Literacy

• To listen carefully and respond appropriately to what others have said
• To talk clearly and confidently in different contexts
• To describe & discuss characters in the text

• To read a range of texts fluently and accurately
• To use expression when reading by paying close attention to the punctuation in the text
• To show clear understanding of what is read by referring to the text when explaining views

• To practise new spellings regularly.
• To recognize & spell the suffixes: -al, -ary, -ic, -ship, -hood, -ness, -ment
• To distinguish between the spelling and meanings of common homophones, e.g. to/two/too; they’re/their/there; piece/peace.
• To spell regular verb endings s, ed, ing
• To spell irregular tense changes, e.g. go/went, can/could

• To re-read own writing to check for grammatical sense & accuracy.
• To practise using commas to mark grammatical boundaries within sentences

• To explore narrative order: identify and map out the main stages of the story: introductions → build-ups → climaxes or conflicts → resolutions
• To write poems based on personal or imagined experience, linked to poems read
• To write clear instructions using conventions learned from reading.
• To write independently

Mathematics

• To partition, round and order four-digit numbers; use positive and negative numbers in context and position them on a number line.
• To use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100, 1000

• To draw polygons and classify them by identifying their properties; including their line of symmetry
• To derive and recall multiplication facts up to 10 x 10, the corresponding division facts and multiples of numbers to 10 up to the tenths multiples.
• To visualise 3D objects from 2D drawings; make nets of common solids

• Choose and use metric units and their abbreviations when estimating, measuring and recording length weight and capacity.
• To interpret intervals and divisions on partially numbered scales and record readings accurately.

• To add or subtract pairs of two-digit whole numbers

Science

• To recognise that humans have bony skeletons that supports the body
• To record relevant observations of bones and skeletons
• To understand that the skeleton is internal and grows as humans grow
• To identify a question and turn it into a form that can be tested

History

• To relate their own experience to the concept of settlements
• To use the terms ‘invade’ and ‘settle’
• To select and record information about Celtic and Roman ways of life, and explain relevant evidence
• To know that the Romans invaded Britain and that period was followed by a period of settlement
• To show knowledge and understanding of why Boudicca led a revolt, what happened and some of the results

Design & Technology

• To investigate a range of simple mechanisms such as sliders and pop ups.
• To use appropriate technical vocabulary to describe materials and mechanisms
• To design a pop-up book that incorporates different mechanisms

ICT

• To recognize that newspapers use a variety of written and visual effects.
• To use font sizes and effects appropriately
• To use cut and paste to re-order text
• To edit text

Art

• To question and make thoughtful observations about starting points and select ideas to use in their work
• To use a sketchbook to help develop ideas
• To begin to show perspective in drawings
• To produce paintings of the same subject from 4 different viewpoints

Personal, Social and Health Education (PSHE)

• To be able to research, discuss and debate topical issues, problems and events
• To know that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other

Spanish

• Producción textual: Utilizará, de acuerdo con el contexto, un vocabulario adecuado para expresar sus ideas.
• Estética del lenguaje. Leerá comprensivamente fábulas, cuentos, relatos mitológicos, leyendas, o cualquier otro tipo de texto literario narrativo.
• Ética de la comunicación: Reconocerá los principales elementos constitutivos de un proceso de comunicación: interlocutores, código, canal, texto y situación comunicativa.
• Producción textual: Producir textos orales y escritos que respondan a diversas necesidades comunicativas.

• Identificar nuevas letras y sonidos del alfabeto español. Deletrear.
• Presentarse utilizando los verbos ser, llamarse, tener. Saludar y despedirse.
• Describir personas. Utilizar algunos posesivos.
• Hablar de la familia y hacer su árbol genealógico.
• Aprender los números del 1 al 100
• Aprender algunas nacionalidades e idiomas
• Reconocer los países de habla hispana
• Hablar de existencia. Diferenciar haber/ estar.

Cultura Colombiana I

• Locate and describe varying landforms and geographic features and explain their relationship with the ecosystem.
• Identify and describe way regional ethnic and national cultures influence individuals´ daily lives.
• Identify and describe selected periods and patterns of change within and across Colombian culture.
• Use economic concepts to help explain historical and current events in Colombia.

Cultura Colombiana II

• Describe and analyze the role of television as it contributes to or helps the Colombian communities.
• Describe and analyze the role of radio as it contributes to or helps the Colombian communities.
• Describe and analyze the role of newspaper as it contributes to or helps the Colombian communities.

