning these at home. Children will be tested on their spellings twice a term-once in the middle and once at the end. This is so the children know which words they need to focus on when learning their spellings at home for the end of term test. Year 4 Autumn 1 Mid term test: w.b. 26.9.16 End of term test: w.b.17.10.16 Year 4 Autumn 2 Mid term test: w.b. 21.11.16 End of term test: w.b.12.12.16 Year 4 Spring 1 Mid term test: w.b. 23.01.17 End of term test: w.b. 06.02.17 Year 4 Spring 2 Mid term test: w.b. 06.03.17 End of term test: w.b. 27.03.17 Year 4 Summer 1 Mid term test: w.b. 01.05.17 End of term test: w.b. 22.05.17 Year 4 Summer 2 Mid term test: w.b. 19.06.17 End of term test: w.b. 10.07.17 accident believe strange interest various possible grammar women promise therefore opposite ordinary perhaps pressure particular calendar popular position possess possession purpose potatoes different exercise regular complete remember sentence separate special thought weight straight favourite strength suppose surprise bicycle business medicine natural naughty peculiar occasion occasionally probably knowledge experiment experience question disappear important
spelling Statutory requirements Rules and guidance (non-statutory) Examples Revision of work from years 1 and 2: Pay special attention to the rules for adding suffixes. Suffixes: two or more syllables double consonant Adding suffixes beginning with letters to words of more than one syllable If the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added. forgetting beginning forgotten beginner prefer preferred single consonant The consonant letter is not doubled if the syllable is unstressed. gardening limiting limitation gardener limited sub- Most prefixes are added to the beginning of root words without any changes in spelling, but see in– below. sub– means ‘under’. subdivide subheading submarine submerge subspecies inter inter– means ‘between’ or ‘among’. interaction intercede interfere interim interject interlude intermediate international intervene intercity interact interrupt super super– means ‘above’. supervision supersonic superman supermarket superstar superfan superglue superfast anti anti– means ‘against’. antifreeze antibody anticlockwise anti-virus antibiotic antiseptic anticlockwise antisocial auto auto– means ‘self’ or ‘own’. autograph autobiography autograph autobiography automatic autopilot autopsy automobile in- The prefix in– can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’. inaccessible inaccurate inactive inadequate inarticulate inattentive inaudible incapable incomplete inconsiderate inconvenient incorrect incredible indecent indefinite independent indigestion inedible inefficient inexcusable inexpensive insignificant insincere insoluble invisible involuntary inexcusable indestructible invincible inaccurately inconsiderately indecently insensitively insignificant insincerely il- Before a root word starting with l, in– becomes il illegal illegible illiterate illogical illegitimate im- Before a root word starting with m or p, in– becomes im–. imbalance immature immeasurable immobile immoral immortal immovable impartial impassable impatient imperceptible imperfect impermanent impermeable imperturbable impervious implausible impolite important impossible impractical imprecise improbable improper s
and apply knowledge of language forms and features. They also respond to and compose texts. Expressing Themselves: Students identify and consider how different viewpoints of their word, including aspects of culture, are represented in texts. Reflecting on Learning: Students recognise, reflect on and assess their strengths as a learner. Mathematics Number and Algebra and Measurement and Geometry and are all covered throughout the year. Students will be assessed after each topic is covered. Working Mathematically – This strand is integrated into the content of all areas of Mathematics. Integrated Units: Term 1 Term 2 Term 3 Term 4 Religion 1. Sacraments of Initiation 2. Practices and Promises 3. Passover: Exodus 1. New Life 2. Eucharist – Structure of the Mass 1.Reconciliation: God’s forgiveness and healing 2. The Bible: A Special Book. 1. Mission: Serving Others with Jesus. 2. Christmas: A Time to Gather. History/ Geography Science First Contacts Science – Living Things Geography - The Environment Science – Earth and Space Sciences- Night & Day/Beneath our feet The students attend a lesson in the computer room once a week for 60 minutes with their class teacher. Creative Arts Visual Arts - Aboriginal Instruments Drama -Perform your own ending -Beat, Rhythm, Dynamics, Tone, Texture and Dance -Dance Around the World Visual Arts -Picasso & the weeping woman Art – Refugee families Journey Freeze Frames Visual Arts -Perspective Drama -Charlie and the Chocolate Factory Music -Music Features and Notions Dance -Dance maps and choreography Visual Arts -Van Gogh Drama -A Christmas Story PDHPE Sport day- Tuesday PD/H Active Lifestyle PE: Newcombe Ball and Swimming PD/H Growth & Development Safe Living PE: Netball and Athletics Carnival preparation PD/H Personal Health Choices PE: Dance PD/H Growth and Development PE: Soccer and AFL Other: 4 Olive 4 Aqua 4 Amber 4 Violet
Water, water everywhere! As usual, this is an optional piece of homework that the children can do over the course of the term. Write a poem about water – it could be about a river, the sea a flood or the water we use at home. Make a comic strip of the water cycle with a water droplet as your main character Write a story with a water theme, maybe a river monster that comes to life? Use your imagination Pretend that you are an explorer. You have just discovered the source of a new river? Write a letter home to your family about your discovery. Where is the source? What is the source – spring or lake? What will you name the river? Write a leaflet that helps poelple understand the importance of saving water. Or about the hman right to clean water Or Water pollution Find out some river facts for Mrs Diplock to put in her weekly emails Use a 2 litre plastic bottle with the top cut off to make a rain gauge. Keep a record of the amount of rainfall over 4 weeks. Produce a graph or table to show your findings. Produce a fact file (this could be a PowerPoint) one of the world rivers. Include as many interesting facts as you can. Research, design and make a model a bridge. Bring in your model or a photo of it and your design. Create an informative poster teaching people how to be safe around rivers. Create a collage using recycled materials of something to do with a river e.g. a waterfall, river creature or river scene Draw or paint a picture of a river scene. You could use water colours or try a different style of painting Create a rain maker using small pebbles or seeds. Could you decorate a river theme? Work with a friend to make a 3D landscape model of a river. It must include at least 4 features found on the river. Play the water game (I have attached it to the class webpage) Can you make your own board game with a water them? The ideas are meant to appeal to different learning styles from factual to artistic and the children can use their imaginations and be as creative as they want in the way they present the homework.
