Summer 2 - Ancient Egypt 

Learning intentions: 

• I know that the ancient Egyptians worshipped over 2,000 Gods and Goddesses.
• I know about the mummification process and the reasons for it
• I know about some Pharaohs and their impact on history
• I know about and can talk about one of the wonders of the world – Pyramids of Giza
• I know about the impact the Ancient Egyptian Civilisation has had on the modern world.
• I know we need light to see things
• I know that light travels in a straight line.
• I know that dark is the absence of light.

Use the QR code to take a tour around the Egyptian museum in Liverpool. What can you find? 

Summer 1 - Journeys 

• Science = plant growth journeys.
• English = journey through poetry and story writing.
• Maths = a journey into fractions
• Topic = journey around the school using map and compass skills and exploring a journey of new skills; sewing.

Learning intentions: 

• I know a root, stem/trunk, leaves and flowers
• I know the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
• I know the way in which water is transported within plants
• I know the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
• I know the process of a Design and Technology project – research, design, make, evaluate
• I can communicate effectively and share opinions
• I can identify a position on a map
• I can use different strategies to overcome challenges
• I can talk about my own strengths

Learning intentions

• Identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers)
• Children should be taught about the work of a range of artists, craft makers and designers …and making links to their own work (Henri Matisse) & (Mandy Barker)
• Pupils are taught how to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
• I notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
• Observe how magnets attract or repel each other and attract some materials and not others

Learning intentions

• Early humans may have used art as a way of helping themselves in their struggle for survival. Paintings of animals on cave walls were common.
• Palaeolithic period = People were nomadic hunters and they found food by roaming from place to place in different seasons.
• Mesolithic period = Tools were developed to become smaller and finer. The invention of canoes meant that people were better able to hunt for fish as well as animals.
• Neolithic period = People began to settle into farming villages instead of moving from place to place. People started to look after animals and grow their own crops. People started to look after animals and grow their own crops.
• I can understand that pre-history occurred before historical records were kept.
• I can explain how changes over time made an impact on the way humans survived and developed.
• I can use primary and secondary sources to find out about the past.

Learning intentions... 

• I know that world is split in to the northern and southern hemisphere and that the equator goes around the centre of the earth. 
• I know the location of the Arctic and Antarctic circles and the climate there.
• I can explain the water cycle.   
• I can describe the key features of a mountain.
• I know that a D&T design has to have a purpose and an audience.

The water cycle… 

Learning intentions (Give Me 5):

• I know that the UK is split into 4 regions – England, Scotland, Ireland and Wales and can talk about their position in relation to each other.
• I know the difference between a physical feature and a human feature and can give examples.
• I know key geographical regions and cities in the UK. 
• I can use an atlas to locate significant places in the UK.
• I know how to mix paint for tone, shade and tint.