National Curriculum Non Core Subjects Year 4 Knowledge

National Curriculum- Non Core Subjects Year 4

Knowledge History The achievements of the early civilizations – ancient Egypt Where and when the ancient Egyptians appeared and understand why the river Nile was significant. Look at similarities and differences between ancient and modern Egypt. Recognise that there are different sources of information about ancient Egypt including artefacts, writing and buildings. Geography Art DT Computing Science PSHE RE Music To explain some of the features of art from historical periods - Ancient Egypt Mechanical systems: pullets, gears and levers We are software developers: a simple educational game Digestion Jigsaw – Being Me in my World What is new about Jewish new year? Shadufs Cranes We are toy designers: prototyping an interactive toy I know rhythm I know how to sing with accurate pitch. 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 – Charcoal drawings on papyrus paper Power it Up Electricity Use and interpret information about religions and beliefs from a range of sources. Why are festivals important to religious communities? Explore creatively the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them. Identify and begin to describe the similarities and differences within and between religion. I can perform a simple part rhythmically. I can sing songs from memory with accurate pitch.

Knowledge History archaeologist hieroglyph papyrus pharaoh philosopher pyramid scribe tomb artefact Geography continent country desert river climate Equator desert hemisphere Art background expression evaluate figure foreground form movement Observation profile shadow texture tone DT Beam Counterweight Crane Effort Force Gear Hand operated Hoist Leverage Machine Mass Mechanical advantage Mechanism Prototype Pulley Shaduf Suspended Computing debug input interface output program prototype repetition Variable algorithm debug input interactive output pitch prototype simulation Science anus canines digest energy food chain incisors large intestine molars oesophagus predator prey producer rectum saliva small intestine stomach tooth decay Appliances Battery Bulb Buzzer Cell Circuit Components Electricity Conductor Insulator Mains Metal Rechargeable Series circuit Switch Terminal Wire PSHE Included Excluded Welcome Valued Team Charter Role Job description School Community Responsibility Rights Democracy Reward Consequence Democratic Character Assumption Judgement Surprised Different Appearance Accept Influence Appearance Opinion Attitude Judgement Bullying Friend Secret Deliberate On purpose Bystander Witness RE Rosh Hashanah Hebrew Sundown Torah Synagogue Star of David Festival Christmas Diwali Eid Jewish New Year Music Beethoven Mozart Elgar Composer Pitch Ostinato Phrases Tempo Pulse Pentatonic Beginning Melody Actions Percussion Compose Improvise Unison Chord Interval Mood Major (happy) Minor (sad)

Explanation During this unit the class will be stepping back in time into Ancient Egypt The classroom will transform into Egypt. No geography will be taught in this unit of work.

History Knowledge Where did the ancient Egyptians appear? When dis the ancient Egyptians appear? What did the ancient Egyptians achieve? How do we know so much about the ancient Egyptians? Why was the River Nile so important to the ancient Egyptians? Vocabulary alphabet archaeologist citizens democracy hieroglyph marathon Olympic Games papyrus pharaoh philosopher pyramid scribe tomb National Curriculum - skill • • • Know where and when the ancient Egyptians appeared and understand why the river Nile was significant. Examine at similarities and differences between ancient and modern Egypt. Recognise that there are different sources of information about ancient Egypt including artefacts, writing and buildings. © Focus Education (UK) Ltd 6

Art Knowledge Vocabulary To explain some of the features of art from historical periods - Ancient Egypt. background expression evaluate figure foreground form movement observation texture tone To improve art and design techniques, including drawing, painting and sculpture with a range of materials for example, pencil, charcoal, paint, clay – Charcoal drawings on papyrus paper. Skill • To make papyrus and then draw on the paper using the media charcoal of a historical Ancient Egyptian image e. g. The weighing of the heart’. • Design a pectoral for the prince from Egyptian Cinderella. • Explore the techniques of ancient Egyptian artists © Focus Education (UK) Ltd 7

Design and technology Knowledge I can build a working model of a shaduf. I can design and build a crane to lift a block of stone Vocabulary Beam Counterweight Crane Effort Force Gear Hand operated Hoist Leverage Machine Mass Mechanical advantage Mechanism Prototype Pulley Shaduf Suspended Skills 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 Make • Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately 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 I can build a model of an Egyptian water clock © Focus Education (UK) Ltd 8

