Year 3/4 Spring 2021 - Bellfield Primary School
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Year 3/4 Spring 2021
Immersion
SPARCS Experiences Presentation of Learning
Carousel learning day Virtual experience?
Whole School Art
exhibition - Recreating
Leonid Afremov (Flames
of Happiness)
National Curriculum Links History Historians
NC3: Britain’s settlement by Anglo-Saxons and Scots As Historians we will we will be studying the Anglo Saxon and Scots reign from 800-1066
ending with the Battle of Hastings. We will study their way of life, where they settled and
look at the changes in life over the vast period of time. We will use sources of evidence to
explore the past and talk about the impact this period of time had on Britain. We will learn
what is meant by ’invaders’ and settlers’ in the context of the Anglo-Saxons and Vikings
from this historic period of time.
History Final Outcome
Battle of Hastings (1066) with KS2
Skill Skill Skill
I can use a range of sources/evidence to build up a I can understand the concept of power changing over I can suggest causes and consequences of some of
picture of who the Anglo Saxons were, beginning to time , representing this, along with evidence, on a the main events and changes in history focusing on the
evaluate the usefulness of the source/s time line leaders and their territories
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
Sources To know what chronological Chronological To understand how an Significant
To know and explain the Secondary order is Period action causes a conse- Impact
difference between sec- Primary To know the key events of
the Anglo Saxon timeline
Successor quence Affect
ondary and primary Deduce To know the main leaders Interpret To understand what Cause
To know the importance Derive and rules of the time period Evidence caused a change of power Consequence
of a reliable source and Document and what significance they Timeline and how this changed his- Interpret
what makes a source this Evaluate have on the timeline Legislate tory
Skill Skill Skill
I can describe the social, ethnic, cultural or I can describe the characteristic features of the I can describe different accounts of a historical
religious diversity of past society (invaders and past, including ideas, beliefs, attitudes and event, explaining the reasons why the accounts may
settlers) experiences of men, women and children (day in the life differ
of Anglo Saxon)
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
To understand the Similar To understand the way of Describe To understand the key Justify
difference between a Difference life of an Anglo Saxon Characteristics events of the Battle of Account
settler and invader Social and how this differed Generation Hastings Event
To understand why some Cultural
Religious
dependent on class and Experiences To understand where the Significant
people invaded where as Society beliefs Differences information came from Differ
other settled Invaders and why Bayeux tapestry
Settlers Concept
National Curriculum Links Geography Geographers
NC2: name and locate counties and cities of the UK and identify human and physical characteristics, and As Geographers we will be studying human and physical geography. We will look at why the
land-use patterns; and understand how some of these aspects have changed over time. Anglo Saxons settled where they did in Britain; taking into account the Human and Physical
NC5: describe/understand key aspects of human geography; including types of settlement and land use features. We will plot on a map where the Anglo Saxons settled and look at the land-use.
Geography Final Outcome
Create a map showing kingdoms, physical and human
features and how this has changed over time and the
routes and settlements of invaders and settlers.
Skill Skill Skill
I can explain and identify human and physical features I can locate countries linked to invaders and settlers I can locate cities of the United Kingdom, geographical
and describe geographical similarities and regions and their identifying human and physical
differences between countries characteristics, including hills, mountains, cities, rivers,
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
To understand the dif- Human To understand how to Environment To know the different Regions
ference between physical Physical locate countries on a map Route characteristics across Locate
and human features Beach To know that different Resource the country Label
Coast river countries have different Globe To understand how dif- Feature
Weather geographical features Orient ferent cities have differ- Characteristics
Environment ent features and why Geographical
Skill Skill Skill
I can recognise key topographical features and I can understand how some aspects of land use
land-use patterns; have changed over time
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
To understand what a Topographical Land use
topographical map is. Maps To know how and why land Patters
To understand the Patterns use has changed over Feature
importance of land use Feature
Symbol
time Symbols
and how this impacted Locate Locate
settlements Orient Orient
Coordinate RouteHumanities Assessment
History WT Expected
To investigate • Handle and use sources of evi- • Handle and use Primary and Secondary sources to find
and interpret dence to make observations and out about a period studied in order to make comparisons
the past simple comparisons and find out information about the past
• Ask questions such as: What was • Use a range of sources/evidence to build up a picture of
it like for people? What happened?
