Year 4 Long Term Plan Sphinx
HISTORY
GEOGRAPHY
SCIENCE
AUTUMN 1
Life in Ancient Greece
Ancient Greece – a study of
Greek life and achievements
and their influence on the
western world.
AUTUMN 2
Ancient Greek Culture
Ancient Greece – a study of
Greek life and achievements
and their influence on the
western world.
SPRING 1
Legacy of the ancient Greeks
A study of an aspect or theme
in British history that extends
pupil’s chronological knowledge
beyond 1066: the legacy of
Greek culture on later periods
in British history, including the
present-day.
SPRING 2
Rome and it’s empire
The Roman Empire and its
impact on Britain: the Roman
Empire by ad42 and the power
of its army.
SUMMER 1
Roman Britain
The Roman Empire and its
impact on Britain: 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; ‘Romanisation’
of Britain and the impact of
technology, culture and beliefs.
SUMMER 2
Roman Britain
The Roman Empire and its
impact on Britain, including
‘Romanisation’ of Britain’: sites
such as Caerwent and the
impact of
technology, culture and beliefs,
including early Christianity;
successful invasion by Claudius
and conquest, including
Hadrian’s Wall.
Where on Earth? Our World
from the International Space
Station.
Geographical skills and
fieldwork
Use maps, atlases, globes and
digital/computer mapping to
locate countries and describe
features studied.
Locational knowledge
Name and locate counties and
cities of the UK, and
understand how some 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).
Human and physical geography
Describe and understand key
aspects of physical geography,
including: climate zones, biomes
and vegetation belts.
Describe and understand key
aspects of human geography,
including: types of settlement
and land use and economic
activity including trade links.
Animals Including Humans
Find out about food groups and
healthy balanced diets. Study
the human digestive system and
how food is transported around
Why Different weather?
Weather around the world.
Geographical skills and
fieldwork
Use fieldwork to observe,
measure and record the human
and physical features in the
local area.
Locational knowledge
Locate the world’s countries,
concentrating on their
environmental regions.
Human and physical geography
Describe and understand key
aspects of physical geography
and human geography including
climate zone biomes.
Place knowledge
Understand geographical
similarities and differences
through the study of human and
physical geography of a region.
Who are the global
caretakers? We are!
Human and physical geography
Describe and understand key
aspects of human geography,
including: economic activity and
the distribution of natural
resources including energy and
water.
Describe and understand key
aspects of physical geography,
including: climate zones, biomes
and vegetation belts.
What can we discover about
our local area?
Human and physical geography
Describe and understand key
aspects of human geography,
including: types of settlement
and land use, and economic
activity including trade links,
and the distribution of natural
resources including energy.
Geographical skills and
fieldwork
Use maps, atlases, globes and
digital/computer mapping to
describe features studied.
Use the eight points of a
compass, four- and six-figure
grid references, symbols and
key (including the use of
Ordnance Survey maps) to build
their knowledge of the UK and
the world.
Use fieldwork to observe,
measure, 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.
How do I impact on children
and families far away?
Geographical skills and
fieldwork
Use maps, atlases, globes and
digital/computer mapping to
locate countries and describe
features studied.
Human and physical geography
Describe and understand key
aspects of human geography,
including: economic activity
including trade links, and the
distribution of natural
resources.
Catalonia - Here we come!
Locational knowledge
Locate the world’s countries,
using maps to focus on Europe,
concentrating on environmental
regions, countries and
major cities.
Human and physical geography
Describe and understand key
aspects of physical geography,
including: climate zones, biomes
and vegetation belts, rivers
and mountains.
Describe and understand key
aspects of human geography,
including: types of settlement
and land use and economic
activity including trade links.
Geographical skills and
fieldwork
Use maps, atlases, globes and
digital/computer mapping to
locate countries and describe
features studied.
States of Matter
Find out about the properties
of the three different states
of matter: solid, liquid and gas.
Learn how to use
Sound
Show that sounds are made
when objects vibrate and that
sounds travel through solids,
liquids and gases. Children
Living Things & their habitats
Remind children of the
characteristics of living things
and the basic needs their
habitats supply. Establish why
Electricity
Children construct simple
circuits and draw them. They
find which materials are the
best electrical conductors and
Year 4 Long Term Plan Sphinx
the body. Compare diets of
herbivores, carnivores and
omnivores. Investigate teeth
and what causes decay. Look
closely at food chains/webs.
(Link to food)
thermometers. Set up enquiries
about matter changing from one
state to another. Study the
water cycle. Investigate air as
an example of a gas.
(Link to weather - Geography)
ART
Materials – Texture, pattern,
experimenting
Create visual texture using
different marks and tools.
Create patterns/ motifs with
repeated mark making. Evaluate
beginning to use artistic
language.
Explore Greek Art
Ancient Greek Art: Greek craft
/ mythology
Exploring Ancient Greek art and
their use of repeating patterns
to create a whole class fabric
print, using stamps.
Amphora vase – explore
decoration and design to create
a decorative Amphora vase
using felt tip and collage.
Pandora's box – design, plan,
create a box using a net. Plan
appropriate decoration for the
shape/use.
Painting 1: watercolours
-observations, techniques and
control
Conduct an in-depth analysis of
a watercolour painting. Comment
on the form, line, technique and
other observations. Form and
discuss opinions. Begin to create
a sketch book of what you have
discovered. Evaluate beginning
to use artistic language.
