Long Term Plan 2013 to 2014
Year Group: 4
Autumn
Term
WK
1
WK
2
WK
3
LJ
Writing
SLURP!
Splish Splash Splosh
Viking Quest!
Recipe
Audience – Parents
Purpose – On display at
Café.
Poetry
Audience- Read poems to family during
coffee morning.
Purpose- To read to parents at coffee
morning
Persuasive speech
Audience- Parents
Purpose- To persuade other children in
KS2 to save water.
Explanation
Audience – Next year’s Year 4 children.
Purpose – To explain the water cycle.
Non- Chronological Report (Horrible History)
Audience – Themselves
Purpose- To use your knowledge to win the ‘Viking Quest’
Ass
week
Persuasive
Audience – Parents at
‘Wickersley Café’
Purpose – To persuade
people to buy their juice
drink.
WK
4
WK
5
WK
6
WK
7
WK
8
WK
9
WK
10
WK
11
WK
12
WK
13
WK
14
Wk 15
Christmas
week
Narrative
Audience – Fellow Viking warriors
Purpose- To tell their Viking saga to other Vikings.
Recount
Audience – Year 4 children
Purpose – to tell the story of the Vikings invasion of
Lindisfarne
ICT
Poster
Font/sound
Research/ Power-Points
Lead
subject
DT
Geography
History
- I can identify the parts of a river
and understand how land use is
different along the river’s course.
(Source, meander, mouth) and areas
around (flood plains).
I can explain the process of erosion
and deposition (at either the coast or
in a river)*
I know how erosion, deposition and
flooding can affect people*
I can identify how a place where
people live (settlement) has changed
I use a time line to place events I have found out about.
I understand that a time line can be divided into BC
(Before Christ and AD Anno Domini)
I select ingredients
for my food product.
I work in a safe and
hygienic way.
I measure out my
ingredients by weight
or quantity, using
scales where
appropriate.
My food product is
presented to impress
the intended user.
I can name the date of any significant event from the
past that I have studied and place it in approximately
the right place on a time line.
I use evidence to describe the houses and settlements
of people in the past.
I use evidence to describe the culture and leisure
activities from the past.
Support
subjects
I identify where my
evaluations have led
to improvements in
my products.
I describe my food
product in terms of
taste, texture,
flavour and relate
this to the intended
purpose of the food.
over time and give some reasons for
this, giving precise observations or
research as evidence for this**
I use both physical and human factors
in my explanation. **
I can compare places where people
live and give reasons for the
differences. **
I use evidence to describe the clothes, way of life and
actions of people in the past.
I use evidence to describe buildings and their uses of
people from the past.
I use evidence to describe the things people believed in
the past (attitudes and religion)
I use evidence to describe what was important to people
from the past.
I use evidence to show how the lives of rich and poor
people from the past differed.
I use evidence to find out how any of the above may
have changed during a time period.
I use evidence to give reasons why changes may have
occurred.
I show on a time line, the changes that I have
identified.
I can describe some similarities and differences
between some people, events and objects (artefacts) I
have studied.
I use documents, printed sources (e.g. archive
materials) the Internet, databases, pictures,
photographs, music, artefacts, historic buildings, visits
to museums and galleries and visits to sites to collect
evidence about the past.
I ask, “What was it like for a... (child, rich person, etc)
during…
I suggest sources of evidence to help me answer
questions.
I present my findings about the past using my speaking,
writing, maths, ICT, drama and drawing skills.
I use dates and terms accurately.
I discuss the most appropriate way to present my
information, which I realise is for an audience
ICT
Science
Music
ICT
RE
Science
Goal
Wickersley
Northfield Café.
Visit/visitor N/A
Enterprise
Unit 4C Keeping Warm
Unit 4D. Solids,
liquids and how they
can be separated
Effective
communication
Negotiating and
influencing
Creativity and
innovation
Team work
Problem solving
Rap & poetry performance
The Viking Quest
Visit to Yorvik and The Dig
Problem solving
Positive attitude
Creativity and innovation
Ethical decisions
Group work
Taking lead
Team work
Leadership
Team work
Leadership
Problem solving
Effective communication
Spring
Term
LJ
Writing
WK
1
WK
2
Ass
week
WK
3
WK
4
WK
5
WK
6
WK
7
WK
8
WK
9
WK
10
WK
11
WK
12
WK
13
Quakes and Shakes
The Tunnel
Lights, Camera…Action!
Explanation
Audience- Y3 children
Purpose- to explain how earthquakes happen
Letter
Audience- Classmates
Purpose- to understand
different points of view.
Narrative
Audience- To share with
other class
Purpose- To recreate a
scene from a story
Information Leaflet
Audience- Children at
Wickersley Northfield
Purpose- To help them with
their friendships
Narrative
Audience – Entry to ROSCARs
Purpose – To develop character and plot for an
animation
Playscript
Audience – Year 4 children
Purpose – To use for their animations
Persuasive
Audience – Film buffs
Purpose – To persuade people to watch film
Newspaper report
Audience – Class Newspaper
Purpose – To inform people of latest world events.
Instructions
Audience – Holiday makers travelling to
earthquake hot spots.