How long ago? Why did this event
the past, beginning to evaluate the usefulness of the
source/s
Geography WT Expected
occur? What happened after the • Describe different accounts of a historical To investi- • Identify the key features of a • Use a range of resources to identify
event? Why did people/someone act event, explaining the reasons why the accounts may differ location and say if it is a city, town, the key physical and human features of
like they did? Would it be the same • Suggest causes and consequences of some of the main
gate places
village, coastal or rural area a location
today? events and changes in history • Use simple fieldwork and observa- • Name and locate counties and cities
• Understand some ways we find out Ask questions such as: What was (historical focus) like at tional skills to study the geography of the United Kingdom, geographical
about the past an earlier time in history? How has (historical focus) of the school and the key human regions and their identifying human and
• Understand and show how the past changed for stayed the same during or since the period and physical features of its sur- physical characteristics, including hills,
has been represented studied? What caused the (historical focus) and what rounding environment mountains, cities, rivers,
consequences of (historical focus) can we still see to- • Name, locate and identify charac- key topographical features and land-
day in Britain? Why was such an event see as signifi- teristics of the four countries and use patterns; and understand how some
cant after the time? Why is this period in history seen capital cities of the Unit- of these aspects have changed over
as significant to Britain now? ed Kingdom and its surrounding time
seas
To build an • Describe historical events • Describe the social, ethnic, cultural or religious diversity
overview of • Describe significant people from of past society
world history the past • Describe the characteristic features of the
• Recognise that there are reasons past, including ideas, beliefs, attitudes and experiences of
why people in the past acted as men, women and children
they did
To understand • Sequence 3 or 4 artefacts/ • Sequence events on a time line using dates, for people and
To investi- • Understand geographical similari- • Describe geographical similarities and
gate patterns ties and differences through stud- differences between countries
chronology events/sources and sequence events events beyond living memory ying the human and physical geog-
within lifetime or period being stud- • Understand the concept of change over raphy of a small area of the Unit-
ied on a simple time line time, representing this, along with evidence, on a time line ed Kingdom
• Label time lines with words/ • Use dates and terms to describe events
pictures or phrases such as: past,
present, older and newer
• Talk about changes that have oc-
curred in their own lives
• Use dates where appropriate Geographical Use basic geographical vocabulary • Describe key aspects of:
To communi- • Use words and phrases such as: a • Use appropriate historical vocabulary when talking about to refer to: • human geography, including: settle-
cate histori- long time ago, recently, years, dec- and writing about the past. Vocabulary to include: dates,
content
key physical features, including: ments and land use
cally ades, centuries, similar, difference, time period, era, change, chronology, similar, difference, beach, coast, forest, hill,
affect and cause when talking about significant, impact, interpret, affect, cause, generation, mountain, ocean, river, soil, Use geographical vocabulary:
and writing about the past proceed, decade and source valley, vegetation and weath- process, globe, erode, cycle,
• Show an understanding of the con- • Use literacy and numeracy to high standard when com- er. decline, symbol, feature, label,
cept of nation and a nation’s history municating information about the past key human features, including: locate, annual, resource, per-
• Show an understanding of con- city, town, village, factory, spective, survey, route, orient,
cepts such as civilisation, monarchy, farm, house, office and shop co-ordinate, community, envi-
parliament, democracy, and war and ronment
peace
Vocabulary Understand and use: Understand and use:
period, significant, impact, affect, period, significant, impact, affect, cause, perceive, succes-
cause, perceive, successor, genera- sor, generation, decade, similar, difference, interpret, pro-
tion, decade, similar, difference, ceed, media, concept, (into writing) duration, considera-
interpret, proceed, media, concept ble, relevant, document, legislate, sources, impact, jus-
tify, derive, deduce, primary, secondaryNational Curriculum Links Art and Design
NC1: to create sketch books to record their observations and use them to review As Artists we will look at Anglo-Saxon Stone carvings. We will explore the
and revisit ideas patterns that they used and talk about where the carvings would be located.
NC2: to improve their mastery of art and design techniques, including drawing, paint- We will sketch our own carving patterns before creating our own final carving
ing and sculpture with a range of materials (for example, pencil, charcoal, paint, clay) using clay. We will use our sketches on display and evaluate our own and oth-
ers, using peer and self-critique.
