Y3/4 Invaders


We are learning about rocks and in particular:

  • To compare and group together different kinds of rocks on the basis of their appearance and simple physical pr;
  • To recognise that soils are made from rocks and organic matter.

We are learning about states of matter and in particular:

  • To compare and group materials together, according to whether they are solids, liquids or gases;
  • To observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C);


We are learning about the Romans, Scots, Vikings and Anglo-Saxons and in particular:

  • How and why people came to settle in Britain;
  • The Roman Empire, including Queen Boudicca’s rebellion, how effective the Roman army was, significant features of Roman settlements;
  • The Roman Empire’s impact in Britain and things that were left behind;
  • The settlement of the Scots in Britain;
  • The Viking and Anglo-Saxon struggle for the Kingdom of England;
  • How archaeologists have discovered about their lives and what we can still see today.


We are learning about types of settlements and land use and in particular:

  • To locate the world’s countries, using maps to focus on Europe (Roman, Viking, Scots and Anglo-Saxon settlements) key physical and human characteristics, countries, and major cities;
  • To describe and understand key aspects of physical geography, including: climate zones, and vegetation belts and rivers and how these aspects help people to choose where to settle;
  • To describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water;


We are learning about patterns in Anglo-Saxon jewellery and Roman mosaics and in particular:

  • To produce creative work, exploring their ideas and recording their experiences about Anglo-Saxon and Roman art;
  • To become proficient in drawing and other techniques for example: painting, sculpture and other art, craft and design techniques – making Anglo-Saxon broaches and jewellery, Roman mosaics and pottery;
  • To evaluate and analyse creative works made by Anglo-Saxon and Roman artists and craft makers using the language of art, craft and design;
  • To know about craft makers and designers from the past.

Design Technology

We are learning to make money containers for collecting and keeping coins and in particular:

  • To learn how textiles containers eg purses, wallets and belt bags are designed for different purposes and different users;
  • To design patterns/templates, and join and reinforce fabrics;
  • To develop their designing skills when evaluating products ;
  • To use this information to generate their own ideas and identify design criteria;
  • To communicate their early ideas through modelling with paper or inexpensive fabric, and use decorative techniques eg dyeing and embroidery.


We are learning about what the invaders would have eaten and in particular:

  • To make a simple soup;
  • To make simple bread to accompany the soup;
  • To make Roman biscuits.

Religious Education

We are learning about the main beliefs and history of Christianity and Islam and in particular:

  • To understand that Christians try to live following the example of Jesus, and that they believe that Jesus was born to save humanity
  • To know that Jesus has been represented in different ways, and that the evidence on what is known historically about him comes mainly from the New Testament;
  • To know that the Church divides the year into ‘seasons’ that help believers to remember pivotal times in Jesus’ life and ministry;
  • To be able to name and discuss the central belief of Christianity (i.e. the resurrection;
  • To understand that Muslims believe in one god, who they call Allah and that Muhammad was Allah’s final messenger to humankind;
  • To be able to tell the story of the origin of the Qur’an and describe how and why it is treated in a special way by Muslims.;
  • To be able to list some of the pillars of Muslim belief;
  • To understand the importance of prayer in a Muslim’s life.

Year 3 Computing

We are learning about programming and computational thinking and in particular:

3.1 We are programmers – Programming an animation by learning::

  • To create an algorithm for an animated scene in the form of a storyboard;
  • To write a program in Scratch to create the animation;
  • To correct mistakes in their animation programs.

3.2 We are bug fixers – Finding and correcting bugs in programmes by learning:

  • To develop a number of strategies for finding errors in programs;
  • To build up resilience and strategies for problem solving;
  • To increase their knowledge and understanding of Scratch;
  • To recognise a number of common types of bug in software.

Year 4 Computing

We are learning about programming and computational thinking and in particular:

4.1 We are software developers – developing a simple educational game by learning:

  • To develop an educational computer game using selection and repetition;
  • To understand and use variables;
  • To start to debug computer programs;
  • To recognise the importance of user interface design, including consideration of input and output.

4.2 We are toy designers – prototyping an interactive toy by learning:

  • To design and make an on-screen prototype of a computer-controlled toy;
  • To understand different forms of input and output (such as sensors, switches, motors, lights and speakers);
  • To design, write and debug the control;
  • To monitor a program for their toy.

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