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( (4 " |, ( ,someone@example.com2Web Site Form Response@Your information was receivedFORMDATA.HTM Rhttp://example.com/~user/ispscript.cgi ( (' Jf g h )Ji h^kp[m   )J F      -  RC o h^ Up j `( )  |4   )  |>     h@     д  |>      h@     u  |8     h@     [  |8     h@     [  |,  \ [ xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxD rbhxsfhxFjhTnhCrh `h wh Ch `h wh  Ch `h  w(h  CPh `h wh Ch `6h w@h hhClh `h wh [h ah eh \ h xKh O֑h Lh xJh h Dh  h  Hh* xch% Ch xCh |h* cPh- x`h*wh* hCh zh, ch4 xxVh3 `h3wh3  h3  ֤h   h* "h$ <h> Cbh ڥh* h  cܦhB xcFh' lh hh3 h,  έh, `h,wh,  h3 Zh3 xh3 ίh3 xxxxx h@ .h@ `\h@w`h@ h@ c\hZ CONTENTSCompObj ^SummaryInformation( ^DocumentSummaryInformation8      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\_`abcdefghijklmnopqrstuvwxyz{|}~CHNKINK )TEXTTEXT8JSTSHSTSH8L|STSHSTSHM:@STSHSTSHFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPCFDPC FDPC History Context As historians children study the early civilisation Ancient Egypt. They understand the location of Ancient Egypt in time and place and study the way of life in Ancient Egypt. They explore the factual evidence of the tombs, pyramids, mummies and burial sites. They learn about the importance of artefacts in helping us find out about the facts. They find out how Howard Carter, the British archaeologist, helped us through his discovery of Tutankhamen s tomb in 1922. National Curriculum The achievements of the earliest civilizations  an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China Key Drivers Responsible, respectful and healthy citizens - Children explore the belief system of the ancient Egyptians, investigating the many deities and what each one represented. Children learn about pharaohs as leaders and explore what a good leader does. Presentation skills - Children present their learning at the end of the unit in a museum style showcase. The children play the role of tour guides and talk about what they have learned throughout the unit. Links This unit continues to develop children s understanding of the chronology of history. They study the early civilisation of Ancient Egypt, following on from the prehistorical period of the Stone Age, Bronze Age and Iron Age studied in the autumn term in order to widen their knowledge of life in Ancient times beyond Britain. This unit is followed by Romans in the autumn term of year 4 to further develop their chronological understanding of British history. Art Context As artists, children research cartouches. They learn that the ancient Egyptians used cartouches to record their names, particularly after death. Children learn about hieroglyphics and translate their own name. They design their own cartouches and use modelling clay to make an oval shaped cartouche with hieroglyphics carved into it. They explore the different colours used and identify specific colour schemes. They paint their cartouche and give it a realistic effect. National Curriculum 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 sculpture with a range of materials Links In this unit children improve their mastery of painting by further exploring the colour spectrum and moving on to mixing paints to create tertiary colours. Their colour vocabulary begins to develop as they learn about colours swatches and they learn about the properties of different paint and how these alter your masterpieces when using them on different surfaces, such as clay. Key Drivers Presentation skills - Children display their cartouches in their museum showcase with captions explaining cartouches in Egyptian times and translating children s hieroglyphics. Geography Context As geographers, children study where Egypt is using geographical vocabulary to describe it. They study the physical features of the Egyptian landscape and find out how it impacted on people s lives in Ancient Egypt. They complete an in-depth study in to the River Nile identifying the importance of the Nile to ancient Egyptian settlements. They explore how they used the Nile for farming, fishing, trading, funerals and everyday life. National Curriculum Location Knowledge locate the world s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Human and Physical Geography Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Key Drivers Links In the following year, children build upon their knowledge of human geography when they study Romans and explore land use and different types of settlements by looking at where the Romans chose to settle. This unit is followed on by a unit which focuses on physical geography and countries other than Britain developing children s geographical knowledge of the world. Design and Technology Context As designers, children research the diets of the ancient Egyptians and what the main part of their diet was. They explore whether this was a healthy, balanced diet. They compare the bread to today by taste testing and analysing different types of bread. They follow a recipe safely and hygienically to make Egyptian bread. They have the opportunity to add to the recipe to make the bread more exciting linking to their evaluation of bread today. National Curriculum Understand and apply the principles of a healthy and varied diet Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques 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 Links In this unit children continue to develop their food technology skills, following on from making sandwiches in year 2. They now move on to baking by following a recipe. The skills they develop in this unit, where they make dough, will be built upon in year 4 as they will use their dough making skills to make pizza bases. Key Drivers Key Drivers R Responsible, respectful and healthy citizens - Children explore the belief system of the ancient Egyptians, investigating the many deities and what each one represented. Children learn about pharaohs as leaders and explore what a good leader does. E S P Presentation skills - Children present their learning at the end of the unit in a museum style showcase. The children play the role of tour guides and talk about what they have learned throughout the unit. E C Community Involvement - The museum showcase event at the end of the term is open to parents, carers and families of the pupils. T The Basic Skills Reading skills are applied throughout the unit, through a range of historical sources. Writing skills are developed by children writing a newspaper report about the discovery of Tutankhamen s tomb. At the end of the unit children produce a non-chronological report about Ancient Egypt using the knowledge they have acquired throughout the term. Maths skills are developed through the interleaving of content taught three weeks earlier using the war as a context. Audience and Exhibition Museum showcase event Trips/Experiences Egyptian workshop Egyptian dress up day Key Questions Where is Egypt and how does it compare to our country? Who were the ancient Egyptians? Why did the ancient Egyptians choose to live by the River Nile? How was Egypt discovered? What have archaeologists discovered? Who were the Gods, Goddesses and Pharaohs? What is it like inside an ancient tomb? Why was mummification used and is it an effective technique? Year 3 Spring Term Purpose This unit continues to develop children s understanding of the chronology of British history. They study the early civilisation of Ancient Egypt, following on from the prehistorical period of the Stone Age, Bronze Age and Iron Age studied in the autumn term in order to widen their knowledge of life in Ancient times beyond Britain. In the following year, children build upon their knowledge of human geography when they study Romans and explore land use and different types of settlements by looking at where the Romans chose to settle. This unit is followed on by a unit which focuses on physical geography and countries other than Britain developing children s geographical knowledge of the world. ICT Computing Context For this term, year 4 will extend their knowledge of digital media. They will continue to source images and use refined searches to find images around Ancient Greece. They will embed their skills with taking photographs and using technology alongside these. They will have an end goal of using these images to form a short animation or slideshow. National Curriculum To use technology safely, respectfully and responsibly To select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information Links Last year, they developed their digital media skills by taking some of their own images and them uploading them to be able to use. This year, they will use these skills in order to help them create a short animation or slideshow. This will also use a combination of photos and found images which have been gathered using a refined search. 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