Enjoy and Achieve: Archive and Modern Film Clips and Hands on Experience Have Been Planned

Enjoy and Achieve: Archive and modern film clips and hands on experience have been planned in order to really bring this topic alive for the children. By trying their own archaeological dig they will get a real insight into what it is like for archaeologists when they uncover treasure. At the museum they will see a real Egyptian mummy and learn about the processes of mummification, again bringing the history books to life and deepening the learning.

• Assistance with trips

• planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
• taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
• recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
• using test results to make predictions to set up further comparative and fair tests
• reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations
• identifying scientific evidence that has been used to support or refute ideas or arguments.

• identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
• describe the ways in which nutrients and water are transported within animals, including humans.

• identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
• recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

• Children researching and annotating diagrams to show adaptations to environment of desert animals
• Research on transport of water and nutrients around the body.
• Experiments on the effects on the body of getting hot.
• Dataloggers for temperature.

• Scaffold withdrawn from group work.
• Predictions draw on past experience. Simple knowledge and understanding used.
• Three measurements taken routinely. Adults introduce scanning results for abnormal readings.
• Oral communication moves from description to explanation.

• I can explain how certain animals are adapted to their environment
• I can begin to explain how these adaptations are part of evolution – survival of the fittest
• I can explain how circulatory systems work.

• To continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
• To note connections, contrasts and trends over time and develop the appropriate use of historical terms.
• To regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
• To construct informed responses that involve thoughtful selection and organisation of relevant historical information.
• To understand how our knowledge of the past is constructed from a range of sources.
• 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

• Children generating questions and conducting research using different sources of information.
• Children explaining the main achievements of that civilisation
• Report writing about discoveries

• Compare accounts of events from different sources – fact or fiction.
• Confidently use library and e-learning.
• Compare life in early and late times.
• Produce chronologically structured work.

• I can use my observations and research to answer questions about the past.
• I can put the Ancient Egyptians on a time line and use appropriate dates and terms.
• I can use different sources of information for my research.
• I can link the discoveries of the past to my knowledge of the present day.
• I can summarise aspects of the Ancient Egyptians in a variety of presentational formats.

• 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)

• 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

• 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

• Locating and labeling main features of River Nile
• Physical and human processes affecting the river system and flood plains
• ????

• Use four figure grid references to locate places.
• Describe the character of an environment in different parts of the world.
• Ask questions about the past and the future.
• Use 8 compass points.
• Draw maps with a scale.

• I can explain the importance of the River Nile to Egypt
• I can explain the physical processes that affect the River Nile
• I can explain the human processes that affect the River Nile

• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• 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
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• 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.
• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

• Children write a algorithm using variables and loops to create a maze game, targeted for a given audience
• Children choose the most appropriate program for the task and can explain their reasoning
• Children are able to debug their programs by identifying the problem and making appropriate changes, keeping a record of their computing work
• Children research archaeological finds using the internet and simulations
• Children apply their presentation skills, combining text, images, video and animation when publishing their written work.

• Write an algorithm that includes variables and loops
• Tailor the context of the algorithm to suit a given audience
• Test the program and debug it as necessary
• Search using Boolean search strategies- and, or, not, and not

• Skim read information and modify search strategies.
• Copy and paste text and images from Internet to word processing package.
• Can change page setup and choose formatting effects to suit the given task
• Choose their own program to perform a task.

• I can design programs that accomplish specific goals
• I can design and create programs
• I know how to debug programs that accomplish specific goals
• I can use repetition and variables in programs
• I use logical reasoning to detect and correct errors in programs
• I appreciate how search results are selected
• I can select a variety of software to accomplish given goals
• I know how to select, use and combine internet services
• I can analyse and evaluate information
• I can collect and present data
• I can identify a range of ways to report concerns about content
• I can recognise acceptable/unacceptable behaviour

• 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

• select from and use a wider range of tools and equipment to perform practical tasks [forexample, 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

• 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 – what were the technology/ tools/ materials in Ancient Egypt?