Sociales

• Usar correctamente los puntos cardinales para orientarse
• Reconocer diferentes técnicas de orientación.
• Establecer relaciones entre los espacios físicos que ocupo y su representación en el plano.
• Reconocer las características de los pisos térmicos en Colombia.
• Establecer relaciones entre el clima y las actividades de las personas.
• Identificar los principales recursos y los clasifico en renovables y no renovables.

Physical Education

• Cualificar la precisión en la coordinación general, en el trabajo con soga y pelotas.
• Fomentar la ayuda mutua y destacar la importancia de la autonomía personal mediante juegos de conjuntos.
• Desarrollar habilidades y destrezas para el salto sucesivo con soga.
• Desarrollar habilidades y destrezas para la conducción, pase y recepción de la pelota en juegos sencillos y de conjunto.

Music

• Bowings strokes on the open strings: Four eighth notes and two quarter notes.(Variation 1)
• Eight eighth notes (Variation 2)

• Christmas Songs
• Singing and clapping 4 beat rhythmic patterns.
• Working on the correct position of the body

• Preparing for Christmas Night
• Singing and clapping 4 beat rhythmic patterns.
• Working on the correct position, breathing and warming up.

• Singing and clapping 4 beat rhythmic patterns
• Working on the correct position of the hands.

• Learning the basics of breathing.
• Singing and clapping 4 beat rhythmic patterns.
• Working on the correct position.

• ABRSM Music theory 1
• Learning different strommings
• Learning the C major scale and arpeggio

• To listen carefully and respond appropriately to what others have said
• To talk clearly and confidently in different contexts
• To use a varied vocabulary when speaking by using standard English

• To read a range of texts fluently and accurately
• To use expression when reading by paying close attention to the punctuation in the text
• To show clear understanding of what is read by referring to the text when explaining views

• To practise new spellings regularly.
• To identify adverbs & understand their functions in sentences.
• To distinguish between the spelling and meanings of common homophones, e.g. to/two/too; they’re/their/there; piece/peace.
• To spell regular verb endings s, ed, ing
• To spell irregular tense changes, e.g. go/went, can/could
• To recognise and spell the suffixes: -al, -ary, -ic, -ship, -hood, -ness, -ment

• To practise using commas to mark grammatical boundaries within sentences
• Comparing adjectives on a scale of intensity

• To write poems based on personal or imagined experience, linked to poems read
• To identify how & why paragraphs are used to organise & sequence information.

• To recognise and continue number sequences formed by counting on or back in steps of constant size
• To refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and %u20A4.p

• To identify the doubles of two-digit numbers; use these to calculate doubles of multiples of 10 and 100 and derive the corresponding halves

• To report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols.

• To read time to the nearest minute; use am and pm and 12 hour clock notation; choose units of time intervals; calculate time intervals from clocks and timetables
• To draw rectangles and measure and calculate their perimeters; find the area of rectilinear shapes on a square grid by counting squares

• To identify different types of habitats
• To recognise that animals are found in different habitats
• To make predictions of what will be found in a habitat
• To group organisms according to observable features
• To use keys to identify local plants
• To identify the structure of a food chain in a habitat

• To be able to use atlases and globes
• To identify different aspects of the Hindu religion
• To talk about human and physical features
• To be able to give reasons why Britain wanted to control India

• To use a range of material to make a pop-up book that incorporates different mechanisms
• To evaluate pop-up books using a set criteria

• To appraise a money container, looking at the characteristics of a variety of materials
• To design a money container using a set criteria
• To explore different techniques

• To understand that different graphs are used for different purposes
• To produce pie charts using ICT
• To use ICT to produce line graphs
• To interpret and analyse information in graphs

• To learn about the purpose of art, craft and design in different times and cultures
• To make thoughtful observations about starting points and select ideas to use in their work
• To adapt their work according to their views and describe how they might develop it further
• To construct a 3D model of a chair based on an original design

• To be able to research, discuss and debate topical issues, problems and events
• To realise the consequences of anti-social & aggressive behaviours, such as bullying & racism, on individuals and communities.
• To know that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other.
• To know about the range of jobs carried out by people they know and to understand how they can develop skills to make their own contribution in the future.

