Inspire awe and wonder
Use stimuli to motivate and inspire- visits,
visitors, artefacts, books, videos, plays, role play
etc.
Problem solving and thinking skills
Creative thinkers; independent learners; real-life
challenge; Controlled risk taking;
resourcefulness; enterprise; collaboration; taking
ownership of learning; fostering/ applying
thinking skills
As artists, we will…
As scientists, we will…
As readers, we will…
 Design our own Egyptian plaques or canopic
jars out of clay, using clay techniques
 Use sketchbooks to collect, record and
evaluate ideas
 Look at artists artwork
• Ask relevant questions and begin to recognize which type
 Read a variety of fiction and nonfiction about the Ancient Egyptian
period.
 Listen to a class text
 Identify and discuss common themes
 Draw inferences and make predictions
 Identify how language, structure and
presentation contribute to meaning
(newspaper reports)
 Retrieve and record information from
non-fiction (newspaper reports)
 Distinguish between fact and fiction,
selecting and using information books.
Creative Arts
Dance, drama, music, art- developing the
creative brain; inspiration, enjoyment and
fulfilment;
enhance and develop skills/talents;
performance, dedication and perseverance
of enquiry will be best to answer them.
• Decide what observations and measurements to make
and equipment to use.
• Set up simple, comparative or fair test.
• Observe carefully and systematically, taking accurate
KEY QUESTIONS:
How did they build the pyramids?
Year 4 Topic Planner Autumn 1
Ancient Egypt: Who
were the Ancient
Egyptians?
(7 weeks)
Subject driver: History & Geography
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How did the Ancient Egyptians live?
including venn diagrams, bar charts etc.
 Write our own newspaper report on
the discovery of Tutankhamun, diary
entries and an adventure story.
 Use a dictionary to check spellings.
 Join handwriting.
 Use simple organisational devices such
as paragraphs when writing reports.
As mathematicians, we will…

measurements
• Collect, record, sort and present data in different ways
As authors, we will…
Nurturing Responsible Citizens
Thinking classroom/P4C; Emotional Intelligence
collaborative learning; care for the environment;
share talents; make decisions; links with
community and local environment
What is the relationship between
mummification and the afterlife?
KEY OUTCOMES:
1) Write a short adventure story (based on
Ancient Egypt) and newspaper report.
2) Create a Egyptian jar/plaque
3) Conduct scientific experiments,
considering fair tests etc.
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As performers, we will…
 Take part in discussions, debates and
role-play (Egypt based)
 Listen and respond appropriately.
 Ask relevant questions
 Build vocabulary
 Participate in class discussions.
As historians, we will…
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Place the time of the Ancient Egyptians on a timeline
Understand key events and people of the time
Compare life in Egypt.
Learn about some of the traditions-mummification,
religion, hieroglyphics etc
VISITS / VISITORS:
1) Surprise!

I can count from 0 in multiples of 4, 8, 50 and 100 and can
find 10 or 100 more or less than a given number
I can recognise the place value of each digit of a number
with hundred, tens and units.
I can solve number and word problems
I can add and subtract numbers in my head, including a
three digit number and ones, tens and hundreds.
I can recall and use multiplication & division facts for the 3, 4
and 8 times tables
I can calculate multiplication & division problems, both
mentally and in writing, using the times tables, including 2digit numbers times 1-digit numbers
I can count up and down in tenths and know that tenths are
made from dividing an object into 10 equal parts and in
dividing one-digit numbers or quantities by 10.
I can write and find fractions of a set of data and can
recognise fractions with small denominators Fractions: I can
identify and show equivalent fractions.
I can measure, compare, add and subtract: lengths (m/cm
and mm); mass (kg/g); volume and capacity (l/ml)
Measurement: I can add and subtract money giving change,
using pounds and pence. I can do this with real coins and
notes
I can tell the time of a clock face. I can do this if it used the
Roman numerals from I to XII and I can use 12-hour or 24our clocks
I can spot right angles. I know that two right angles make a
half-turn, three make three quarters of a turn and four make
a full turn. I can spot when angles are greater or less than a
right angle.
I can interpret and present data using bar charts, pictograms
and tables
As geographers, we will…
 Use map references, atlases and globes to
locate Egypt.
 Understand key aspects of physical and human
As theologians, we will…
As athletes, we will…
 Understand new skills and strategies within
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orienteering (including using QR codes)
Improve understanding of rules and techniques in
netball, whilst practising throwing, catching
attacking and defending.
As computer technicians, we will…
 Use the IPad’s to creator QR codes for
Orienteering
 Review how to stay safe on the
internet.
 Learn, talk and reflect on the Hindu
religion including; beliefs, traditions
and festivals (such as Diwali)
 Compare the views and Hindu way of
life to our own.
geography in Egypt (weather, temperature,
River Nile) and how they have developed or
changed over time.
As musicians we will…
 Listen to music and compose our own
Egyptian inspired pieces.