Year 4 & 5 (Cycle A)
Term 1
Term 2
Term 3
Focus Subject - History
Focus Subject - Geography
Focus Subject - Science
Title – The Emperor’s Idea
Title- African Experience
Title – River Severn
Main Objectives – The Roman Empire and its impact on Britian
 Julius Caesar’s attempted invasion in 55-54BC
 The Roman Empire by AD42 and the power of its army
 Successful invasion by Claudius and conquest, including Hadrian’s Wall
 British resistance, for example, Boudica
 ‘Romanisation’ of Britain: sites such as Caerwent and the impact of
technology, culture and beliefs, including early Christianity
Main Objectives - Geographical skills and fieldwork
 Use maps, atlases, globes and digital/computer mapping to locate
countries and describe features studied
 Use the eight points of a compass, four and six-figure grid references,
symbols and key (inc OS maps) to build their knowledge of the UK and the
wider world
 Use fieldwork to observe, measure and record human and physical
features in the local area using a range of methods, including sketch maps,
plans and graphs and digital technologies
Main Objectives – Geography – Locational Knowledge
 Locate the world’s countries, using maps to focus on Europe (including
Russia) and N & S America, concentrating on their environmental regions,
key physical and human characteristics, countries and major cities.
 Name and locate countries and cities in the UK, geographical regions and
identifying human and physical characteristics, key topographical features
(including hills, mountains, coasts and rivers), and land-use patterns; and
understand how some of these aspects have changed over time.
 Identify the position and significance of latitude, longitude, Equator,
Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and
Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and
time zones (including day and night)
Science – Animals, including humans (Yr4)
 Describe the simple functions of the basic parts of the digestive system in
humans
 Identify the different teeth in humans and their simple functions
 Construct and interpret a variety of food chains, identifying producers,
predators and prey
 Describe the changes as humans develop to old age. Y5
Science - Living things and their habitats (Y4 & 5)
 Recognise that living things can be grouped in a variety of ways
 Explore and use classification keys to help group, identify and name a
variety of living things in their local and wider environment
 Recognise that environments can change and that this can sometimes
pose dangers to living things
 Describe the difference in the life cycle of a mammal, an amphibian, an
insect and a bird
 Describe the life process of reproduction in some plans and animals
Science - Electricity (Y4)
• Identify common appliances that run on electricity
• Construct a simple series electrical circuit, identifying and naming its basic
parts, including cells, wires, bulbs, switches and buzzers
• 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
• Recognize that a switch opens and closes a circuit and associate this with
whether or not a lamp lights in a simple series circuit
• Recognize some common conductors and insulators, and associate metals
with being good conductors
•
Enrichment – Topic day
Enrichment – Forest schools
Term 4
Enrichment – River Severn
Term 5
Term 6
Focus Subject - History
Focus Area – Science
Focus Area - Geography
Title – Viking Invaders
Title – Fossil explorer
Title- By the Seaside
Main Objectives – The Viking and Anglo-Saxon struggle for the Kingdom of
England to the time of Edward the Confessor
• Viking raids and invasion
• Resistance by Alfred the Great and Athelstan, 1st king of England
• Further Viking invasions and Danegeld
• Anglo-Saxon laws and justice
• Edward the confessor and his death in 1066
Main Objectives – Geography – Place Knowledge (KS2)
 Understand geographical similarities and differences through the study of
human and physical geography of a region of the UK, Europe and N & S
America
Main Objectives - Human & physical geography (KS2)
 Describe and understand the key aspects of:
Physical geography, including: climate zones, biomes and vegetation belts,
rivers, mountains, volcanoes and earthquakes, and the water cycle.
Human geography, including: types of settlement and land use, economic
activity including trade links, and the distribution of natural resources
including energy, food, minerals and water
Enrichment – Topic Day
Enrichment – Fossil Hunting Day
Science - Properties and changes of materials (Yr 5)
• Compare and group together everyday materials on the basis of their
properties, including their hardness, solubility, transparency, conductivity
Science – Sounds (Y4)
(electrical and thermal), and response to magnets
Science – States of Matter (Y4)
• Identify how sounds are made, associating some of them with something
• Know that some materials will dissolve in liquid to form a solution, and
• Compare and group materials together, according to whether they are
vibrating.
describe how to recover a substance from a solution
solids, liquids or gasses
• Recognize that vibrations from sounds travel through a medium to the ear
• Use knowledge of solids, liquids and gases to decide how mixtures might
• Identify the part played by evaporation and condensation in the water cycle
• Find patterns between the pitch of a sound and features of the object that
be separated, including through filtering, sieving and evaporating
and associate the rate of evaporation with temperature
produced it
• Give reasons, based on evidence from comparative and fair tests, for the
• Observe that some materials change state when they are heated or cooled,
• Find patterns between the volume of a sound and the strength of the
and measure or research the temperature at which this happens in degrees
particular uses of everyday materials, including metals, wood and plastic
vibrations that produced it.
Celsius
• Demonstrate that dissolving, mixing and changes of state are reversible
• Recognize that sounds get fainter as the distance from the sound source
changes
increases
• Explain that some changes result in the formation of new materials, and that
this kind of change is not usually reversible, including changes associated
with burning and the action of acid on bicarbonate of soda.
