Year Group
Subject
Science Living
things and their
habitats
Year 4
Theme: Round the world
Duration
Approx 6 wks
Skills (national Curriculum ref)
To discover children’s ideas about living things.
To know living things are called organisms and that they can be sorted into
groups.
To know the features for different groups of animals. (invertebrates)
To know the features for different groups of animals (vertebrates)
To know what the term habitat means.
To identify animals which live in different habitats.
To predict the types of organism which may be found in a local habitat.
To study the features of a local habitat.
To explore and identify local plants.
To understand the purpose of keys.
To use a key to correctly identify animals.
Use and make a simple key to explore local plants/animals.
To understand what is meant by the terms ‘food chain’, ‘producer’ and
‘consumer’.
To construct a food chain, using arrows correctly.
To understand how camouflage helps animals survive in their habitats.
(POSSIBLY TAUGHT AS AN ART LESSON)
To understand how animals and plants adapt to their environment.
To recognise that environments can sometimes change and pose dangers to
living things.
Living things and their habitats 1, 2, 3 and 4.
Term
Summer 1
Teaching Activities
Children record MRS GREN in their books, then draw pictures to sort living
and non-living things in their books.
Sort animals into the 2 groups and discuss features. Children to write a
definition in their book of endo and exo-skeleton, draw an example of each
one and create a checklist of common features for each one. Children to
have differentiated envelopes of photos to support second activity.
Children to work in table groups to collect information on one of the groups
using topic books and netbooks. Children to present on A1 super paper their
finding and then present to the class at the end.
On tables look at pictures of different habitats (desert, ocean, rainforest,
woodland, field/meadow and polar habitats) and discuss where in the world
you might find this habitat ( P60 collins junior world atlas- link pictures to
world climate) and what animals may be found there. Discuss why some
animals are especially suited to different habitats.
Children to split page into 2 or 4 (LA/HA) and in each section draw an
animal with it’s habitat around it and label what there is in a habitat which
allows them to live there (think about climate, land, food and water,
shelter)
Take children out onto playground and then the field, discuss what
organisms might be in each habitat – Discuss the importance of respecting
habitat and organisms to protect them.
Children then complete a sketch of their habitat, and make notes on the
temperatures, light and moisture. Make notes of any organisms (plants and
animals) they find. CT to take photos of any organisms unknown by the
children.
Ch to work in pairs, HA - IND to research plants/animals from local area
and create a fact page for a class information book about the school
grounds.
Children use a key to classify 5 different insects. Work in mixed ability
groups and record by taking photographs.
Children then use selection of 6 pictures and use them to construct a food
chain with 3 animals, ensuring they use arrows in the correct direction. MA
and HA use 6 blank cards to create their own food chain with 3 animals
Look at pictures of other animals which use camouflage to blend in with
their environment and avoid predators.
All children draw pictures of a camouflaged animal in its environment.
Design an animal for a habitat and explain how the animal is suited to this
habitat.
Design a poster to inform about an endangered species and how we can help.
Geography
Countries in
Europe
DT
Food around the
world
PSHE
relationships
computing
Music
I can tell you how I feel about the important people or animals in my life
I know how most people feel when they lose something or someone they
love.
I know some ways to celebrate the life of someone I care about
I can tell you about someone that I no longer see.
I understand that we can remember people even if we no longer see them
to explore how the media present information
to recognise stereotypes
To challenge stereotypes.
This topic deals with the death of a loved one and should be treated
sensitively and only covered if there are no issues within the class.
Activities focus on understanding own and others feelings. It also explores
stereotypes around men and women.
Knowledge, skills and understanding
Teaching should ensure that listening, and applying knowledge and
understanding, are developed through the interrelated skills of performing,
composingand appraising.
Controlling sounds through singing and playing – performing skills
1 Pupils should be taught how to:
c practise, rehearse and present performances with an awareness of
List what children already know about stringed instruments. Give children 1
minute to write as many stringed instruments as they can. Look at any
children’s string instruments. Listen to a variety of string instruments
Ask children to name as many woodwind instruments as they can. Look at
pictures on NGFL website, listen to sounds and describe how they are
made. Link to last week – pitch relating to length of column of woodwind
instruments.
PE
the audience.
Creating and developing musical ideas – composing skills
2 Pupils should be taught how to:
a improvise, developing rhythmic and melodic material when performing
b explore, choose, combine and organise musical ideas within musical structures.