Computing Knowledge Vocabulary Skills • Develop an educational computer game using selection and repetition. • Understand use variables. • Start to debug computer programs. • Recognise the importance of user interface design, including consideration of input and output. debug input interface output program prototype repetition Variable • Design, write and debug programs that accomplish specific goals. • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output. • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. • Design and make an on-screen prototype of a computer-controlled toy. • Understand different forms of input and output (such as sensors, switches, motors, lights and speakers). • Design, write and debug the control and monitoring program for their toy. algorithm debug input interactive output pitch prototype simulation • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems. • Use sequence, selection, and repetition in programs; work with various forms of input and output. • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. Parents evening – have 2 computers out and let the parents see them and interact with them to see the children's learning. © Focus Education (UK) Ltd 9

Science – Digestion and Electricity A Year 4 Science 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 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 asimple 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. Vocabulary National Curriculum anus canine digest energy food chain incisor large intestine molar oesophagus predator prey producer rectum saliva small intestine stomach tooth decay Working Scientifically (LKS 2) i. Asking relevant questions and using different types of scientific enquiries to answer them. ii. Setting up simple practical enquiries, comparative and fair tests. iii. Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers. iv. Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. v. Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. vi. Identifying differences, similarities or changes related to simple scientific ideas and processes. vii. Using straightforward scientific evidence to answer questions or to support their findings. Appliances Battery Bulb Buzzer Cell Circuit Components Electricity Conductor Insulator Mains Metal Rechargeable Series circuit Switch Terminal Wire • Ask relevant questions and using different types of scientific enquiries to answer them – setting up simple practical enquiries, comparative and fair tests. • Gather, record, classify and present data in a variety of ways to help in answering questions. • Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. © Focus Education (UK) Ltd 10

RE A Year 4 RE What is new about Jewish new year? • Why are festivals important to religious communities? • National Curriculum Vocabulary Rosh Hashanah Hebrew Sundown Torah Synagogue Star of David Festival Christmas Diwali Eid Jewish New Year Use and interpret information about religions and beliefs from a range of sources. Explore creatively the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them. Identify and begin to describe the similarities and differences within and between religion. © Focus Education (UK) Ltd 11

PSHE Knowledge Vocabulary • I know my attitudes and actions make a difference to the class team • I know how to use my Jigsaw Journal • I understand who is in my school community, the roles they play and how I fit in • I understand how democracy works through the school council • I understand that my actions affect myself and others; I care about other people’s feelings and try to empathise with them • I understand how groups come together to make decisions • I understand how democracy and having a voice benefits the school community Included Excluded Welcome Valued Team Charter Role Job description School Community Responsibility Rights Democracy Reward Consequence Democratic • I understand that, sometimes, we make assumptions based on what people look like • I understand what influences me to make assumptions based on how people look • I know that sometimes bullying is hard to spot and I know what to do if I think it is going on but I’m not sure • I can tell you why witnesses sometimes join in with bullying and sometimes don’t tell • I can identify what is special about me and value the ways in which I am unique • I can tell you a time when my first impression of someone changed when I got to know them Character Assumption Judgement Surprised Different Appearance Accept Influence Appearance Opinion Attitude Judgement Bullying Friend Secret Deliberate On purpose Bystander Witness © Focus Education (UK) Ltd National Curriculum • • • I know how good it feels to be included in a group and understand how it feels to be excluded I try to make people feel welcome and valued I can take on a role in a group and contribute to the overall outcome I can recognise my contribution to making a Learning Charter for the whole school I understand how rewards and consequences motivate people’s behaviour I can take on a role in a group and contribute to the overall outcome I understand why our school community benefits from a Learning Charter and can help others to follow it I try to accept people for who they are I can question why I think what I do about other people I know how it might feel to be a witness to and a target of bullying I can problem-solve a bullying situation with others I like and respect the unique features of my physical appearance I can explain why it is good to accept people for who they are 12

Assessment for learning • The assessments should take place at the end of each taught unit or and the end of the topic • Assessments need to be linked to the knowledge objectives that have been taught. © Focus Education (UK) Ltd 13