Art and Design Final Outcome
Create an A3 Anglo Saxon home that reflects the style and
materials used at that time.
Skill Skill Skill
I can create original pieces that show a range of I can mix sketching techniques to create effect. I can use a variety of techniques to add interesting
influences and styles. effects (e.g. reflections, shadows, direction of sketch)
Sketching exploration
Research Sketch
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
To know that art is Inspiration, purpose, How the aesthetics of a Light, dark, shade, To know that different Reflection, shadow,
Art usually inspired by
others, beliefs or
culture, belief product can be changed shadow, depth sketching techniques can direction of sketch, light,
through the combination add different interesting dark, mood, tone
experiences. of colours and textures. effects to a drawing.
Skill Skill Skill
I can annotate sketches, showing in depth my ideas and I can consider how to combine visual and tactile I can evaluate my own and peers work and act upon
how these are conveyed to a specific audience qualities to create artwork feedback.
Design Make Evaluate
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
How to communicate Annotate, communicate, How the aesthetics of a 2D, 3D, texture, rough, To know feedback is es- Warm/cold feedback,
ideas through drawings, ideas, share, feedback, product can be changed smooth, patterned, plain, sential for improvement, suggestions, improve-
labels, sketches and sketch through the combination aesthetic, purpose, To understand how harsh ments, recommendations,
diagrams. of colours and textures. shape, mould feedback can be difficult
to take (kind and helpful
words).National Curriculum Links Design and Technology Design and Technologists
Design
use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose As Designers we will research, draw, sketch and design an Anglo-Saxon house and use
generate, develop, model and communicate ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, this to create a mini village in the classroom.
Make
select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately As designers we will study the Bayeux Tapestry and talk about the techniques used.
select from and use a wider range of materials and components, including construction materials and textiles, according to their functional We will create our own tapestry using sewing. We will design our own section and then
properties and aesthetic qualities stitch it using a range of applique techniques, including sewing. We will attach all
pieces together and use to display our own tapestry.
Evaluate
investigate and analyse a range of existing products
evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
apply their understanding of how to strengthen, stiffen and reinforce more complex
Design Technology Final Outcome
To contribute to the recreation of the Bayeux Tapestry created
by KS2.
Skill Skill Skill
I can create innovative designs (sketching) I can show an understanding of the qualities I can thread a needle and tie off the
that recreate an existing piece of art work. of materials to choose appropriate tools to embroidery thread when changing colour.
sketch and outline, cut and shape
Research
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
To know the purpose of a Audience, product, pur- To know why materials Texture, sustainability, The thread needs to be Knot, twist, wind, thread,
model, to know who the pose, design, intention are selected for differ- colour, appeal, thread, through the needle to eye, taut,
audience is, consider the ent purpose, words to aida create the stitch. To be
cost of the product. describe the sensory as- able to do it safely.
pect of materials.
Skill Skill Skill
I can use running stitch to create a product. I can make products through stages making I can evaluate the design of products
continual refinements. to suggest improvements to the
user experience.
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
To know that some em- running, outline, single, To know that all products Plan, design, sketch, out- To know feedback is es- Evaluate, discuss, test,
broidery is done on ma- double are made through stages, line, label sential for improvement, fit for purpose,
chines and some by hand, To know that changes can To understand how harsh suitability, durability,
to know there is a variety be made as problems feedback can be difficult consumer, audience.
of stitches for different arise. to take (kind and helpful
purposes. words).Art and Design Technology Assessment
DT WT Expected
Art WT Expected To master Materials • Cut materials safely using • Cut materials accurately and
practical tools provided. safely by selecting appropriate
skills • Measure and mark out to the tools.
Sculpture Create sculptures by combing Create and combine shapes from
nearest centimetre. • Measure and mark out to the
shapes recognisable forms (e.g. shapes • Demonstrate a range of cut- nearest millimetre.
Sculpt from rolled up paper, made from nets or solid materials) ting and shaping techniques • Apply appropriate cutting and
straws, paper, card and clay Make Sculptures from textures to try (such as tearing, cutting, fold- shaping techniques that include
materials and convey feelings, expression
ing and curling). cuts within the perimeter of the
• Demonstrate a range of join- material (such as slots or
Use the techniques of rolling, and or movement ing techniques (such as gluing, cut outs).
cutting, Use mouldable materials such as clay hinges or combining materials to • Select appropriate joining
moulding and carving and Modroc for create a sculpture strengthen). techniques.