Responding and reviewing – appraising skills
3 Pupils should be taught how to:
a analyse and compare sounds
b explore and explain their own ideas and feelings about music using
movement, dance, expressive language and musical vocabulary
c improve their own and others’ work in relation to its intended effect.
Listening, and applying knowledge and understanding
4 Pupils should be taught:
b how the combined musical elements of pitch, duration, dynamics, tempo,
timbre, texture and silence can be organised within musical structures [for
example, ostinato]and used to communicate different moods and effects
c how music is produced in different ways [for example, through the use
of different resources, including ICT]and described through relevant
established and invented notations
Breadth of study
5 During the key stage, pupils should be taught the Knowledge, skills
and understandingthrough:
a a range of musical activities that integrate performing, composing
and appraising
b responding to a range of musical and non-musical starting points
c working on their own, in groups of different sizes and as a class
Swimming
Swimming activities and water safety
9 Pupils should be taught to:
a pace themselves in floating and swimming challenges related to speed,
distance and personal survival
b swim unaided for a sustained period of time over a distance of at least 25m
c use recognised arm and leg actions, lying on their front and back
d use a range of recognised strokes and personal survival skills [for example,
front crawl, back crawl, breaststroke, sculling, floating and surface diving
Dance with Mrs Frane
Ask children to name as many brass instruments as they can on a
whiteboard. Listen to a selection of Brass instruments on Espresso
orchestra big book
Explain to children how sound is made and travels by vibrations.
Look at different percussion instruments. Listen to them, discuss the
different timbre of sounds.
Children work in groups to create a composition for a theme relating to
their current topic. Discuss what types of sound they will need to use to
create their composition, and which percussion instruments they will
choose.
Children rehearse a performance of their percussion compositions from last
week, then perform their compositions using the scores that they wrote
last week.
Groups to comment on performances – how did they remind you of the
theme?
Did they choose appropriate instruments for the theme?
NC - Develop flexibility, strength, technique, control and balance. Perform
dances using a range of movement patterns. Compare their performances with
previous ones and demonstrate improvement to achieve their personal best.
2.4a
Explore the diversity of a range of religious traditions and identify
similarities and differences
RE
French
Year Group
Subject
Science Living
things and their
habitats
Four friends- LCP
Year 4
Learners should be able to give reasons why people keep traditions and
explain what this says about identity, beliefs and values
Learners should be able to describe features of religious traditions,
identify similarities and differences and explain why believers might
commit to carrying on these practices
Learners should be able to identify important beliefs expressed
through traditions and explain how these might strengthen the faith of
individuals and communities
Learners should be able to identify traditions that are important to
them and explain what this says about their identity and values
In this unit, the children learn to listen and respond to a French story.
They learn how to talk about
animals and describe their movement and colour. They add to their
repertoire of verbs and learn to
respond to questions with negatives. They prepare for a performance of a
story/song and perform the
story/song to another class or in assembly.
Theme: ourselves
Duration
Approx 6 wks
Skills (national Curriculum ref)
To discover children’s ideas about living things.
To know living things are called organisms and that they can be sorted into
groups.
To know the features for different groups of animals. (invertebrates)
To know the features for different groups of animals (vertebrates)
To know what the term habitat means.
To identify animals which live in different habitats.
Term
Summer 2
Teaching Activities
Children record MRS GREN in their books, then draw pictures to sort living
and non-living things in their books.
Sort animals into the 2 groups and discuss features. Children to write a
definition in their book of endo and exo-skeleton, draw an example of each
one and create a checklist of common features for each one. Children to
have differentiated envelopes of photos to support second activity.
Children to work in table groups to collect information on one of the groups
To predict the types of organism which may be found in a local habitat.
To study the features of a local habitat.
To explore and identify local plants.
To understand the purpose of keys.
To use a key to correctly identify animals.
Use and make a simple key to explore local plants/animals.
To understand what is meant by the terms ‘food chain’, ‘producer’ and
‘consumer’.
To construct a food chain, using arrows correctly.
To understand how camouflage helps animals survive in their habitats.
(POSSIBLY TAUGHT AS AN ART LESSON)
To understand how animals and plants adapt to their environment.
To recognise that environments can sometimes change and pose dangers to
living things.
Living things and their habitats 1, 2, 3 and 4.
History
A local history
study
To understand the effects of roads on invasion and trade.
To understand how a Roman town was made and the important features.
