Long Term Plan 2014-2015: Year__4____
Theme: The Past
Theme: The World Around Us
Theme: The Here and Now
History
Across KS2
Changes in Britain from the Stone Age to the Iron Age.
The Roman Empire and its Impact on Britain.
Britain’s settlement by Anglo Saxons and Scots.
The Viking and Anglo Saxon struggle for the Kingdom of England.
A local history study.
A study of a theme in British history.
Early Civilizations achievements and an in-depth study of one of the following: Ancient Sumer; The Indus Valley;
Ancient Egypt; The Shang Dynasty.
Ancient Greece.
A non- European society that contrasts with British history
chosen from: Early Islamic Civilization • Mayan Civilization • Benin.
To investigate and interpret the past
Use evidence to ask questions and find answers to questions about the past.
Suggest suitable sources of evidence for historical enquiries.
Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of
history.
Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ.
Suggest causes and consequences of some of the main events and changes in history.
To build an overview of world history
Describe changes that have happened in the locality of the school throughout history.
Describe the social, ethnic, cultural or religious diversity of past society.
Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men,
women and children.
To understand chronology
Place events, artefacts and historical figures on a time line using dates.
Understand the concept of change over time, representing this, along with evidence, on a time line.
Use dates and terms to describe events.
To communicate historically
Use appropriate historical vocabulary to communicate, including:
Dates, time period era, change, chronology.
Use literacy, numeracy and computing skills to a good standard in order to communicate
information about the past.
Religious Education
Christianity/generic- What religions are represented in our
neighbourhood/Sheffield Possible links to philosophy
Christianity- How do Christians find meaning in the accounts and stories
of Jesus’ birth?
Hinduism- How does worship help Hindus? Links to India topic
Christianity- Why is Easter so important for Christians?)
Judaism- What is one of the most important events in Jewish history and
how do Jewish people celebrate Passover?
Islam- What are the 5 Pillars of Faith?
Geography
To investigate places
Science
Working Scientifically
To ask relevant questions and use different types of scientific enquiries to answer them
To set up simple practical enquiries, comparative and fair tests
To make systematic and careful observations and, where appropriate, taking accurate measurements
using standard units, using a range of equipment, including thermometers and data loggers
To gather, record, classify and present data in a variety of ways to help in answering questions
To record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and
tables
To report on findings from enquiries, including oral and written explanations, displays or presentations
of results and conclusions
To use results to draw simple conclusions, make predictions for new values, suggest improvements and
raise further questions
To identify differences, similarities or changes related to simple scientific ideas and processes
To use straightforward scientific evidence to answer questions or to support their findings.
Living Things and their Habitats
To recognise that living things can be grouped in a variety of ways
To explore and use classification keys to help group, identify and name a variety of living things in their
local and wider environment
To recognise that environments can change and that this can sometimes pose dangers to living things.
Animals Including Humans
To describe the simple functions of the basic parts of the digestive system in humans
To identify the different types of teeth in humans and their simple functions
To construct and interpret a variety of food chains, identifying producers, predators and prey.
States of Matter
To compare and group materials together, according to whether they are solids, liquids or gases
To observe that some materials change state when they are heated or cooled, and measure or
research the temperature at which this happens in degrees Celsius (°C)
To identify the part played by evaporation and condensation in the water cycle and associate the rate
of evaporation with temperature.
Sound
To identify how sounds are made, associating some of them with something vibrating
To recognise that vibrations from sounds travel through a medium to the ear
To find patterns between the pitch of a sound and features of the object that produced it
To find patterns between the volume of a sound and the strength of the vibrations that produced it.
To recognise that sounds get fainter as the distance from the sound source increases
Electricity
To identify common appliances that run on electricity
To construct a simple series electrical circuit, identifying and naming its basic parts, including cells,
wires, bulbs, switches and buzzers
To identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp
is part of a complete loop with a battery
To recognise some common conductors and insulators, and associate metal with being good
conductors
Ask and answer geographical questions about the physical and human
characteristics of a location.
Explain own views about locations, giving reasons.
Use maps, atlases, globes and digital/computer mapping to locate countries and
describe features.
Use fieldwork to observe and record the human and physical features in the local
area using a range of methods including sketch maps, plans and graphs and digital
technologies.
Use a range of resources to identify the key physical and human features of a
location.
Name and locate the countries of Europe and identify their main physical and
human characteristics.
To investigate patterns
Describe geographical similarities and differences between countries.
Describe how the locality of the school has changed over time.
To communicate geographically
Describe key aspects of:
• physical geography, including: rivers, mountains, volcanoes and earthquakes
and the water cycle.
• human geography, including: settlements and land use.
Use the eight points of a compass, four-figure grid references, symbols and key to
communicate knowledge of the United Kingdom and the wider world.
MFL (Target language: Spanish)
Listen attentively to spoken language and show understanding by joining in and
responding
Explore the patterns and sounds of language through songs and rhymes and the link the
spelling, sound and meaning of words.
Engage in conversations; ask and answer questions; express opinions and respond to
those of others; seek clarification and help.
Speak in sentences using familiar vocabulary, phrases and basic language structures.
Develop accurate pronunciation and intonation so that others understand when they
are reading aloud or using familiar words and phrases.
Present ideas and information orally to a range of audiences.
Read carefully and show understanding of words, phrases and simple writing.
Appreciate stories, songs, poems and rhymes in the language.
Broaden their vocabulary and develop their ability to understand new words that are
introduced into familiar written material, including through using a dictionary.
Write phrases from memory, and adapt these to create new sentences, to express ideas
clearly.
Describe people, places, things and actions orally and in writing.
Understand basic grammar appropriate to the language being studied, including (where
relevant): feminine, masculine and neuter forms and the conjugation of high-frequency
verbs; key features and patterns of the language; how to apply these, for instance, to
build sentences; and how these differ from or are similar to English.