Ensure sculptures have interesting Textiles • Shape textiles using tem- • Understand the need for a
plates. seam allowance.
detail/s • Join textiles using running • Join textiles with appropriate
stitch. stitching.
• Colour and decorate textiles • Select the most appropriate
using a number of techniques techniques to decorate textiles.
(such as dyeing, adding sequins
or printing).
Drawing Draw lines that are different siz- Use different hardness’s of pencils to
Construction • Use materials to practise • Choose suitable techniques to
es and thickness’s show line, tone and texture
drilling, screwing, gluing and construct products or to repair
Be able to colour their own work Annotate sketches to explain and elab- nailing materials to make and items.
neatly, following the lines orate ideas, showing more aware- strengthen products. • Strengthen materials using
Use dots and lines to add texture ness of an audience suitable techniques.
To design, make, evaluate • Design products that have a • Design with purpose by identi-
and show pattern Use shading to show light and shadow.
and improve clear purpose and an intended fying opportunities to design.
Use different tones when using Use hatching and cross hatching to user. • Make products by working ef-
coloured pencils show tone and texture • Make products, refining the ficiently (such as by carefully
design as work progresses. selecting materials).
• Use software to design. • Refine work and techniques as
work progresses, continually
evaluating the product design.
• Use software to design and
Art Appre- Talk about the work of notable/ Replicate some of the techniques used represent product designs.
ciation famous artists by notable/famous artists
To take inspiration from • Explore objects and designs to • Identify some of the great
design throughout history identify likes and dislikes of the designers in all of the areas of
Use creative ideas and styles of Create original pieces that are influ- designs. study to generate ideas
artists studied to create enced by studies of artists stud- • Suggest improvements to ex- for designs.
their own artwork ied isting designs. • Improve upon existing designs,
Select appropriate techniques when
• Explore how products have giving reasons for choices.
been created. • Disassemble products to un-
creating pieces influenced by derstand how they work.
artists studiedNational Curriculum Links Music
Charanga
NC1: play and perform in solo and ensemble contexts, using their voices and playing musi- Year3: Spring A: Three Little Birds (As musicians we will learn to sing the famous Reggae song by Bob Marley.
cal instruments with increasing accuracy, fluency, control and expression We will about this style of music and how to compose in the style of reggae)
NC2: improvise and compose music for a range of purposes using the inter-related dimen- Year3: Spring B: The Dragon Song (As musicians we will learn about the language of music through this song
sions of music about respect and friendship. We will continue to develop our instrument skills by playing along to a tune)
NC3: listen with attention to detail and recall sounds with increasing aural memory Year4: Spring A: Stop! (As musicians we will learn to sing a rap inspired song about bullying. We will have the
NC4: use and understand staff and other musical notations opportunity to compose and devise our own rap song on this theme)
NC5: appreciate and understand a wide range of high-quality live and recorded music drawn Year4: Spring B: Lean on Me (As musicians we will develop our singing skills by learning this soul/gospel song. We
from different traditions and from great composers and musicians will listen to a range of soul/gospel music and learn about its origins)
NC6: develop an understanding of the history of music.
Music Final Outcome
Perform song to partner class
(using voices and instruments)
Skill Skill Skill
I can play and perform in solo and ensemble contexts I can play notes accurately on a glockenspiel I can compose music for a purpose.
Year 3
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
Understand when Groups Understand the notes I understand the Performance
different parts Solo different notes of Play type of music I am Musical
play in a group. Ensemble a glockenspiel performing.
Accurately Notes
Know how to stay in Timing Understand how to I know musical no-
Glockenspiel Stave
time. read music tation.
Understand how to I know how to read
read music. music.
