Year 4 Units with Literacy genres and Enrichment opportunities. Electrical Engineers(4 weeks)

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1 Year 4 Units with Literacy genres and Enrichment opportunities. Information texts: Instructions and explanations Electrifying science: Thinktank workshop Electrical Engineers(4 weeks) Science: identify common appliances that run on electricity construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit recognise some common conductors and insulators, and associate metals with being good conductors D.T. Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] apply their understanding of computing to program, monitor and control their products. Design a game that needs electricity to work. improvise and compose music for a range of purposes using the inter-related dimensions of music appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians develop an understanding of the history of music. Who was Daphne Oram? What did she do for music? Research the history of electronic music and listen to examples eg Dr Who and the sound effect of the tardis. Listen to examples of electro music: Use sound editing software Audacity to create an original piece of music. (see files saved in Year 4 folder) DT Week Information texts: persuasion Junior Doctors (4 weeks)

2 Visit from governors (a doctor and a dentist) Science: (Humans, including Animals) 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 Music and the Senses (Musical Moods) (link with music) Op Art. Subject Knowledge: This unit of work is not to be confused with Pop Art. Op art derives from the term: Optical Art. Op art, is a style of visual art that makes use of optical illusions. Fiction: myths and legends Information text: reports ( and mini sagas) Treasure Seekers (5 weeks) KES workshop Saxon Hoard visit (Birmingham museum) History: Britain s settlement by Anglo-Saxons and Scots (e.g. Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire; Scots invasions from Ireland to north Britain (now Scotland); Anglo-Saxon invasions, settlements and kingdoms: place names and village life; Anglo- Saxon art and culture; Christian conversion Canterbury, Iona and Lindisfarne) links, and the distribution of natural resources including energy, food, minerals and water (Look at why people re-settle now. Do work on the differences between emigration and refugees/seeking asylum. Compare to Saxons. Why did they move? What were the push/pull factors? Why are settlements positioned where they are? What did the Saxons look for? Look at a Saxon settlement names. Which of those places are successful settlements now? Then go into the modern human geography of one of these: look at trade, etc) Geographical skills and fieldwork: use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 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] about great artists, architects and designers in history Anglo-Saxon brooch Art week (Viking Sagas) Fiction: play scripts (Fiction: Myths and legends) Raiders! (5 weeks)

3 Freshwater theatre company production History: The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor (e.g. Viking raids and invasion; resistance by Alfred the Great and Athelstan, first king of England; further Viking invasions and Danegeld; Anglo-Saxon laws and justice; Edward the Confessor and his death in 1066) Viking design of long boats? Viking Saga songs ( Information texts: explanation Super Sonologists ( 4 weeks) Freshwater theatre company production Visit to Symphony Hall Science (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 features of the object that produced it find patterns between the volume of a sound and the strength of the vibrations that produced it recognise that sounds get fainter as the distance from the sound source increases 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 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians Good Vibrations project (Musical moods.) How do different instruments make different quality sounds? Benjamin Britten s Young Person's Guide To The Orchestra Sounds of Music (Musical Moods) DT: Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work understand how key events and individuals in design and technology have helped shape the world Technical knowledge

4 apply their understanding of how to strengthen, stiffen and reinforce more complex structures understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] apply their understanding of computing to program, monitor and control their products. Design and make an instrument that can be played at low or high volume or high and low pitch. Language week Information text: reports Wild Water (5 weeks) Sarehole Mill visit (Focus on rivers, settlements on rivers, trade routes and the river habitat) describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle links, and the distribution of natural resources including energy, food, minerals and water (Water Aid) Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Science: (Living Things and their Habitats) 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 Science: (States of Matter) compare and group materials together, according to whether they are solids, liquids or gases 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) identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Public sculpture Before this unit, ask children to collect plastic bottles, plastic bags, Ensure that you have garden canes, wire, old umbrellas, string- any recyclable materials- that are weatherproof In this unit children explore sculpture in public buildings and spaces and how an environment can be transformed by art around it. They explore and use shape, form, colour and pattern to make a maquette or model of a sculpture for a site in the school or the local area. They compare the ideas, methods and approaches used in the work of different sculptors. Handel s Water Music

5 Information text: report and persuasion Newspaper reports Stories from other cultures. Visit Barston sewage works Water Aid workshop Environmental Engineers (6 weeks) (Focus on what we use water for and how we get it. Look at the problems of water distribution around the globe: focus on Water aid. Look at where Birmingham gets its water from and why. Find out what happened in Birmingham during the industrial revolution. Compare to developing nations now.) describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle links, and the distribution of natural resources including energy, food, minerals and water (Water Aid) Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. DT: Bridges Tessellation: Print and Textiles Children will explore how geometric patters are used in different cultures -and by different artists to create illusions. This unit would support the Literacy unit on stories from different cultures. Tessellation can also be achieved using the copy, paste and rotate options in paint using ICT. Singing in the Rain Raindrops Keep Falling on My Head

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