BedlingtonStation PrimarySchool

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  • 1A The TIME Institute
  • 1B Portal Design
  • 2A Flowerton Museum
  • 2B Portal Travel
  • 3A Station Studios
  • 3B Portal Press

Station Studios:

Portal

Year 4 Term 3A

CONTEXT

TV Producers

BROADENING EXPERIENCE

No visit

CLASS READER

Short Stories (Sagas)

Oracy Development Opportunities

ENGLISH

Focus Narrative:

Saga (200 words)

Key Text/Stimulus:

Skellig  

Focus Non-Narrative:

Script writing

Key Text/Stimulus:

Science - Crankpot TV

Curriculum support genres:

Script writing

Hot-seating, debate around issues

Perform scripts

ART

Medium:

Sketchbooks

Feedback, sharing ideas

Artist:

Various - Sketch book development

RE

Jigsaw RE

Do people need to go to church to show they are Christians?

Northumberland Agreed Syllabus - Unit L2.1 What do Christians learn from the Creation story?

Discussions, sharing ideas/views

What is Baptism? Baptism is generally a rite for babies although adults can choose to be baptised later in life. It confers the name of the person and their part in God’s family.

How do Churches help remind Christians of their beliefs?Churches frequently have art or symbols which may remind Christians of their beliefs or the life of Jesus or other figures from the Bible or later saints. These can help the Christian focus when in church which they may find more difficult e.g. at home where there are more distractions.

HISTORY

Role Play as Egyptian

Hot-Seat/Freeze-frame

National Curriculum:

the achievements of the earliest civilisations

Content:

Ancient Egypt

What was life like in early Egypt?Ancient Egypt was split into two kingdoms (Upper and Lower Egypt) which were unified, and the crowns of their leaders were amalgamated into the typical crown of pharaohs.The ancient Egyptian hierarchy (farmers and slaves, craftsmen, merchants, scribes, soldiers, nobles and priests, pharaohs).The river Nile was central to ancient Egyptian life and settlements were largely focused on its banks for farming, fishing, transport and health.

What are hieroglyphics?The ancient Egyptians used a script called hieroglyphics to record stories and depict scenes from daily life and the afterlife. Scribes were specially trained for up to five years to be able to write in hieroglyphics and they were often the children of previous scribes. Everyday Egyptians would not have been able to read or write- this was usually only pharaohs, scribes and priests/nobles. Hieroglyphics don’t include vowels.

What did the Ancient Egyptians believe?The ancient Egyptians were polytheistic (believed in several gods). Ra (the sun god) was the most important God in the Old Kingdom. They believed he created all life. Bastet was the protector of the Lower kingdom, and was believed to protect against disease and evil. She was also associated with pregnant women. Sekhmet was the warrior goddess associated with healing and would protect soldiers in battle. Each god ruled an aspect of life (such as the river Nile, food and crops, medicine etc). Sun temples were built to honour Ra and this is where ancient Egyptians would worshipThe centre of each temple had an obelisk

What did the Ancient Egyptians believe happened when you die?Most Egyptians only lived to be around 30, so the afterlife was very important to them. They used mummification to prepare the deceased for their journey to the afterlife, including removing their organs, covering them in resin, drying their bodies and wrapping them in cloth. Their organs were placed into specific canopic jars allocated by a god to protect them. In the afterlife, they believed that your heart would be weighed against a feather. If you had lived a good moral life, your heart would be lighter than the feather and you would pass into the afterlife.

How were the pyramids built?Pyramids are tombs for the most important people in Ancient Egyptian life (pharaohs, high priests)The largest pyramid was the Pyramid of Giza, which was build for Pharoah Khufu during the Old Kingdom- it was the tallest structure in the world for more than 3800 years.There were different chambers within the pyramid structure (King’s chamber was for the pharoah’s body, Queen’s chamber for his wife, and a grand gallery for all of their treasures and possessions). Skilled artisans built the pyramids (rather than slaves) and a system of pulleys and dragging ropes were used to haul the stones upwards.

GEOGRAPHY

National Curriculum:

No focus

PE

Real PE Unit:

Unit 5

Cog Focus

  • Physical Skills

Fundamental Movement Skills

  • Agility: Reaction/Response
  • Static Balance: Floor Work

Sport:

Tennis

Dance

Feedback, sharing ideas, coaching

DT

National Curriculum:

Focus objectives:

DESIGN OBJECTIVES

MAKE OBJECTIVES

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Content:

Sets and props related to science for Crankpot TV  

 

discussions, giving instructions, feedback

SCIENCE

National Curriculum:

Sound

identify how sounds are made, associating some of them with something vibrating

recognise that vibrations from sounds travel through a medium to the ear

find patterns between the pitch of a sound and features of the object that produced it

find patterns between the volume of a sound and the strength of the vibrations that produced it

recognise that sounds get fainter as the distance from the sound source increases

Discussion - predictions. Exploring voice, sharing ideas

WOW! Wonder Launch

How is sound created?

Gather a selection of instruments for the children to make sounds with (For example: Drum with paper clips on, tuning fork and water, Xylophone etc). Children to make observations when sound is made compared to when the instruments are silent. Do they notice any movements?

 

Investigations:

String TelephoneSound vibrations - louder and quieterSound insulating

 

 

How are sounds made? Sounds are made when objects vibrate, and these vibrations create sound waves that travel to our ears.

How do vibrations from sounds travel to the ear?Vibrations travel through a medium, like air, water, or solids, as sound waves until they reach the ear, where they are interpreted as sound.

What is the relationship between the pitch of a sound and the object that produced it?The pitch of a sound depends on the size, shape, and tension of the vibrating object; for example, shorter or tighter objects create higher-pitched sounds, while longer or looser objects create lower-pitched sounds.

How does the volume of a sound relate to its vibrations?The volume of a sound is determined by the strength of the vibrations; stronger vibrations create louder sounds, while weaker vibrations create softer sounds.

Why do sounds become fainter as you move further away from the source?Sounds become fainter with distance because the sound waves lose energy as they spread out and travel through the air.

COMPUTING

National Curriculum:

Computer Science

Logo (PM Unit 4.5)

Information Tech

Making Music (PM Unit 4.9)

iMovie - recording episodes of Portal

Recording music/voice over, discussions, explanations

MUSIC

Steel Pans

SPANISH

Language Angels Unit

Core Vocabulary & Phonetics:

  • Recap Previous Vocabulary

 

Intermediate Language Unit (6 Lessons):

  • Que Tiempo Hace? (The Weather)

 

 

Planning Link

Planning Link

Speaking aloud