Skill Skill Skill
Year 4 I can keep a simple part within a group when singing I can play notes accurately on a glockenspiel I can use breathing accurately to control the voice
and playing either the glockenspiel when singing a song
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
understand the
Understand the ensemble Understand the notes importance of Voice
importance of Group different notes of Play breathing when Breath
working as a group Single a glockenspiel singing
Accurately Control
Understand the Solo Understand how to Understand where
Glockenspiel Song
different roles read music the voice comes
within the group Sing Diaphragm
fromMusic Assessment
Music WT Expected
Perform • Sing melodies accurately – following a simple melody • Sing a range of songs from memory with accurate pitch
• Know when and how to play a glockenspiel and a range of un-tuned • Keep a simple part within a group when singing and playing either
percussion instruments the glockenspiel or violin (Yr4)
• Use their voice and instruments to make long and short sounds • Use breathing accurately to control the voice when singing a song
• Imitate changes in pitch using their voice and a glockenspiel • Play notes accurately on a glockenspiel or violin (Yr4)
• Start to show awareness of an audience and how to perform with
greater control for others
Compose • Use long and short sounds to create a sequence • Compose and perform melodic songs as part of a group and solo
• Clap a simple rhythm • Create repeated patterns using a glockenspiel and Violin (yr4) and
• Create a range of different sounds (long and short, loud and quiet, a range of un-tuned instruments
high and low) • Create accompaniments for familiar tunes
• Choose sounds to create an effect for a specified theme • Choose, order, combine and control sounds to create an effect for
• Create a short musical pattern a specified theme
• Create a short rhythmic phrase
Transcribe • Use symbols to represent a composition • Devise their own non-standard symbols to indicate when to play
• Perform their own and others musical representations and when to rest
• Recognise the notes EGBDF and FACE on the musical stave
• Recognise the symbols for a minim, crotchet and semibreve and
say how many beats they represent
Describing music • Talk about the beat of a tune • Talk about the terms: duration, timbre, pitch, beat, tempo, tex-
• Recognise and talk about changes in timbre, dynamics and pitch ture and use of silence when describing music
• Evaluate music to identify areas of likes and dislikes
• Discuss the effect layers of sound have on the overall mood and
feeling of pieces of music from a range of genres
Musical Genres Hip Hop, Reggae, Blues, Latin, Baroque, Folk, South African, Rock RnB, Rap, Pop, Hip Hop, Soul, Gospel, Reggae and Disco
and BhangraNational Curriculum Links PE
NC1: I can use running, jumping, throwing and catching in isolation and in combination In Spring A, both Year 3 and 4 will participate in rugby training delivered by an external
NC2: I can play competitive games, modified where appropriate and apply basic principles suitable for at- coach. They will learn the rules of the sport and how to compete in a non contact game
tacking and defending safely.
NC5: I can take part in outdoor and adventurous activity challenges both individually and within a team In Spring B, Year 3 and 4 will have another external coach teaching cricket. They will learn
how to bowl, hit and field. They will work towards having a cricket match between the year
groups.
Skill Skill Skill
I can throw and catch with control and accuracy. I can strike a ball and field with control. I can show an understanding of the basic rules to play a
Final Outcome
game.
Cricket
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
To know the correct tech-
nique to catch a ball Control To know the difference Strike To know the simple rules Rules
To know how to catch a ball Accuracy attack and defence Field of the field Out
safely Throw
To know the different types
To know the correct way Defence To know how to score Boundaries
of throws and which one is
Catch to hold the bat Attack runs Wickets
more appropriate To know the importance Control Crease
of teamwork on the field Runs
Skill Skill Skill
I can understand the importance of team work and how I can understand the difference between attacking and I can show how to handle the ball and how to throw and
Final Outcome
this links to the game. defending. catch effectively.
Rugby
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
To understand how play- Team work To understand what it Attacking To understand how to hold Pass
ers work together to ac- Individuality means to be on the at- Defending the ball correctly. Run
complish their set goal To understand how to pass
tack Team work the ball correctly and
Try
To understand what it accurately Touch
means to be on the de- To understand how to Catch
fence receive the ball correctly.PE Assessment
PE WT Expected
Games Understand the concept of different teams.
Begin to use basic skills in succession. E.g. running and then kicking.
Throw and catch with control and accuracy.
Strike a ball and field with control.
Start to think about tactics e.g. what works well and what doesn’t. Use knowledge of tactics to develop a strategy for a game.
Understand the basic rules to play a game.
Maintain possession of a ball (with, e.g. feet, a hockey stick or hands).
Show ability to work together as a team and in some situations, lead a team.
