Year 4 – What am I learning now? (Term 4 2021-22)

How we organise ourselves

Central idea

Communities can be created by invasion and settlement.

Lines of Inquiry –  an inquiry into

  • How the structures of societies shaped a culture (Form).
  • How decisions and laws influence democracy (Causation).
  • How invasion can lead to new communities (Connection).

Subject Focus

  • History
  • Computing
  • Music
  • Physical Education
  • PSHE
  • English (Reading, Writing and Spoken Language)
  • Physical Education
  • Religious Education

Provocation

  • Culture/Art: The children will design Olympic Gold, Silver and Bronze medals and create a dance for an awarding ceremony
  • Olympic: participate in a series of track and field events,where winners will be awarded with gold, silver, and bronze medals
  • Invasion: Trojan invasion war-like activity

Home Learning Opportunities

  • Compare your culture to another one of your choice.
  • Explain the importance of democracy in Britain today.
  • Evaluate who had the greatest influence on British society today (Romans vs Greeks)

Class Stories

  • ‘Who Let The Gods Out?’ by Max Evans
  • ‘Greek Myths: Retold and Illustrated’ by Marcia Williams

Transferable skills (approaches to learning)

  • Research – gathering, recording and presenting information.
  • Thinking – analysis of information.
  • Communication – speaking and listening to others.

Links to PSHE / SMSC

  • Appreciate the range of national, regional, religious and ethnic identities in the UK.
  • Consider the lives of people living in other places and people with different values and customs.

Key Vocabulary

Empire, marathon, Olympics, democracy, architecture, government, philosophy, sculpture, hoplite, Mt Olympus, amphitheatre, conquered, military, Europe and ancient.

Career Links

  • Historians
  • Actors
  • Poets
  • Sportsman
  • Cultural Secretaries
  • Government Advisors
  • Authors
  • Archaeologists
  • Museum Curators

Sharing Success

  • Present work via Class Dojo.
  • Work shared in floorbooks and on display.
  • Work celebrated during assemblies.

Outcome

The children will use their understanding of democracy to create a playground policy for a more structured playtime preventing disputes and disagreements.

Milestones covered in this Inquiry

Lead Inquiry Subject: History
  • I can study the Greek life and achievements and their influence on the Western world.
  • I can use dates and historical language in my work.
  • I can draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc.
  • I can use my mathematical skills to work out exact time scales and differences as need be.
  • I can describe historical events from the different period/s I am studying.
  • I can make comparisons between historical periods; explaining things that have changed and things which have stayed the same.
  • I can appreciate that significant events in history have helped shape the country we have today.
  • I can test out a hypothesis in order to answer a question.
  • I can use my mathematical skills to round up time differences into centuries and decades.
  • I can communicate knowledge and understanding orally and in writing and offer points of view based upon what I have found out.
  • I can begin to build up a picture of what main events happened in Britain/ the world during different centuries.
  • Explore the work of pioneers in classification?(e.g. Carl Linnaeus)
English
  • I can read and recite age-appropriate poetry which has been learned by heart?
  • I can discuss and develop initial ideas in order to plan and draft before writing?
  • I can evaluate my own and others’ writing; with direction, proofread, edit and revise?
  • Can I understand the interests of the listener?
  • Myths and legends (Write their own Greek Myth)?
  • Poetry-odes
  • I can write an instructional text (making Greek sandals)
  • I can write an information text (how Greek society communicates its beliefs)?
English Spoken Language/Grammar
  • I can make predictions and speculate on possible outcomes
  • I can speak clearly and fluently about a range of events.
  • I can use complex sentences to communicate clearly and explain further.
  • I can identify and use noun phrases expanded by the addition of modifying adjectives, nouns
  • I can use preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
  • I can use standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]
  • I can write all letters and digits are consistently formed and of the correct size, orientation and relationship to one another?
  • I can write spacing letters sufficiently so that ascenders and descenders do not meet?
  • I can appropriately joined letters consistently?
Maths
  • Four number operations
  • Times Tables up to 12 x 12
  • Fractions
  • Decimals
Science
  • I can use the scientific vocabulary related to states of matter?
  • I can compare and group materials together, according to whether they are solids, liquids or gases?
  • I explain what happens to materials when they are heated or cooled?
  • I can measure or research the temperature at which different materials change state in degrees Celsius?
  • I can make measurements to explain changes to the state of water?
  • I can identify the part that evaporation and condensation has in the water cycle?
  • I can associate the rate of evaporation with temperature?
  • I can work scientifically by grouping and classifying a variety of materials according to the impact of temperature on them?
  • I can work scientifically by explaining what happens over time to materials such as puddles on the playground or washing hanging on a line
  • I can set up a simple fair test to make comparisons?
  • I can plan a fair test and isolate variables, explaining why it was a fiar test and which variables have been isolated?
  • I can suggest improvements and predictions?
  • I can decide which information needs to be collected and decide which is the best way for collecting it?
  • I can plan and carry out an investigation by controlling variables fairly and accurately?
  • I can use test results to make further predictions and set up further comparative tests
  • I can obtaining and Presenting Evidence
  • I can explain my findings in different ways (display, presentation, writing)?
  • I can record more complex data and results using diagrams, classification keys, tables, bar charts, line graphs and models?
  • I can evaluate what I have found out using scientific language, drawings, labelled diagrams, bar charts and tables?
  • I can identify differences, similarities or changes related to simple scientific ideas or processes?
  • I can report findings from investigations through written explanations and conclusions?
Geography
  • I can explain how a locality has changed over time with reference to human features
  • I can find different views about an environmental issue.
Computing