Writing Genres Overview – Year 4 Term Suggested Text Genre Taught Autumn 1 Topic: The past and present of Stockport The Tunnel by Anthony Browne Aesop’s Fables by Robert Long Narrative- stories from Imaginary Worlds. Narrative- Fables Autumn 2 Topic: Rivers and Water Cycle Non-fiction texts (use of library) A variety of Poems (Cataract at Lodore by Robert Southey) Madverbs by John Rice Non-Chronological reports – Features of a river. Explanation Texts – What is the water cycle? Poetry: by heart and nonsense Spring 1 Topic: The Romans Roman Diary – the journey of Iliona by Richard Platt Narrative- Stories with a Historical setting. Diary of a Roman Soldier. Spring 2 Topic: Italy – ‘Holidaying in Rome’ The Usborne Book of tales by Stephen Cartwright and Heather Amery. The True Story of the Three Little Pigs by Jon Scieszka Literacy Shed – Three little pigs. Narrative-Fairy stories Recount- Newspaper reports (Three little pigs) Summer 1 Topic: The Ancient Greeks A variety of Myths and Legends from the Internet. Usborne Illustrated Stories from the Greek Myths by a variety of authors. A variety of instructional texts. Narrative- Myths and Legends Instructional texts- Greek banquet Summer 2 Topic: Locational Knowledge – ‘The Globe’ Haiku and Tanka examples A variety of brochures and persuasive leaflets. Syllabic Poetry – and Tanka Persuasive Texts- persuade a person to visit a holiday destination.
WAP RFQ Contractor: ________________________ Year 42 PRODUCTION PLAN number of projected completions for each month) Your projections should be based on how many repairs in each category applied for which you can reasonably accomplish each month given other commitments. PHDC will use your input to help decide contract sizes. Contract Period Standard WAP CRISIS HEATING Oct 2016 Nov 2016 Dec 2016 Jan 2017 Feb 2017 Mar 2017 Apr 2017 May 2017 Jun 2017 Jul 2017 Aug 2017 Sep 2017 Total Units Average cost $6,000 $3,000 Multiply “Total Units by “Average Cost”. Enter amount in “Total Requested” Total Requested
This content description is applicable to the unit as a whole. Literature Literature and context Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features Text structure and Organisation Understand how texts vary in complexity and technically depending on the approach to the topic, the purpose and the intended audience Language for interaction Understand that social interactions influence the way people engage with ideas and respond to others, for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group Literacy Identify the characteristic features used in persuasive texts to meet the purpose of the texts Lesson One (1 hour) Our identity Explain to students they are about to engage in a type of a guessing game as an introduction to their learning over the next few weeks. Provide students with the Yes/No list of fruit and vegetables and explain the ‘Yes’ examples all come under the group of food we call a vegetable: Yes – carrots No – apples Yes – cauliflower No – banana Provide students with a Yes/No list of animals, including native animals from Australia and WA. Put Yes or No next to each animal to create a clearly defined grouping for example: those native to Australia. The group’s challenge is to come up with what all the yes examples have in common. They may come up with: Student verbal responses and discussion and short written responses. Students select a new symbol for their classroom or school and create a short persuasive text to present to the principal justifying their choice. Persuasive text framework. Task sheet and Marking guide.
Students research to choose an animal they think they could create a convincing argument for to adopt as a symbol. Students can work in groups to present their ideas using the persuasive text framework. Organise a class debate to select best symbol. Invite members of council or state government. Write a letter to the local or state government to convince them to adopt their chosen symbol as a new emblem for WA.
Week 9 (21/11/18) Week 10 (28/11/18) Week 11 (05/12/18) Week 12 (12/10/18) Consolidation Week 13 (19/12/19) possible possibly, horrible horribly, terrible terribly, visible visibly, incredible incredibly, sensible sensibly referring, referred, referral, preferring, preferred, transferring, transferred reference, referee, preference, transference ought, bought, thought, nought, brought, fought rough, tough, enough Previous 3 weeks Learning all spellings cough though, although, dough through thorough, borough plough, bough
English Use a class text (George’s Marvelous Medicine) to plan and write ta range of both fiction and non-fiction texts. Mathematics To develop fluency of number to solve one-step and problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies. Science To understand the different types of forces and identify the effects of different forces that act between moving forces. COMPUTING Familiarise themselves with iPads and online research tools in order to broaden their understanding of a range of topics. History To learn about the achievements of the earliest civilizations. As well as focusing on an in-depth study of Ancient Egypt. Geography To be able to locate the world’s countries, using maps to focus on Africa & Asia, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities P.E. and Games To build our fitness and begin practising our running, jumping and throwing for Sportshall Athletics. Music To listen, with attention to detail, to sounds from different cultures.
Recount – Diary – Evacuee Child, Poetry – War. Instructions – Greek Salad. Speaking and Listening – Assembly, Poetry – People Poem. Maths Place Value, Calculations, Problem Solving. Properties of Numbers – Negative, Decimal, Roman Numerals etc. Reading Timetables. Fractions – Ordering, Simplifying, Adding, Subtracting, Improper, Multiplying etc. Decimals, Percentages, Fractions. Shape & Measure Shape & Measure