Dance Follow a simple sequence and remember parts of the sequence.
Move with careful control and coordination.
Plan, perform and repeat sequences.
Move in a way appropriate to the sequence.
Create a simple sequence by linking basic moves together. Sequence movements together that begin to show understanding of an idea or a
Choose movements to communicate a mood, feeling or idea. theme.
Change speed and levels within a performance.
Develop physical strength and suppleness by practising more complex moves and
stretching.
Gymnastics Watch an action and repeat it with accuracy.
Move with some control and awareness of space.
Plan a sequence of actions.
Refine movements into sequences.
Put actions together to form a sequence. Show changes of direction, speed and level during a performance.
Travel by rolling forwards, backwards and sideways. Travel in a variety of ways, including flight, by transferring weight to generate
Begin to understand what a balance is and complete a range of bal- power in movements.
ances. Swing and hang from equipment safely (using hands).
Climb safely on equipment.
Jump in a variety of ways and land with increasing control and bal-
ance.
Athletics Sprint over a short distance using correct technique.
Begin to run over longer distances and think about pacing.
Develop different throws for different situations e.g. throwing underarm for
accuracy.
Develop standing jumps and five step jumps focusing on landing correctly and
safely.
Understand the concept of personal bests and how to develop and improve
them.
Spring 1 Spring 2
Year 3 - Rugby Year 3 - Cricket (coach)
Year 4—Rugby (coach) Year 4 - CricketYear 3
Assessment
National Curriculum Links Computing Computing
Information Technology
Create a presentation with slides with animations and transition effects. How do computers work?
Computer Science
Identify the uses of technology beyond school and discuss the reasons why they are helpful (e.g.
robots and simulations).
Understand how a computer stores data.
Understand the main hardware components of a computer system.
Understand how the internet works, including how it is structured and data travels along.
Digital Literacy
Use search engines effectively and narrow search results down.
Skill Skill Skill
I can use the functions of a computer. I can explain how the Internet works. I can use Google to search efficiently and narrow
results.
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
I know the main uses of Hardware I know hoe the Internet Internet Know how search engines Internet
computers and their role works. can be used to help us. To create a presentation with voice
in technology. Software Search Engine Search Engine notes that explains the children’s
I know the different I know how to narrow my
I know that all devices parts required to gain URL search using key words URL
learning on the ‘How do Computers
can be sorted into access to the internet. and filters. Work’ topic. The presentation is to be
different categories. DNS DNS played to an audience so that they can
I know the role of the see what has been covered.
I know the different different parts of an IP Address IP Address
roles of computers in the internet system.
world that we live in.Year 4
Assessment
National Curriculum Links Computing Computing
Digital Literacy
Explain how my online identity can be different to the identity presented in real life and describe Entering the digital world
the right decisions about how to interact with others and how others perceive us.
Recognise the need to be careful before sharing anything online.
Give reasons why you should only share information with people you choose to and can trust.
Explain what is meant by ‘trusting someone online’ and explain why this is different from ‘liking
someone online’.
Understand and give reasons why strong passwords are important and describe simple strategies
for creating and keeping passwords private.
Explain what bullying is and can describe how people may bully others.
Skill Skill Skill
I can recognise the need to be careful before sharing I can Explain what bullying is and can describe how I can Explain why you need to think carefully about how
anything online. people may bully others. content I post might affect others
Knowledge Vocabulary Knowledge Vocabulary Knowledge Vocabulary
Create a Google slides presentation
I know what my online Digital footprint I know what online Password I know the places where Password that includes information around the
identity is. bullying is . content might be posted key topics that have been covered.
Personal information Social media online. Social media These will include comic strips and
I understand that a I understand how it can
person’s online identity Privacy settings affect other people Cyberbullying I understand that the Cyberbullying
graphics that the children have
can be different to their online. content I post online created throughout the topic.
actual identity. Password Communication might affect others. Communication
I know what the rules to
I know that I should only follow are online. Hacking I know how the things I Hacking
share information with post might affect my
people I know. online image.Other Curriculum
Elements
Enterprise drivers RE
Year 3 - (Unit Title)
Key questions.
Year 4 - (Unit Title)
Key Questions
British Values and SMSC Jigsaw PSHE
Spring 1— Dreams and Goals
Spring 2— Healthy MeYou can also read