• Estética del lenguaje: Leerá mitos, leyendas y otros textos literarios y seguirá las huellas en lo que lee para imaginar, predecir y compartir con otros lo que dice el texto.
• Ética de la comunicación: Identificará las características de los medios de comunicación. Sabrá qué información transmiten estos medios y el cómo la presentan. Comentará sus programas favoritos de televisión.
• Producción textual: Producirá textos míticos.
• Otros sistemas simbólicos: Explica las formas de comunicación no verbal. Diseña cuadros sinópticos comprendiendo que la ubicación en el espacio es un código no verbal.

• Expresar gustos y preferencias
• Expresar frecuencia
• Hablar de horario, días de la semana y meses.
• Preguntar cantidades ¿cuánto/a…?
• Hablar actividades en su tiempo libre
• Hablar de las partes del cuerpo y la salud
• Los números a partir del 100 hasta el 1000
• Verbos irregulares.
• Hablar de relaciones temporales: antes de, después de.

• Diferenciar entre estado del tiempo y clima.
• Identificar el clima de montaña y compararlo con otros climas.
• Identificar los recursos naturales y proponer formas de conservarlos.
• Reconocer que su país posee gran biodiversidad.
• Describir cómo el clima influye en las personas.

• Describe and analyze the role of religion as it contributes to or helps the Colombian communities.
• Social Customs and Daily Life 1
• Compare similarities and differences in the ways groups, societies and cultures meet human needs and concerns.
• Articulate the implications of cultural diversity, as well as cohesion, within and across the different Colombian groups.
• Describe how people create places that reflect cultural values and ideals.

• Show through specific examples how mass media have changed peoples´ perceptions of their social and cultural vision.
• Seek reasonable and ethical solutions to problems that arise when the communication advances and social norms or values come into conflict.

• Describe and analyze the role of film as it contributes to or helps the Colombian communities.
• Describe and analyze the role of theatre as it contributes to or helps the Colombian communities.

• Incrementar el control corporal, el equilibrio y el control de la independencia segmentaría en los niños.
• Destacar la importancia de la disciplina y la perseverancia en la ejecución de las tareas gimnásticas.
• Desarrollar habilidades y destrezas para la ejecución de rollos, giros, tijeras y posiciones invertidas.

• Twinkle with variation 1 and 2
• Bowing strokes on eighth and sixteenth notes (Variation 3)
• Singing and clapping rhythmic patterns

• Christmas Songs
• Singing and clapping 5 beat rhythmic patterns.
• Working on the correct position of the bow

• Preparing for the First Communion ceremony.
• Singing and clapping 5 beat rhythmic patterns.
• Learning about the staff and clefs

• Preparing for the Christmas Concert
• Singing and clapping 5 beat rhythmic patterns.
• Learning about the staff and treble clef

• Singing and clapping 5 beat rhythmic patterns.
• Preparing for the Christmas Concert
• Learning D,E and F
• Learning about the staff

• Preparing for the Christmas concert
• ABRSM Music theory 2
• Learning the Chromatic scale
• Learning the D major scale and arpeggio

Year Four - Term Three

Objective

Literacy

• To listen carefully and respond appropriately to what others have said
• To talk clearly and confidently in different contexts
• To use a varied vocabulary when speaking by using standard English
• Read & orally comment on a point of view presented in an argument.

• To read a range of texts fluently and accurately
• To use expression when reading by paying close attention to the punctuation in the text
• To show clear understanding of what is read by referring to the text when explaining views

• To practise new spellings regularly by “look, say, cover, write, check” strategy
• To spell words with the common endings: -ight, etc
• To distinguish the two forms: its (possessive no apostrophe) and it’s (contracted it is) and to use these accurately in own writing.

• To use the apostrophe accurately to mark possession
• To identify the common punctuation marks including comms, semi-colons, colons, dashes, hyphens, speech marks, and to respond to them appropriately when reading.

• To write poetry based on the structure &/or style of poems read
• To understand how paragraphs or chapters are used to collect, order & build up ideas.
• To develop use of settings in own writing, making use of work on adjectives & figurative language to describe settings effectively.
• To write critically about an issue or dilemma.

Mathematics

• Multiplying and dividing numbers to 1000 by 10 and 100, understanding the effect; relate to scaling up and down
• To develop and use written methods to record, support and explain multiplication and division.

• To identify and use patterns, relationships and properties of numbers and shapes; investigate a statement involving numbers.
• To use knowledge of rounding, number operations and inverses to estimate and check calculations.