Explore Greek Art
Monet - Waterlillies
D&T
Food
Prepare ingredients hygienically
using appropriate utensils.
Measure ingredients to the
nearest gram.
Assemble and cook ingredients
(controlling the temperature of
the oven or hob, if cooking).
(Greek flatbread project)
Textiles
Select the most appropriate
techniques to decorate textiles
R.E.
Belonging: Hinduism
Teaching about God
One God who takes many forms
Worship in a Hindu home.
In the home, a Hindu shrine
Worship in a Hindu family
Christmas
No room at the Inn Feeling
accepted or rejected
P.E.
Dance
Demonstrate simple warm up
Gymnastics
Be able to select ideas, teach
investigate how well sound
travels through different
materials and discover how
instruments make sounds.
Suggest how to change the
pitch and loudness. (D&T
Making a musical instrument
project)
Painting 2 – watercolour,
experiment
Plan, create and evaluate a
painting using watercolours.
Incorporate what you have
found in Painting 1 into creating
something. Students refer to
the sketch book and use it for
planning. Evaluate beginning to
use artistic language.
Explore Greek Art
classification of plants and
animals is important and
classify minibeasts. Read and
construct food chains and webs.
Recognise that environments
can change.
use this information to make
switches. Children wire plugs
and find what happens to a
bulb’s brightness when circuits
are changed. They research
scientists.
Drawing – pencil, charcoal
Children are to develop their
drawing skills charcoal, pencils
and sketching. Choose the
appropriate techniques i.e. line,
shape, colour and space.
Introduce the concept of
negative space. Evaluate
beginning to use artistic
language.
(Sketches of tree through
seasons throughout year)
Explore Roman Art
Olympics / action art
Pencil sketches showing
movement. (Greek)
Explore artists: Edward
Muybridge, Boccioni, Nolde,
Robert Delaunay and Picasso.
Showing how they created
movement in their art.
Create a pastel art showing
movement, inspired by one of
the artists.
Computing
Control and monitor models
using software designed for
this purpose (Probots, Logo,
Scratch)
Artists, architects and
designers in history
Continuously refer back to
artists, architects and
designers in history for
inspiration or comparison.
(Throughout Year)
Explore Roman Art
Andy Goldsworthy Natural Art
(Link to Habitats)
Explore Roman Art
Roman mosaics- paper and
scissor skills/ pencil design
Roman artefact sculpturescreate a Roman artefact from
clay and decorate with paints
Roman myth –sketching, paint/
pastel
Electricals and Electronics
Create parallel circuits.
(Link to science game project)
Construction and Mechanics
Strengthen materials using
suitable techniques.
Use scientific knowledge to
choose appropriate
mechanisms for a product.
Belonging: Sikhism
Welcoming new babies in
Christian and Sikh communities
Easter- How did Jesus share
his last supper? Holy
Communion, Easter foods
Belonging: Sikhism
Sharing Food as Part of
Religious Worship
The importance of sharing food
Food as part of Christian
worship The Langar, Kara
Prashad (Sikhism)
Sacred Writings and Stories
Special books and sacred texts
How holy books are regarded
and handled Bible (Christianity)
Guru Granth Sahib (Sikhism)
Bhagavad Gita (Hinduism)
Sacred Writings and Stories
Hindu traditional tales
Swimming
Development to swim
OAA/Games
Use maps and diagrams to
Games
Play a game (pairs/small group)
Athletics
Understand & demonstrate
Materials
Measure and mark out to the
nearest mm.
Apply appropriate cutting and
shaping techniques that include
cuts within the perimeter of the
material (such as slots or
cut outs).
(Link to Sound/Science: Making a
musical instrument project)
Year 4 Long Term Plan Sphinx
activities and explore gestures
and body actions e.g. flick,
grab, float, strike.
Be able to work in pairs or
groups on a set dance.
Be able to plan and perform a
dance phrase in pairs including
change of levels and direction.
Make suggestions to improve
quality of performance.
COMPUTING
PSHE
FRENCH
them to a partner and perform
a 6 action sequence
independently on floor and
apparatus using
speed and levels.
Make suggestions to improve
quality of performance.
Demonstrate simple warm up
activities and begin to describe
changes in body.
competently, confidently and
proficiently over a distance of
at least 25 metres
Use a range of strokes
effectively [for example, front
crawl, backstroke and
breaststroke]
Perform safe self-rescue in
different water-based situations
orientate themselves around a
simple course.
Begin planning sensible
responses to a challenge and
can work and discuss problems
as group.
Recognise what tasks have
demanded of them physically.
Identify what parts of activity
were successful.
with rules and scoring.
Kick/pass and control/catch a
ball with feet/hands with
accuracy and consistency.
Understand how to position
yourself when
attacking/defending.
Watch a partner and suggest
improvements.
Explain a warm up/cool down
and give reasons why it is done.
differences between athletic
techniques – sprinting/running
for sustained distance and show
a range of throws and jumps
while showing consistent
technique and accuracy when
performing all athletic actions.
Play different roles when
working as a group.
Discuss how different warm ups
affect heart rate and body
temperature.
Begin to evaluate own and
others’ performances.