Curriculum Overview

Year 4 - Spring 2

This page explains what your child will be learning this half-term as their main project in class. Please use the menu at the side to view objectives for additional objectives for the stand-alone subjects (Mathematics, Physical Education, Computing, Music, Languages, PSHCE and Religious Education) and for our extended curriculum.

Blue Abyss

Unit Overview

Grab your wetsuit! We’re going deep into an underwater world of incredible coral and mysterious sea creatures. Head to your local aquarium and learn about life in the ocean. Can you pick a favourite fish, plant or animal? What do real divers get up to below the surface? Time to go a little deeper into our seas. Make a model deep-sea submarine that can withstand great pressure and travel to the deepest, darkest places on Earth. Make sure you test it first! What are those bright lights in the distance? It’s a group of bioluminescent sea creatures! Flippers on? Snorkel ready? Let’s head into the Blue Abyss.

❇ MEMORABLE MOMENT

During the unit, children will be responsible for looking after sea creatures in the school's fish tank.

🏁 BIG FINISH

Reflection time - What have I learnt?

Children to create a new and original monster of the deep, using what they have learned about deep sea adaptations. Consider the type of animal (it might be a fish, mammal, cnidarian, mollusc or echinoderm), its size, features, prey and how it protects itself from predators.

πŸ‘‰ DRIVERS & ENHANCERS

The driver subject for this unit of work is Science

The unit will be enhanced through Art and Design

πŸ“– FOCUS TEXT(S)

The class will be reading 20,000 Leagues Under the Sea by Jules Verne

️✏️ WRITING OPPORTUNITIES

Throughout this unit of work we will be writing a newspaper report linked to ocean pollution.

🌳 LEARNING OUTSIDE THE CLASSROOM

In this unit of work we will be looking after sea creatures in the school's fish tank.

Unit Sequence

Driver Subject: Learning Intentions

  1. Compare, sort and group living things from a range of environments, in a variety of ways, based on observable features and behaviour.

  2. Ask relevant scientific questions, independently, about the world around them and begin to identify how they can answer them.

  3. Construct and interpret a variety of food chains and webs to show interdependence and how energy is passed on over time.

  4. Explain how adaptations help living things to survive in their habitat.

  5. Explain how unfamiliar habitats, such as a mountain or ocean, can change over time and what influences these changes.

  6. Explain how adaptations help living things to survive in their habitat.

APPROXIMATE LENGTH OF UNIT: 8 hours

  1. Compare, sort and group living things from a range of environments, in a variety of ways, based on observable features and behaviour.

  2. Identify the location of the Tropics of Cancer and Capricorn on a world map.

  3. Ask relevant scientific questions, independently, about the world around them and begin to identify how they can answer them.

  4. Construct and interpret a variety of food chains and webs to show interdependence and how energy is passed on over time.

  5. Explain how and why a significant designer or inventor shaped the world.

  6. Investigate and identify the design features of a familiar product.

  7. Study and draw conclusions about places and geographical features using a range of geographical resources, including maps, atlases, globes and digital mapping.

  8. Explain how unfamiliar habitats, such as a mountain or ocean, can change over time and what influences these changes.

  9. Create a series of sketches over time to develop ideas on a theme or mastery of a technique.

  10. Investigate a geographical hypothesis using a range of fieldwork techniques.

  11. Explain how adaptations help living things to survive in their habitat.

  12. Develop techniques through experimentation to create different types of art.

APPROXIMATE LENGTH OF UNIT: 15 hours