• To answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables and diagrams

• To use diagrams to identify equivalent fractions; interpret mixed numbers and position them on number line
• To identify pairs of fractions that total 1

Science

• To describe the differences between solids and liquids
• Describe melting and dissolving and give everyday examples
• Name materials that will and will not dissolve in water
• Explain why undissolved solids can be separated from a solution
• Recognise that although it is not possible to see a dissolved solid it remains in the solution

Geography

• To recognise different water supplies on maps
• To use maps to understand world weather patterns
• To describe how water is used by people and how it is misused

Design & Technology

• To make a money container using different decorative techniques
• To evaluate their money container using a set criteria

Information Technology

• To create a series of yes/no questions to identify objects.
• To produce a tree diagram
• To search a branching database to identify objects.

• To recognise that ICT can be used to develop images.
• To create repeating patterns using the stamps and/or copy tool.
• To select appropriate areas, copy and re-size them.
• To create pictures using a variety of brush sizes and effects.

Art

• To talk about the work of artists, craftspeople and designers
• To collect visual and other information to help develop ideas.
• To use different tools and techniques to produce artworks to describe journeys.
• To compare ideas, methods and approaches in their own and others work and say what they think and feel about them
• To select and record information from a gallery visit.
• To express opinions about the work of artists.

Personal, Social and Health Education (PSHE)

• To understand that their actions affect themselves and others and care about other people's feelings
• To try to see things from the points of view of others.
• To be aware of different types of relationship, including those between friends and families, and develop the skills to be effective in relationships
• To talk and write about their opinions, and explain their views, on issues that affect themselves and those around

Spanish

• Producción textual: Utilizará la entonación y los matices afectivos de voz para alcanzar su propósito en diferentes situaciones comunicativas.
• Estética del lenguaje: Leerá comprensivamente textos líricos.
• Producción textual: Revisará, socializará y corregirá sus escritos, atendiendo a algunos aspectos gramaticales de la lengua castellana (concordancia, tiempos verbales, pronombres) y ortográficos (acentuación, mayúsculas, signos de puntuación.
• Estética del lenguaje: Elabora hipótesis de lecturas a partir de la obra literaria asignada.

• Describir lugares
• Hablar del clima
• Hablar del futuro: ir a infinitivo
• Comparativos y superlativos
• Leer y comprender cuentos y fábulas.
• Escribir un cuento corto.

Cultura Colombiana I

• Identify and interpret examples of different aspects of the social customs as dress, festivities, food, sports, etc.
• Analyze Spaniards and mestizaje influences on people, events and elements of culture.
• Examine the origins and continuing influence of key ideals of social class form of life, such as status, ancestors, education, etc.

Cultura Colombiana II

• Describe and analyze the role of music as it contributes to or helps the Colombian communities.
• Identify and describe the basic features of the performing arts in Colombia, and identify leaders from various levels and regions.
• Give examples and explain how performing artists attempt to achieve their cultural ideals at home and abroad.

• Describe and analyze the role of plastic as it contributes to or helps the Colombian communities.

Sociales

• Explicar la importancia del trabajo para el ser humano.
• Diferenciar entre profesión y oficio.
• Describir los oficios en la ciudad y en el campo.
• Diferenciar los espacios rurales y urbanos.

Physical Education

• Incrementar el control corporal de los niños para el trabajo sobre alturas y profundidades.
• Posibilitar experiencias básicas y elementales del atletismo a los niños.
• Fomentar la crítica y la autocrítica en los niños mediante la observación y análisis de sus propios trabajos.

Music

• Bowing strokes on eighth and eighth rest (Var. 4)
• Learning Old McDonald

• Singing and clapping 6 beat rhythmic patterns.
• Rhythmic dictation
• Learning about the different kinds of instruments

• Singing two voice canons
• Singing and clapping 6 beat rhythmic patterns

• Singing and clapping 6 beat rhythmic patterns
• Rhythmic dictation

• Singing and clapping 6 beat rhythmic patterns
• Rhythmic dictation

• Preparing for the Summer concert
• ABRSM Music theory 3

• To listen carefully and respond appropriately to what others have said
• To talk clearly and confidently in different contexts
• To use a varied vocabulary when speaking by using standard English

• To read a range of texts fluently and accurately
• To use expression when reading by paying close attention to the punctuation in the text
• To show clear understanding of what is read by referring to the text when explaining views

