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( (4 " |, ( ,someone@example.com2Web Site Form Response@Your information was receivedFORMDATA.HTM Rhttp://example.com/~user/ispscript.cgi ( (' )f g h )Ji \kp[m   )J F Z Z   U& G Qu4  \ 'p j `( u  |4   J  |>     c@       |>      c@       |8     c@      |8     c@     =  |J  \ [8 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxD rhxshxFhThCh `h w&h CNh `h wh  Ch `Rh  w\h  Ch `h wh Ch `jh wth hCh `h wh [,h aNh eh \bh xKh O.h Lnh xJh h h  rh  h* xcth% Cޘh xC\h ԙh* ch- x`h*wh* >hCBh Ҟh, cܟh4 xxh3 `ܣh3wh3  h3  .h   Th* zhC Ch xh* Fh  h$ 4h? ch' crhD xܬh,   h, `0h,w4h, \h3 h3 xЮh3 h3 cBhB h3 xxxlޱh h? `h?wh? h? chZ CONTENTSfCompObj ^SummaryInformation( DocumentSummaryInformation8CHNKINK *TEXTTEXTQSTSHSTSHSSTSHSTSH\UASTSHSTSHVFDPPFDPPFDPPFDPPFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPCFDPC FDPCFDPC FDPCFDPC FDPCFDPC FDPC History Context As historians children learn about the Roman Empire and the impact on modern day Britain. They look at Roman conquest and rule. They understand the way of life of the Romans and understand Britain as part of the Roman Empire. They use historical skills to find out about the past. They learn about the Roman army, Julius Ceaser and invasion. National Curriculum - The Roman Empire and its impact on Britain, this could include: Julius Caesar s attempted invasion in 55-54 BC the Roman Empire by AD 42 and the power of its army successful invasion by Claudius and conquest, including Hadrian s Wall British resistance, for example, Boudica  Romanisation of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity Key Drivers Presentation - Children present their learning in a museum at the end of the unit and play a key role in this as curators, directors and reporters. Responsible, respectful and heathy citizens  children learn about conquest and rule in the Roman times and explore Julius Ceaser. They compare this to leadership today. Links This builds on their understanding of British history covered in year 3 through the Stone Age and Iron Age. This unit is the first part of a year 4 humanities curriculum that will allow children to not only compare ancient civilisations but carry out a modern European study, comparing the historical and modern geographical features of two European countries. Art Context As artists children study a Roman colosseum and sketch and draw a Roman column using charcoal and chalk. Children will learn to use varying pencil grades to create pattern and texture and will use their knowledge of space to add depth. National Curriculum Create sketch books to record their observations and use them to review and revisit ideas 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. Key Drivers Presentation Children present their art work in an art gallery. Link This unit develops children s drawing and sketching skills that they have gained from year 3. Children will now choose appropriate pencil grades using charcoal and chalk to add further texture to their masterpieces. Geography Context As geographers children learn about Mount Vesuvius and the disaster in Pompei in Ancient Rome. They study how volcanoes are created due to the natural environment. Children use world maps to identify volcanoes across the world and the countries most at risk. Children explore Roman buildings and architecture such as Hadrian s wall and contrast this to present day buildings focusing on human environments. Children explore land use and different types of settlements by looking at where the Romans chose to settle and identifying their reasons behind this. Key Drivers Sustainability children explore Roman buildings and architecture such as Hadrian s wall and contrast this to present day buildings focusing on human environments. Children explore land use and different types of settlements by looking at where the Romans chose to settle and identifying their reasons behind this. They link this to ensuring that buildings are sustainable. National Curriculum Location Knowledge - Locate Europe on maps (including the location of Russia), concentrating on its environmental regions, key physical and human characteristics, countries, and major cities - Hills, mountains and volcanoes - look at geographical regions and identify key topographical features Human and physical geography To describe and understand key aspects of physical geography, including: - mountains and volcanoes - human geography, including types of settlement and land use. Geographical skills and field work - To use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Links This unit develops children s knowledge of European countries following on from the study of Ancient Egypt and different climate zones in year 3. This unit moves on to a modern European study of Italy and Greece in the summer term, where children can apply their knowledge of Ancient Rome and Ancient Greece. Design and Technology Context As technologists, children explore Roman bullae, which was a small bag made from a soft, woven wool that many Romans wore round the neck. It contained a secret, lucky charm, perhaps a spell or a magic word. The children explore design alternatives and test fitness for purpose of materials