Purpose – To advise holiday makers of health &
safety procedures
ICT
Comic Life
Word-processing
Animation
Lead
subject
D&T- I generate ideas and recognise that my
PSHE
ICT
I understand that my
actions affect myself and
others’, and care about
other people's feelings
and to try to see things
from their points of view.
4b I think about the lives
of people living in other
places and times, and
people with different
values and customs.
4c I am aware of
different types of
relationships, including
marriage and those
between friends and
families, and to develop
2a How to develop and refine ideas by
bringing together, organizing and
reorganizing, text tables, images and sound.
2b To create, test, improve and refine
sequences of instructions to make things
happen and to monitor events and respond to
them.
2c To use simulations and explore models in
order to answer ‘What if ?’ questions, to
investigate and evaluate the effect of
changing values and to identify patterns and
relationships.
4a Review what they and others’ have done
to help them develop ideas.
4b Describe and talk about the
effectiveness of their work with ICT,
comparing it with other methods and
designs have to meet a range of different
needs
I make realistic plans to achieve my aims.
I think ahead about the order of my work,
choosing appropriate tools, equipment,
materials, components and techniques.
I clarify my ideas using labelled sketches and
models to communicate the details of my
designs.
I use the most appropriate mouldable
material suitable for the purpose of my
product.
I shape my product carefully, using
techniques and tools that lead to a high
quality finish.
I use my art skills to apply texture or design
to my product.
My methods of working are precise so that
products have a high quality finish.
I make cuts (scissors, snips, saw) accurately
I identify where my evaluations have led to
improvements in my products.
I describe the qualities of my material and
say why it will be the most suitable choice.
I join materials to make products using both
permanent and temporary fastenings.
I combine materials to add strength or visual
appeal.
the skills to be effective
in relationships.
4e I realise the nature
and consequences of
racism, teasing, bullying
and aggressive
behaviours, and how to
respond to them and ask
for help.
4f I recognise and
challenge stereotypes.
4g I know that
differences and
similarities between
people arise from a
number of factors,
including cultural, ethnic,
racial and religious
diversity, gender and
disability.
4h I know where
individuals, families and
groups can get help and
support.
considering the effect it has on others’.
4c Talk about how they could improve future
work.
Art
D&T – set design
Support
subjects
Geography
Science
Unit 4A Moving and Growing
Goal
To test our earthquake resistant buildings
Create a friendship campaign
celebrated with a friendship
party.
Show parents animations – cinema
Visit/visitor
Luisa (experience of Quakes)
Interview Mrs Hales
Winterhill CLC
Unit 4F. Circuits and conductors
Enterprise
Team work
Effective communication
Initiative
Risk
Leadership
Problem solving
Team work
Group work
Leadership skills
Effective communication
Group work
Summer
Term
WK
1
Ass week
LJ
Writing
WK
2
WK
3
WK
4
WK
5
Zoologist for the day!
Report
Audience – visitors to Yorkshire Zoo
Purpose – To inform visitors about their chosen animal and
its habitat.
Narrative
Audience – Yorkshire Wildlife Park
Purpose – To entertain staff and visitors.
WK
6
WK
7
WK
8
A Bigger Picture
Poetry
Audience – Parents
Purpose – To look at our
environment in a different way.
Persuasive letter
Audience- Factory owner
Purpose – To persuade to/not
to build on Wickersley woods.
Recount
Audience – Parents and Carers through VLE
Purpose – To reflect their exciting day.
ICT
Email Yorkshire Wildlife Park
Research
Drawing/Paint
Lead
subject
Science – Habitats
Unit 4B
Art
I use a number of sketches to
base my work on.
I use a viewfinder to help me in
my sketching.
I annotate my sketches in my
art sketchbook to explain my
ideas.
I sketch lightly (so I do not
need to use a rubber)
I mix colours using tints and
tones.
I use watercolour paint to
produce washes for
backgrounds and then add
detail.
WK
9
WK
10
WK
11
Support
subjects
Art – Picture of animals in their habitats
P4C
Science
Goal
Unit 4E. Friction
Mini Class Speeches given at the Yorkshire Wildlife Park
and filmed
Visit/visitor Yorkshire Wildlife Park
Enterprise
I experiment in creating mood
and feelings with colour.
Geography
Art Exhibition for parents
Woods
Organisation and planning
Effective communication
Ethical decisions
Positive attitude
Effective Communtication
Ethical decisions
Positive attitude
Year group 4: Non – negotiable
Science
QCA
RE
Rotherham SACRE RE Scheme of Work Year 4
Unit 4A. Moving and growing
Unit 4D. Solids, liquids and how they can be separated
Unit 4A Moving and Growing
Unit 4C Keeping Warm
Unit 4E. Friction
Unit 4B. Habitats
Unit 4F. Circuits and conductors
Term 1
Christians and Hindus: how do Christians and Hindus use
art, buildings and music in worship and community?
MFL
Term 2
Christian Values: what matters most to Christians and
what matters most to me?
Term 3
Christian and Hindu answers to questions: what is God
like? What matters most in life? What happens when
we die?
French