'Lighting the Sparks'
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Year 4

Autumn Term 2023


How much power is too much power?

Ancient Egypt

In this unit, children learn about how early civilisation started within Egypt. They shall discover how the upper and lower kingdoms joined together to create the Ancient Egypt of the Old Kingdom. The children will compare the Egyptian time period to Neolithic in Britain, to find out what was happening at the same time and how these two civilisations compared. The children will then discover all about the Egyptian gods, what Ancient Egyptians believed about the afterlife, how the pyramids were built and who the greatest pharaoh was in all of Egypt’s history.

Ancient Greece

This unit looks at the Ancient Greeks and their achievements from around 3000 BCE to the reign of Alexander the Great around 330 BCE. The first lessons focus on the Minoans and how they began to trade in early Greece. The children will also think about and discuss how we know about the early Greeks, by looking at excavation evidence and what this tells them. The next few lessons in the teaching sequence focus on life in Athens and Sparta, the Persian invasion and the impact this had on life in the city-states. The final few lessons look at the leadership of Ancient Greece under the rule of King Philip ll and then Alexander the Great. Children will conclude their learning with a final response to the main historical enquiry, ‘What were the greatest achievements of Ancient Greece?

How we'll be doing it...

Wow day

Wednesday 13th September

Children will take part in lots of fun and crafts around the Ancient Egyptian and Ancient Greek times. We will be creating mummies, masks, pots and buildings that represent these times. Would be a great help if children could supply empty toilet roll cardboard tubes (as many as possible) and if anyone could spare toilet roll (full) would be a great help as we will be using these in our activities.

Authentic outcome

The children will construct their own mechanical car for a user. The children will use their electricity knowledge to support this unit. The car design will be built for purpose as they will have a scenario in which they have to create the car to suit the needs of the user. Their car will be for a childminder, school caretaker, a football team or an old lady.

Autumn trips

Trip to Chill Factor in Manchester in Autumn 2


In the first half term, the children will focus on place value. The children will recap learning from last year before learning the foundations that will support them throughout year 4. In the second half term, the children will then start to apply these skills to add and subtract then multiply and divide.



During this unit of work, children will learn to sort common electrical appliances into battery and mains powered. They will construct simple series circuits containing a variety of components and understand the difference between complete and incomplete circuits. They will be able to identify whether or not a bulb will light in a simple series circuit and put forward ideas to fix incomplete circuits. The children will plan and conduct an investigation to discover which materials make good insulators and design, construct and test their own switches.

Animals including humans

During this unit of work, children will learn about the importance of the digestive system. They will learn the names and functions of each part of the system and be able to identify the different types of teeth in humans and their purpose. The children will plan and conduct an investigation to answer the question: which drink causes the most tooth decay? They will extend their knowledge of food chains by constructing and interpreting a variety of food chains, identifying producers, predators and prey.


Growth mind set and Families and relationships

To identify characteristics of growth and fixed mind-sets. To suggest ideas to help develop a growth mind-set.

Learning that families are varied and differences must be respected; understanding physical and emotional boundaries in friendships; exploring: the roles of bully, victim and bystander; how behaviour affects others; manners in different situations and learning about bereavement



Pupils focus on creating characters and narrative through movement and gesture. They gain inspiration from a range of stimuli, working individually, in pairs and small groups. In dance as a whole, pupils think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts.


Pupils will improve on key skills used in dodgeball such as throwing, dodging and catching. They learn how to apply simple tactics to the game to outwit their opponent. In dodgeball, pupils achieve this by hitting opponents with a ball whilst avoiding being hit.


Pupils will be encouraged to persevere when learning key skills such as throwing, catching, dribbling, shooting and principles of defending and attacking.


In this unit, pupils create more complex sequences. They learn a wider range of travelling actions and include the use of pathways. They develop more advanced actions such as inverted movements and explore ways to include apparatus.


Through our RE days at school, the children learn about their own and other’s beliefs.

Our question this year is: ‘How should we live our lives?’

The religions we will be exploring in Autumn term are Christianity and Judaism. In Christianity we will be exploring ‘What lights our way?’ and ‘What are we prepared to sacrifice or not sacrifice?’. In Judaism ‘How do religious families and communities practice their faith, and what contributes does this make to local life?’.


Computing systems and networks – The Internet

Children will apply their knowledge and understanding of networks, to appreciate the internet as a network of networks which need to be kept secure. They will learn that the World Wide Web is part of the internet, and will be given opportunities to explore the World Wide Web for themselves in order to learn about who owns content and what they can access, add, and create. Finally, they will evaluate online content to decide how honest, accurate, or reliable it is, and understand the consequences of false information.

Creating media – Audio production

Children will identify the input device (microphone) and output devices (speaker or headphones) required to work with sound digitally. They will discuss the ownership of digital audio and the copyright implications of duplicating the work of others. In order to record audio themselves, learners will use Audacity to produce a podcast, which will include editing their work, adding multiple tracks, and opening and saving the audio files. Finally, the children will evaluate their work and give feedback to their peers.


Je me présente (Presenting Myself)

In this unit the children will have the knowledge and skills to present themselves both orally and in written form in French. They will recap previously learnt language and it will be integrated with newly acquired language, encouraging all pupils to use their growing bank of vocabulary. They focus on asking questions as well as providing accurate replies. They will demonstrate a growing understanding of grammar to manipulate language and start to create sentences of their own using a range of personal details including name, age, where they live and nationality.


Developing design and craft skills taking inspiration from Ancient Egyptian art and pattern and paper making. The children learn about the way colour, scale and pattern influenced ancient Egyptian art and explore the technique of papermaking to create a papyrus-style scroll. Ideas are extended to create a modern response by designing a ‘zine’.


Construction – Electric cars

The children will construct their own mechanical car by cutting wood to create a base for their car. The children will have to use their knowledge of our science unit electricity to create a circuit which will power the motor to move the car. The car design will be built for purpose as they will have a scenario in which they have to create the car to suit the needs of the user. This is our authentic outcome for the term.

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