Year 4 Spring Term Anglo Saxons
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1 Year 4 Spring Term Anglo Saxons Subject Spring 1 Spring 2 History (Teaching Geography) Anglo Saxons Investigate and interpret the past Describe different accounts of a historical events, explaining some of the reasons why the accounts may differ Suggest causes and consequences of some of the main events and changes in history Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. Suggest suitable sources of evidence for historical enquiries. Suggest causes and consequences of some of the main events and changes in history. Build an overview of world history Give a broad overview of life in Britain from ancient until medieval times Compare some of the times studied with those of other areas of interest around the world Describe the characteristic features of the past including ideas, beliefs, attitudes and experiences of men, women and children. Understand chronology Understand the concept of change over time, representing this, along with evidence, on a time line. Communicate historically Use appropriate historical vocabulary to communicate, including dates, time period, era, change, chronology. Resources
2 Geography Rivers (Teaching History) Location Knowledge Ask and answer geographical questions about the physical and human characteristics of a location Explain own views about locations, giving reasons Name and locate counties and cities of the UK, geographical regions and identifying human and physical characteristics including hills, mountains, cities, rivers, key topographical features and land use patterns; and understand how some of these aspects have changed over time Name and locate the countries of Europe and identify their main physical and human characteristics Name and locate the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones. Describe some of the characteristics of these geographical areas. Place Knowledge Describe geographical similarities and differences between countries Human and Physical Geography Describe key aspects of Physical geography, including rivers, mountains, volcanoes and earthquakes and the water cycle Human geography, including settlements and land use Geographical skills and fieldwork Use the most appropriate source (e.g. maps, atlases, globes and digital/ computer mapping) to locate countries and describe features Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies. Use the eight points of a compass, four Resources
3 Science Working scientifically Ask relevant questions. Gather, record, classify and present data in a variety of ways to help in answering questions. Identify differences, similarities or changes related to simple, scientific ideas and processes. Make accurate measurements using standard units, using a range of equipment, e.g. thermometers and data loggers. Record findings using simple scientific language, drawings, labelled diagrams, bar charts and tables. Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. Set up simple practical enquiries and comparative and fair tests. Use results to draw simple conclusions and suggest improvements, new questions and predictions for setting up further tests. Use straightforward, scientific evidence to answer questions or to support their findings. States of matter Sates of matter Compare and group materials according to whether they are Solids, Liquids or Gases. Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
4 Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which it happens in degrees or celcius. Art Skills progression: Pattern Roaming Rivers Colour mixing and matching; tint, tone, shade Observe colours suitable and think carefully about the equipment for the task. Use colour to reflect mood. Roaming Rivers Colour - Objectives Colour and Paint specific Use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. Mix colours effectively. Use watercolour paint to produce washes for backgrounds then add detail. Experiment with creating mood with colour. Resources
5 DT DT Progression of Skills Make a Water Wheel (Mechanical systems) How to generate ideas considering the purposes for which they are designing. To develop a clear ideas of what has to be done, planning how to use materials, equipment and process, and suggesting alternative methods of making the first attempts fail. To select appropriate tools and techniques for making their product. To join and combine materials and components accurately in temporary and permanent ways. To evaluate their work both during and at the end of the project To use mechanical systmes, such as pulleys, lebers and linkages. Objectives Design with purpose by identifying opportunities to design. Make products by working efficiently (such as by carefully selecting materials). Refine work and techniques as work progresses, continually evaluating the product design. Use software to design and represent product designs. Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears).
6 Resources R.E. Belief in the community explore religious stories that identify how believers are expected to behave explain the significance and use of symbols and artefacts in rites of passage consider how they are expected to behave and where these rules come from compare the symbolism associated with rites of passage in three faiths Resources SMSC SMSC runs through all areas of the curriculum. Themes such as anti-bullying week, E-safety week. Personal safety, Stranger Danger.
7 Assemblies to have a SEAL theme that is reflected through whole school approach. P.E. Dance Outdoor and Adventurous Activities Change speed and levels within a performance Create dances and movements which convey a definite ideas Arrive properly equipped for outdoor and adventurous activity Understand the need to show accomplishment in managing risks Show an ability to both lead Gymnastics Plan, perform and repeat sequences. Move in a clear, fluent and expressive manner. Refine movements into sequences. Show changes of direction, speed and level during a performance. Travel in a variety of ways, including Invasion games Throw (pass) and catch with control and accuracy. Choose appropriate tactics to cause problems for the opposition. Follow the rules of the game and play fairly. Maintain possession of a ball (with,
8 Develop physical strength and suppleness by practicing moves and stretches. Move in a clear, fluent and expressive manner. and form part of a team Support others and seek support if required when the situation dictates Show resilience when plans do not work and initiative to try new ways of working Use maps, compasses and digitial devices to orientate themselves flight, by transferring weight to generate power in movements. Show a kinaesthetic sense in order to improve the placement and alignment of body parts (e.g. in balances experiment to find out how to get the centre of gravity successfully over base and organise body parts to create an interesting body shape). Swing and hang from equipment safely (using hands). e.g. feet, a hockey stick or hands). Pass to team mates at appropriate times. Lead others and act as a respectful team member. Plan, perfom and repeat sequences. Remain aware of changing conditions and change plans if neccessary Refine movements into sequences.
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