Y3/4 Tudor Times


We are learning about animals including humans and in particular:

  • To describe the simple functions of the basic parts of the digestive system in humans;
  • To identify the different types of teeth in humans and their simple functions;
  • To construct and interpret a variety of food chains, identifying producers, predators and prey.


We are learning about the Tudors and in particular:

  • What life was like during Tudor times for both rich and poor;
  • The Tudor royal family, including Henry VIII and his wives;
  • Exploration during Tudor times;
  • Comparing health awareness and knowledge between Tudor times and the present day, including nutrition and dental health and hygiene.


:We are learning about the world and in particular:

  • Locating the world’s countries;
  • Human geography, including: economic activity including trade links, and the distribution of natural resources, including food;
  • Using maps, atlases, globes and digital/computer mapping to locate countries.


We are learning about art in the Tudor times and making portraits and in particular:

  • To produce creative work, exploring their ideas and recording their experiences about Tudor times;
  • To become proficient in drawing portraits and use other techniques for example: painting, craft and design techniques;
  • To evaluate and analyse creative works by other artists using the language of art, craft and design, focusing on Hans Holbein;
  • To know about great artists, craft makers and designers.

Design Technology

We are learning to make a pop-up book and in particular:

  • To research the content of pop-up books and those with moving parts;
  • To design and make a book that is finished to a high standard, with pages that incorporate moving parts, including linkages and levers;
  • To gain an understanding of linkage-type mechanisms through investigating a range of books;
  • To undertake focused practical tasks In order to develop further skills and understanding relating to the construction and assembly of a range of simple mechanisms that can be incorporated into a book with moving parts;
  • To develop their ability to work in groups as they make decisions about the book and share out tasks.


We are learning about Tudor food and in particular:

  • To cook a simple healthy dish related to that time;
  • To understand how the concept of healthy eating that we understand nowadays compares to the Tudor era.

Religious Education

We are learning about the main beliefs and history of Judaism and Hinduism and in particular:

  • To understand that Jewish people believe in one God;
  • To know that they worship God in a synagogue and at home;
  • To know that Jewish values include faithfulness, obedience and honesty;
  • To know that Jewish people believe they have a special relationship with God;
  • To understand that Hindus believe in one god, Brahman, who is given different names and forms;
  • To know that the symbol Aum represents the first sound of creation, and be able to recount the Hindu creation story;
  • To be able to explain the concept of karma.

Year 3 Computing

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

3.1 We are programmers – To programme 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 – To find and correct 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 – To develop 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 – To prototype 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 system;
  • To monitor the program for their toy.

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