Enrichment – Topic day
Year 4 & 5 (Cycle B)
Term 1
Term 2
Term 3
Focus Subject - Science
Focus Subject - Geography
Focus Subject - History
Title – The Iron Man
Title- Travelers
Title – Myths and Legends
Main Objectives - Science -Living things and their habitats (Y4)
 Recognise that living things can be grouped in a variety of ways
 Explore and use classification keys to help group, identify and name a
variety of living things in their local and wider environment
 Recognise that environments can change and that this can sometimes
pose dangers to living things
 Describe the difference in the life cycle of a mammal, an amphibian, an
insect and a bird. Y5
 Describe the life process of reproduction in some plans and animals. Y5
Main Objectives – Geographical skills and fieldwork
 Use maps, atlases, globes and digital/computer mapping to locate
countries and describe features studied
 Use the eight points of a compass, four and six-figure grid references,
symbols and key (inc OS maps) to build their knowledge of the UK and the
wider world
 Use fieldwork to observe, measure and record human and physical
features in the local area using a range of methods, including sketch maps,
plans and graphs and digital technologies
Science – Sounds (Y4)
• Identify how sounds are made, associating some of them with something
vibrating.
• Recognize that vibrations from sounds travel through a medium to the ear
• Find patterns between the pitch of a sound and features of the object that
produced it
• Find patterns between the volume of a sound and the strength of the
vibrations that produced it.
• Recognize that sounds get fainter as the distance from the sound source
increases
Main Objectives – The Roman Empire and its impact on Britian
 Julius Caesar’s attempted invasion in 55-54BC
 The Roman Empire by AD42 and the power of its army
 Successful invasion by Claudius and conquest, including Hadrian’s Wall
 British resistance, for example, Boudica
 ‘Romanisation’ of Britain: sites such as Caerwent and the impact of
technology, culture and beliefs, including early Christianity
Science – Animals, including humans (Yr4 & 5)
 Describe the simple functions of the basic parts of the digestive system in
humans
 Identify the different teeth in humans and their simple functions
 Construct and interpret a variety of food chains, identifying producers,
predators and prey
 Describe the changes as humans develop to old age. Y5
Enrichment – Topic day
Enrichment – Roman site
Enrichment – Topic day
Term 4
Geography – Place Knowledge
 Understand geographical similarities and differences through the study of
human and physical geography of a region of the UK, Europe and N & S
America
Term 5
Term 6
Focus Subject - Geography
Focus Area – History
Focus Area - Science
Title – Natural Disasters
Title – Beowulf
Title- What is it like living here
Main Objectives – Geography – Human and Physical geography
 Describe and understand the key aspects of:
Physical geography, including: climate zones, biomes and vegetation belts,
rivers, mountains, volcanoes and earthquakes, and the water cycle.
Human geography, including: types of settlement and land use, economic
activity including trade links, and the distribution of natural resources
including energy, food, minerals and water
Main Objectives – Britain’s settlement by Anglo-Saxons and Scots
• Roman withdrawal from Britain in c AD410 and the fall of the western
Roman Empire
• Scots’ invasion from Ireland to north Britain (now Scotland)
• Anglo-Saxon invasions, settlements and kingdoms: place names and
village life
• Anglo-Saxon art and culture
• Christian conversion – Canterbury, Iona and Lindisfarne
Science - Electricity (Y4)
• Identify common appliances that run on electricity
• Construct a simple series electrical circuit, identifying and naming its basic
parts, including cells, wires, bulbs, switches and buzzers
• 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
• Recognize that a switch opens and closes a circuit and associate this with
whether or not a lamp lights in a simple series circuit
• Recognize some common conductors and insulators, and associate metals
with being good conductors
Main Objectives – Location knowledge
 Locate the world’s countries, using maps to focus on Europe (including
Russia) and N & S America, concentrating on their environmental regions,
key physical and human characteristics, countries and major cities.
 Name and locate countries and cities in the UK, geographical regions and
identifying human and physical characteristics, key topographical features
(including hills, mountains, coasts and rivers), and land-use patterns; and
understand how some of these aspects have changed over time.
 Identify the position and significance of latitude, longitude, Equator,
The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of
Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and
Edward the confessor
Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and
time zones (including day and night)
Science – States of matter (Y4)
Science - Properties and changes of materials (Yr 5)
• Compare and group materials together, according to whether they are
• Compare and group together everyday materials on the basis of their
solids, liquids or gasses
properties, including their hardness, solubility, transparency, conductivity
• Observe that some materials change state when they are heated or cooled,
(electrical and thermal), and response to magnets
and measure or research the temperature at which this happens in degrees
• Know that some materials will dissolve in liquid to form a solution, and
Celsius
describe how to recover a substance from a solution
• Use knowledge of solids, liquids and gases to decide how mixtures might
be separated, including through filtering, sieving and evaporating
• Give reasons, based on evidence from comparative and fair tests, for the
particular uses of everyday materials, including metals, wood and plastic
• Demonstrate that dissolving, mixing and changes of state are reversible
changes
• Explain that some changes result in the formation of new materials, and that
this kind of change is not usually reversible, including changes associated
with burning and the action of acid on bicarbonate of soda
Enrichment – Topic Day
Enrichment – Visit to a burial mound
Enrichment – Local trips