Milecastle Termly Planning. Term: Autumn Year Group: 4 Main Topic: Ancient Egypt. Subject Programmes of Study Teaching & Learning

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1 Milecastle Termly Planning Term: Autumn Year Group: 4 Main Topic: Ancient Egypt Subject Programmes of Study Teaching & Learning Living things and their habitats Recognise that things can be grouped in a variety of ways. Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment. Recognise that environments can change and that this can sometimes pose dangers to living things. KWL Mr GRENS Grouping Activity Explore living things in local environment start ipad books Classify living things in local environment. Branching database science Note this will be taught throughout the year. Sound Identify how sounds are made, associating some of them with something vibrating. Recognise that vibrations from sounds travel through a medium to the ear. Find patterns between the pitch of a sound and the features of the object that produced it. Find patterns between the volume of the sound and the strength of the vibrations that produced it. Recognise that sounds get fainter as the distance from the sound source increases. Recognise that sounds get fainter as the distance from the sound source increases Recognise sources of everyday sounds. Recognise how sounds are made, associating some of them with something vibrating Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel. Identify how sounds are made, associating some of

2 Ancient Egypt them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Recognise that vibrations from sounds travel through a medium to the ear Recognise that sounds get fainter as the distance from the sound source increases Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it history Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations Know characteristic features of past non-european societies; Gain and deploy a historically grounded understanding of abstract terms such as civilisation Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own Locate Egypt in time and place. Time line and map. Know about AE gods and goddesses names, purpose and images. Understand the importance of the pyramids to AE society Know about farming in Ancient Egypt methods and tools. Understand the significance of hieroglyphics Understand the process of mummification stages

3 structured accounts, including written narratives and analyses Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims Egypt Locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. and description. Understand about the Journey to the afterlife Know about the discovery of Tutankhamen s Tomb Locate Africa on variety of maps. Identify countries including Egypt. Identify landforms of AE and colour code on a map. Understand the Gift of Nile to Ancient Egyptian life. Know that there were three seasons in Ancient Egypt linked to Nile. geography Comparing North East England to Provence in France Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country. Identify the main cities, rivers and mountain areas on a map of the North east of England and the Provence region of France. Compare temperature and rainfall data of the two regions. Complete region fact files and use to create a PowerPoint presentation showing a comparison of the two regions.

4 Know that Jesus was a historical figure but there is no authentic visual image of him. To find out what Jesus was like. To find out about the teachings of Jesus. To explore the Hindu Festival of Diwali. To explore the Jewish Festival of Hannukah. Know that Advent means The Coming and relate to Jesus birth and Christmas. Know the meaning and story of Christmas Children draw own image of Jesus. Compare to images from historical sources. Children record three facts they know about Jesus. Children learn about Jesus and his beliefs. Understand who his disciples were and why he chose them. Consider why people came to listen to Jesus speak. Discuss meaning of parable and how Jesus used them to direct peoples thinking and pass on His messages. Focus on Good Samaritan. R.E. Understand the parable of the Prodigal Son. Draw father or son and label with emotions felt on reunion. Understand Diwali and know how it is celebrated today. Tell story of Rama and Sita. Complete comprehension. Discuss the significance of light in the Hindu festival of Diwali. Look at Rangoli patterns and create own. D.T. Generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Select from and use a wider range of tools and Discuss the significance of light in the Jewish festival of Hannukah. Make dreidel toy from card. Discuss the meaning of Advent. Understand the Nativity story. Retell in own Nativity booklets. Design and create bookmarks on papyrus using hieroglyphics Learn skills for cutting, scoring, folding and glueing card. To construct small individual 3D AE sarcophagi

5 art equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work To create sketch books to record their observations and use them to review and revisit ideas To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] Make clay Canopic jars focusing on cutting, shaping and joining. Design and make one of the Gods to form a lid for the jar. Observe features of frontalism and use in own drawings in that style. Draw and colour different AE gods. In sketch books use style to draw God/ess then enlarge for display. Design and create their own 3D AE sarcophagi. Create a clay Canopic Jar. digital literacy Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Children create a newspaper report set in Ancient Egypt. Make a story set in an imaginative world using the Ipads. P.E. Hockey Play competitive games, modified where appropriate Children taught to dribble at a jogging pace and pass a ball with good power and accuracy.

6 and apply basic principles suitable for attacking and defending Understand the game rules and show good agility when moving the ball with close control. Show an understanding of how to prevent the ball from being tackled. Have a basic knowledge of match related practices Circuits and Fitness Use running, jumping, throwing and catching in isolation and in combination Compare their performances with previous ones and demonstrate improvement to achieve their personal best. Timed stations focusing on intensity, time and time e.g. skipping, ladders, hurdles, squats, sit-ups and bench hops. P.S.H.E. Gymnastics Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] Friendships and Feelings I know how to make someone feel welcomed and valued and school. I know what it feels like to be unwelcome. Identify and use different body parts to balance on and know which combinations produce stable or unstable bases. Children balance and show specific body shapes with control and accuracy. They will move into and from balances with control and accuracy. In pairs they will create a sequence on balance showing planned variation in shape, speed and levels. Class Contract & School Council elections Story and drama activities relating to a new world Discuss what does it feel like when joining something new? Introduce coping strategies.

7 I can use the problem-solving process to solve a problem. I know how to join a group. I can predict how I am going to feel in a new situation or meeting new people. I can manage my feelings and can usually find a way to calm myself down when necessary. To be able to take a role in a group and contribute to the overall outcome. To discuss in a group how well we are working together. I can tell you lots of ways to give friendship tokens to other people. Look at relaxation techniques. Group work and cooperation; focus on roles within a group. Friendship activities. How do friendships change? Look at feelings detective poster. Re-cap anger as being like a firework and draw an anger map. Discuss calming strategies. Produce a mind map of what they know about keeping calm. Groups have different situations to solve using role play and list different solutions. Consider how build up to Christmas effects parents and families and how to help music I understand why it is important to calm down before I am overwhelmed by feelings of anger. I can tell you some ways I can stop myself being overwhelmed by feelings of anger. I know how it feels to be overwhelmed by feelings of anger. I can use peaceful problem solving. I can consider other people and help relieve their stress Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression Trumpets or Music Express Explore Rhythmic patterns Improvise rhythmic patterns. Learn to play melodic

8 Improvise and compose music for a range of purposes using the inter-related dimensions of music Listen with attention to detail and recall sounds with increasing aural memory ostinato in Chiacona. Invent two rhythmic ostinato which combine to make 7 beats. Perform the invented rhythm. Listen to a rap poem and create their own lyrics. Perform a rap with percussion accompaniment. Use and understand staff and other musical notations Appreciate and understand a wide range of highquality live and recorded music drawn from different traditions and from great composers and musicians Develop an understanding of the history of music. Exploring arrangements Compare 3 different accompaniments. Choose a favourite and join in. Listen to, play and perform Ki yow ah ji neh. Christmas performance rehearsals. educational visits / visitors Durham Oriental Museum We are scientists computing (which blocks are being covered?) Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs We are researchers and presenters

9 Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information