Year 4 Vocabulary PSHCE

History Teamwork

medieval fort battlement tower Harry, Hermione, Ron and friends moat keep motte and bailey concentric work as a team to prevent Voldemort protection attack stone keep defence taking the philosopher’s stone. catapult turrets siege What makes a good team mate? Design and Technology When have you worked as a team?

Previous Learning hat natural design designers colours shape material tools Why is teamwork so important? What happens when you don’t?  The idea of family from ‘Stone Age Boy.’ stitch tacking template measure

 Narrative writing from ‘Roman Quests.’ clipping fabric adornments  Enrichment Instructional writing from ‘Hindu Stories.’  Harry Potter Studios Knowedge and skills of sewing from ‘Oulaw.’  The knowledge of why people settle in a place Theme from ‘Stone Age Boy.’ Family

CHARACTER  Managing Impulsivity  Concentration  Perseverance  Respect  Independence  Revising/Improving  Humility and Gratitude  Curiosity:  Resilience  Integrity  Enthusiasm  Confidence  Peace  Self-Esteem  Optimism

 Friendship  Feeling Safe and Secure  Self-Efficacy  Good Humour  Kindness  Imitation  Making Links  Imagination/Creativity  Listening/Communicating  Reasoning  Problem Solving  Questioning  Meta-cognition  Perseverance.  Co-operation  Empathy & Compassion  Courage  Teamwork/Inclusiveness  Risk-Taking

Writing

INSTRUCTIONS NARRATIVE

Features Features • Simple clear language • Paragraphs • Imperative verbs • Sequenced ideas • Second person (usually) • Descriptive language • Necessary detail • Different sentence starters • Numbered steps • Sentences of different lengths • Time conjunctions • Join sentences with conjunctions Year 4 Year 4 WILF – A set of instructions explaining how to create a sorting hat WILF – A narrative based on the Forbidden forest  use paragraphs to organise narrative and nonfiction writing  use paragraphs to organise narrative and nonfiction writing  choose tense appropriate for the text type  choose vocabulary to add interest  choose vocabulary to add interest  choose vocabulary to add clarity  choose vocabulary to add clarity  choose vocabulary to introduce opinion and persuasion  build a progressively varied range of sentence structures, including  write well-paced events in narratives complex sentences  build a progressively varied range of sentence structures, including  extend the range of sentences with more than one clause by using a complex sentences wider range of conjunctions, including when, if, because, although  write narrative with a build-up and problem/climax towards a defined  indicate possession by using the possessive apostrophe with plural ending nouns  extend the range of sentences with more than one clause by using a  use all determiners correctly wider range of conjunctions, including when, if, because, although  use capital letters correctly  use commas after fronted adverbials e.g., amazingly, she jumped  use full stops correctly over a fence.  use question marks correctly  indicate possession by using the possessive apostrophe with plural  use commas for lists correctly nouns  use apostrophes for contraction correctly  use all determiners correctly  use colons for lists mostly correctly  use and punctuate direct and reported speech with inverted commas and other punctuation  use capital letters correctly  use full stops correctly  use question marks correctly  use commas for lists correctly  use apostrophes for contraction correctly  use colons for lists mostly correctly

History

Chronological Knowledge and understanding of events, people and changes in the past Historical interpretation understanding  Stone and  Castle - a large building, typically of the medieval period, fortified against attack with Compare the castles with the wooden castles thick walls, battlements, towers, and in many cases a moat. villages began in  The Normans introduced the first proper castles, starting with the wooden Motte and Bailey Contrast the life within the Britain in 1066 castles, to England following their victory at the Battle of Hastings in 1066. keep with where the lord of because of the  Castles were often built on hilltops or surrounded by water to make them easier to defend. the castle lived Norman  Motte and Bailey Castles Evaluate different locations for Conquest. - A structure housed on a raised earthwork surrounded by a protective fence. castles.  This period is - Motte - mound or 'clod of earth' Identify different purpose of after the - Bailey – enclosure. the parts of the castle. Romans and  Parts of a castle. Historical enquiry Vikings. - Keep - at the heart of a castle is its tower (the keep.) Documentaries  Castles were - The Curtain Wall – this protected the interior of the castle. Photographs built to protect - The Great Hall - all Keeps contained a large room known as the Great Hall. Sketches people and to - The Bailey - The enclosed area between the inside of the wall and the keep. Written account defend. - The Gate House - The castles front door was very well protected. The gatehouse faced Text books the only bridge over the moat. Model castle - The Moat - A deep, wide ditch surrounding the whole castle. Castles were built near a Organisation and communication water supply such as a river, stream, lake or spring. -Drawings of features of the  Castle defences castle - The outer curtain wall -Labelled diagram of the castle - Moats and water defenses -Poplet explaining features / - Turrets locations of the castle - Towers and look out points -Table contrasting the life within - The gatehouse the keep with where the lord of - The drawbridge the castle lived  How castles were attacked:

- Fire – used to try and burn people out of the castle - Battering Ram – used to try and break the drawbridge, door and walls - Ladders – used to try and climb the castle wall - Catapult – used to try and break the castle wall - Mining – dig underneath the castle walls - Siege – stop people from leaving the castle

Design & Technology

Purpose: Create a hat in the style of Harry Potter Research Design Process Evaluation Philip Treacy  Design a hat that  Draw and cut out their  How could you improve  An award winner couture hat designer – represents wizardry own template the stitching? milliner  Draw a hat design  Measuring the fabric  What would you  Treacy has drawn inspiration from the natural and label it with their  Cutting fabric using change? world. Organic forms, of leaves, petals and chosen materials and fabric scissors  What was stamens, have informed much of his work. tools  Stitching – bar tacking, difficult/easy?  The first hat that Treacy designed for Chanel  Choose appropriate blanket stitch and back  Is your hat appealing appeared on the cover of British Vogue materials stitch and reinforcing a to an audience?  He designs hats for well –known designers  Change design e.g. stitch  Does it fit? e.g. Alexander McQueen and Valentino colours, shapes,  Finishing and clipping  Treacy has designed hats for films, including structure pattern, the ends together Harry Potter layers, filling fabric  Add details  Look at Philip Treacy’s hat collection etc.  What is their purpose?  How does he create them?