• To practise new spellings regularly by “look, say, cover, write, check” strategy
• To spell words with common letter strings but different pronunciation, e.g. touch, through, trough, plough, hour, journey, could, route, four
• Collect/classify words with common roots, e.g. advent, invent, prevent, press, pressure, depress, phone, telephone, microphone; investigate origins and meanings
• To practise extending, and compounding words through adding parts, e.g. ful, ly, ive, tion, ic, ist
• To recognise and spell the suffixes: -ible, -able, -ive, -tion, -sion

• To understand that some words can be changed in particular ways and other cannot
• To identify the common punctuation marks including commas, semi-colons, colons, dashes, hyphens, speech marks, and to respond to them appropriately when reading
• The use of connectives, e.g. adverbs, adverbial phrases, conjunctions, to structure an argument, e.g. “if…, then”, “on the other hand…”, “finally”, “so”

• To design an advertisement, making use of linguistic & other features learnt from reading examples.
• To summarise a sentence or paragraph by identifying the most important elements & rewording them in a limited number of words.
• To write own longer stories in chapters from story plans
• To write poems, experimenting with different styles and structures

• To use decimal notation for tenths and hundredths and partition decimals; relate the notation to money and measurement; position one place and two place decimals on a number line
• To use a calculator to carry out one-step and two-step calculations involving all four operations

• To suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information.

• To know that angles are measured in degrees and that one whole turn is 360°
• To recognise horizontal and vertical lines; use the eight compass points to describe direction.

• To recognise the equivalence between decimal and fraction forms
• To find fractions of numbers, quantities or shapes
• To use vocabulary of ratio and proportion to describe the relationship between two quantities.

• Can conduct simple circuits & test whether materials are electrical conductors or insulators
• Explain why some circuits work & others don’t
• Investigate how switches work

• To describe some of the features of the factors that increase friction between solid surfaces
• Describe how to measure forces
• Describe how to investigate friction

• Group research, using ICT and texts, to create an interesting project and class presentation.

• To design a simple circuit incorporating a battery, light bulb, switch and connecting wires in a safe manner
• To design a battery powered light for an intended user
• To evaluate their work both during and at the end of the assignment

• To understand and use the language used to transfer a turtle
• To write a list of instructions
• To learn that sequences of instructions can be repeated

• To make a proposal and initial design for a personal project
• To explore qualities of known materials and select appropriate ones to develop project
• To write a short text explaining their work
• To produce a final 3-D or 2-D piece based on their original idea

• To respect the personal and physical space that different individuals need
• To understand that some people may try to abuse another person’s personal space and that it may be someone they trust or know very well.
• To appreciate that different cultures have different dress customs and ways of behaving that might be different from their own
• To know that differences and similarities between people arise from a number of factors

• Estética del lenguaje: Lee comprensivamente obras dramáticas.
• Estética del lenguaje: Establecerá semejanzas y diferencias entre quien produce el texto y quien lo interpreta e identificará la intención de quien produce un texto.
• Producción textual: Desarrollará su creatividad inventando guiones para teatro de títeres.

• Identificar diferentes tipos de texto.
• Lectura y análisis de textos
• Buscar información para una exposición.
• Preparar una exposición.
• Presentar una exposición.

• Explain the need for agreements within the different social classes for the best quality of life in all the country.
• Differentiate among various forms of cultural expressions according to the cultural regions.
• Examine strategies designed to strengthen the “common good”, which consider a range of options for Colombians citizen action.

• Describe and analyze the role of photography as it contributes to or helps the Colombian communities.
• Describe and analyze the role of architecture as it contributes to or helps the Colombian communities.
• Identify and describe the basic features of the plastic arts in Colombia, and identify leaders from various levels and regions.
• Give examples and explain how plastic artists attempt to achieve their cultural ideals at home and abroad.

• Describir con sus propias palabras su historia personal.
• Reconstruir la historia de su municipio.
• Identifica vestidos con determinada época.
• Describir los aparatos sofisticados de su casa y su utilidad.

• Propiciar en los alumnos la practica deportiva para que desarrollen destrezas que le permitan realizar un buen manejo corporal y del elemento.

• Learning the G major scale
• Learning the son “Go Tell Aunt Rhody”
• Learning the song “Happy birthday”

• Learning the song “Allegro”
• Learning the song “Perpetual Motion”
• Learning C Major scale

• Rhythmic dictation
• Singing in two and three voices

• Rhythmic dictation
• Learning about the different kinds of instruments

• Rhythmic dictation
• Learning about the different kinds of instruments

• Preparing for the final exam
• ABRSM Music theory 4