Year 4 Autumn - Dragon Invaders ` Assembly: Who d Be a Viking? Come and join us for an exciting adventure through the eyes of the Viking invaders. Be amazed by our singing and acting. Witness what it was like to be on a Viking raid and join in with the celebrations while listening to a Viking saga. It will be an afternoon NOT to be missed. Craft a Viking longboat and then take it into battle Stare deep into a dragon s eyes in Art Star in their very own film trailer for a Viking myth
NON-FICTION WRITING: Genre-based planning (1 Term) Non-fiction text: Diary Entry The children will read about how Hiccup is not like other Vikings on the island and record diary entries for him, detailing his journey to becoming a dragon trainer.. Non-fiction text: Newspaper Report Using the Viking Invader as a stimulus along with How to Train Your Dragon, the children will write a newspaper report for Hiccup becoming a Dragon Trainer. The children will then use the Newspaper report format to write about a Viking invasion. Non-fiction text: Wanted Poster Using the ous spelling pattern, the children will create a WANTED poster for a dragon.they will use these for a class display. Text/Stimulus How to Train your Dragon The Viking Invader Non-fiction text: Non-chronological report Using the ideas from How to Train Your Dragon, the children will create nonchronological reports for different dragon species and then collect them together into a class book about dragons called, Beastly Dragons and Where to Find Them! Non-fiction curriculum objectives covered Using simple organisational devices [for example, headings and sub-headings] evaluate and edit by: Assessing the effectiveness of their own and others writing and suggesting improvements Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences Use the first two or three letters of a word to check its spelling in a dictionary Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although Using the present perfect form of verbs in contrast to the past tense Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition Using conjunctions, adverbs and prepositions to express time and cause
FICTIONAL WRITING: Genre-based planning (1 Term) Fiction text: Dragon description Using ideas gathered from the text and the Descriptosaurus book, the children will write a description of a dragon. Focus on powerful descriptive language. Fiction text: Character description Using information gathered from Beowolf, the children will write a character description of Grendel s mother. Fiction text: Opening to a Story The children will watch the opening to How to Train your Dragon and write the opening to a story. Fiction: Creating Image Poetry Fiction text: Viking Myth Explore the Viking myth of Beowolf, the children will plan and write our own Viking myth. Text/Stimulus How to Train your Dragon The Time Travelling Cat Beowolf The children will explore image poems through the dragon stimulus. This will focus on similes and metaphors. Fiction curriculum objectives covered When writing narratives, plan by: Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Organising paragraphs around a theme reate settings, characters and plot Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although Use the present perfect form of verbs in contrast to the past tense Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition Use conjunctions, adverbs and prepositions to express time and cause Use fronted adverbials Use commas after fronted adverbials Indicate possession by using the possessive apostrophe with plural nouns use and punctuate direct
FOUNDATION SUBJECTS PLANNING (1 Term) Science Y4 Science Unit: Living things / Animals including humans (discrete topic) To recognise that living 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 Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Human digestive system draw and label on blank T-shirts Journey of food through the body Salt dough teeth Food chains and food webs Habitats Animal adaptations Dangers to the environment Art and Design To use a sketchbook for collecting ideas and developing a plan for a completed piece of artwork To create different effects by using a variety of tools and techniques such as bleeds, washes, scratches and splashes The children will use shading and fine line drawing techniques to create dragon eye sketches, They will then use line drawings and water washes to create dragon artwork Draw the lines for the scales and use water wash to add a suggestion of colour Geography Understand why there are similarities and differences between places Demonstrate knowledge of features about places around him/her and beyond the UK Understand the effect of landscape features on the development of a locality Identifying where the Vikings came from and locating on a map. Using a map to show the routes that they took and where they settled Compare different areas and discuss reasons for leaving in terms of quality of life. History To study the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor To explore what Britain was like before the first Viking invasion To understand why the Vikings invaded (where they came from and where they settled) To find out about the Viking invasions of Britain and what made them successful To find out about the Viking settlements of Britain and how this affected the Anglo-Saxons To understand about Viking Gods and Goddesses To explore what life was like for Vikings living in Britain Non-chronological report about a Viking Longboat and a Viking longhouse children can choose which they want to focus on. Learn bout Alfred the Great and create a character profile about him. Viking runes Explore Viking life for a child and make comparisons between present day and Viking life. Viking crime and punishment Twinkl 1066 Battle of Hastings freeze frame to show the end of the era.
Design and Technology Use knowledge of existing products to design a functional and appealing product for a particular purpose and audience Create designs using exploded diagrams Use knowledge of techniques and the functional and aesthetic qualities of a wide range of materials to plan how to use them Apply techniques learnt to strengthen structures and explore his/her own ideas Topic Task The children will design and build a longship that can float. They will create a design brief and then think about materials and structure. The children will use our knowledge of longships to create a longship that aesthetically fits the Viking era. Computing The children will begin the year looking at E- Safety, with particular emphasis on password security. The children will learn how to set up a strong password. Through English and the links to myths, we will use A Tale Unfolds to create a film trailor for our Viking myths. The children will also be using diferent coding programs to write our own algorithms. This will culminate in the making of a Viking themed game in Scratch. French Music The children will be focusing on the Travelling to school topic, which will look at transport and local buildings and areas of interest. Sing as part of an ensemble with confidence and precision Play and perform in solo or ensemble contexts with increasing confidence Listen to and recall sounds with increasing aural memor Topic Task As part of our Viking assembly, the children will learn different Viking songs to perform to our parents.