before designing, making and evaluating their own bullae using their sewing skills. National Curriculum 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 accurately Evaluate evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Key Drivers Link This unit continues to develop children s stitching skills and techniques which they acquired in the summer term of year 3 through the use of a range of stitching techniques. These skills are essential for the following textiles unit in year 5, when children are required to apply these skills to join a variety of fabrics. Key Drivers R Responsible, respectful and healthy citizens - Children learn about conquest and rule in the Roman times and explore Julius Ceaser. They compare this to leadership today. E S Sustainability - Children explore Roman buildings and architecture such as Hadrian s wall and contrast this to present day buildings focusing on human environments. Children explore land use and different types of settlements by looking at where the Romans chose to settle and identifying their reasons behind this. They link this to ensuring that buildings are sustainable. P Presentation skills - Children present their learning in a museum at the end of the unit and play a key role in this as curators, directors and reporters. Children present their art work in an art gallery. E C Community involvement - Children present their learning in the style of a museum and art gallery at the end of the unit, which is displayed for another year 4 class in Delta. T The Basic Skills Reading skills are applied throughout the unit, through a range of primary and secondary sources. Writing skills are developed by children writing their own story set in the historical setting of Ancient Rome. At the end of the unit children produce a non-chronological report about the Romans using the knowledge they have acquired throughout the term. Maths skills are developed through the interleaving of content taught three weeks earlier using the topic as a context. Audience and Exhibition Museum exhibiting learning Trips/Experiences Theme day Key Questions Who were the Romans and where did they come from? Why did the Romans invade Britain? Who lead the Roman Empire? What did the Romans invent? How are volcanoes formed? What is the impact of a volcano erupting? Year 4 Autumn Term Purpose This unit continues to develop children s chronological understanding of British history throughout key stage 2. It chronologically follows on from the Stone Age and the Iron Age, which they have studied in year 3. This understanding will then be built upon further in the spring term, when they carry out a Modern European study comparing the Italy and Greece. The unit focuses on ??? ADD GEOG ICT Context In year 4, they will be building upon their computational thinking to design, write and debug programs. They will work with variables to enhance what they have worked on and they will use reasoning in order to detect errors and refine their work. National Curriculum To design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. To use sequence, selection and repetition in programs; work with variables and various forms of input and output To use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. To use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact (E-safety) Key Drivers T The basic skills. Preparing children with ICT skills to ensure they are ready for the next stage of their education putting them on the pathway to achieving qualifications. Link Using computational thinking, year 4s will use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs. They will use more advanced coding applications this year and build upon their skills that they learnt in year 3. This will then be built on in year 5 where they will begin to create and test their own software. Music Context As musicians the children should evaluate their chosen pieces and describe the beat/note/rhythm. They need to look at what silence and texture does to the piece and discuss why the composer may use these. They should discuss what might be occurring during these parts if they should see the film. They should then use a formal method of noting the music before composing and singing a song with the theme. National Curriculum Be aware of posture when performing Coordinate words and actions when singing/moving to music. Suggest suitable movement/actions Begin to understand layers of sound and the effect on mood Their opinion of the piece with explanation. Can they describe the beat/note duration/rhythms and the effect this has on the music? Can they evaluate the texture? Does the piece feel s full or sparse, what affect does the texture have on the music? How does the use of silence in the piece affect the music? Can the students begin to evaluate the composers intention from using silence? Key Drivers Presentation skills perform a Roman song in front of a green screen to show on the Academy website. Link This unit develops to use of rhythm and beat from Year three and allows the children to develop their knowledge of silence and rests to create an atmosphere. %TSH $*06<BHNTZ`flDefaultAJTSH(^v&r . 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