Data Retrieval

  • I can capture images using webcams, screen capture, scanning, visualiser and internet? Chromebooks, iPads, photocopier
  • I can choose images and download into a file
  • I can download images from the camera into files on the computer?
  • I can be done with iPad and USB but need permission
  • I can copy graphics from a range of sources and paste into a desktop publishing program

Online Reputation

  • I can describe how to find out information about others by searching online
  • I can explain ways that some of the information about anyone online could have been created, copied or shared by others
Design & Technology
  • Do they know about an inventor, designer, engineer, chef or manufacturer who has developed ground-breaking products?
  • Do they know who designed and made the products?
  • Do they know where products were designed and made?
  • Do they know when products were designed and made?
  • Do they know why materials have been chosen?
  • Do they know what methods of construction have been used?
  • Do they know whether products can be recycled or reused
  • I can select materials and components suitable for the task
  • I can order the main stages of making
  • I can work confidently within a range of contexts – the wider environment
  • I can refer to their design criteria as they design and make
  • I can use their design criteria to evaluate their completed
Religious Education
  • I can make connections between some of Jesus’ teachings and the way Christians live today (A1)?
  • I can describe how Christians celebrate Holy Week and Easter Sunday (B1)?
  • I can give simple definitions of some key Christian terms 9eg gospel, incarnation, salvation) and illustrate them with events from Holy Week and Easter (A2)
  • I can identify the most important parts of Easter for Christians and say why they are important (B1)?
  • I can identify the most important parts of Easter for Christians and say why they are important (B1)?
  • I can make connections between the Easter story of Jesus and the wider ‘big story’ of the Bible (creation, the Fall, I can incarnation, salvation – see unit L2?2), reflecting on why this inspires Christians?
Music
  • I can perform a simple part rhythmically
  • I can sing songs from memory with accurate pitch
  • I can improvise using repeated patterns
  • I can use selected pitches simultaneously to produce simple harmony
  • I can explain the place of silence and say what effect it has
  • I can describe and identify the different purposes of music
PE

Fundamental Skills

  • Can I catch with one hand?
  • Can I throw and catch accurately?
  • Can I select and use the most appropriate skills, actions or ideas?
  • Can I move and use actions with coordination and control?

Goalball

  • Can I keep possession of the ball?
  • Can I move to find a space when they are not in possession during a game?
  • Can I make up their own small-sided game?
  • Can I vary tactics and adapt skills according to what is happening?

Tri-Golf

  • Can I hit a ball accurately and with control?
  • Can I explain why warming up and cooling down is important?
  • Can I explain why keeping fit is good for their health?