To compare/contrast buildings built by the Romans.
To describe different features relating to the period during the Roman rule.
using topic books and netbooks. Children to present on A1 super paper their
finding and then present to the class at the end.
On tables look at pictures of different habitats (desert, ocean, rainforest,
woodland, field/meadow and polar habitats) and discuss where in the world
you might find this habitat ( P60 collins junior world atlas- link pictures to
world climate) and what animals may be found there. Discuss why some
animals are especially suited to different habitats.
Children to split page into 2 or 4 (LA/HA) and in each section draw an
animal with it’s habitat around it and label what there is in a habitat which
allows them to live there (think about climate, land, food and water,
shelter)
Take children out onto playground and then the field, discuss what
organisms might be in each habitat – Discuss the importance of respecting
habitat and organisms to protect them.
Children then complete a sketch of their habitat, and make notes on the
temperatures, light and moisture. Make notes of any organisms (plants and
animals) they find. CT to take photos of any organisms unknown by the
children.
Ch to work in pairs, HA - IND to research plants/animals from local area
and create a fact page for a class information book about the school
grounds.
Children use a key to classify 5 different insects. Work in mixed ability
groups and record by taking photographs.
Children then use selection of 6 pictures and use them to construct a food
chain with 3 animals, ensuring they use arrows in the correct direction. MA
and HA use 6 blank cards to create their own food chain with 3 animals
Look at pictures of other animals which use camouflage to blend in with
their environment and avoid predators.
All children draw pictures of a camouflaged animal in its environment.
Design an animal for a habitat and explain how the animal is suited to this
habitat.
Design a poster to inform about an endangered species and how we can help.
Children then design a new Roman town with straight roads and places
which would be used by the Romans.
Ch to create a model ( as a group) for a Roman building locally.
Look at how the Romans invented viaducts. Read about the introduction of
Art
Local pottery
PSHE
changes
computing
Look at examples of these still standing today.
To understand how the Romans have influence our lives today.
To understand how the Anglo-Saxons unified England.
The introduction of monarchy.
To study a local site/aspect of history dating from the Roman period.
To study a local site/aspect of history dating from the Anglo-Saxon period.
To record observations.
To paint, using colour for effect.
To know about the life of an artist.
To explore how stimuli can be used as a starting point for 3D work.
To look at pattern in 3D work.
Using the natural environment as a stimulus.
To use printing to represent the natural environment.
Use lines, tone and shade to represent things seen or remembered.
To use printing to represent the natural environment.
Using the natural environment as a stimulus.
Use lines, tone and shade to represent things seen or remembered.
sewers and running water in Britain. Refer to pack from local water
company. How is water cleaned? Where does it go?
Children create a family tree.
Each table to be given a topic to research or HA can choose their own e.g.
clothes, food, education, jobs, tools, etc. Ch to collect drawings and notes
and then present as an information page at the end of the lesson.
Ch to read information on the artist Clarice Cliff and then at Clarice Cliff
artwork and discuss/compare patterns, shapes and colours used. Ch to look
at and discuss laminated pictures in pairs/as a table group.
Tasks - Ch to copy the style and design their own plate
On IWB read information on Josiah Wedgewood. Look at play to find out
more about him. Look at pictures of his art on IWB. Link to Wedgewood
Museum, look at website. http://www.wedgwoodmuseum.org.uk/
Task - Ch to use copied information booklets/netbooks to fill in info sheets
on Josiah Wedgewood– life, family, illnesses, work, etc.
Ch to design a similar design to those used by Wedgewood (sillouettes) to
reflect life today. Ch to draw and cut out of felt a person and object and
stick onto a vase outline.
Look at pictures of bridges designed by Isambard Brunel. Talk Partners –
What shapes can you see? What materials have been used? What is
similar/different about them?
Task - Ch to work in mixed ability groups with cardboard, art straws and
string to reproduce a 3D model of a bridge, designed by Isambard Brunel.
Look at a Staffordshire/UK artist who paints habitats or a selection of
work by different artists. E.g. Moorlands, Roaches, Peak District, etc. Ch to
go out onto field and garden, taking photos and collecting rubbings
I know what we feel and think affects what we do.
To prepare for change
To know how we feel, what we think and how we behave are linked.
To discuss feelings about Year 5.
To prepare for change
Appreciate our classmates.
Say something nice.
Recognise others talents.
Transition unit – activities review year 4 and look ahead to year 5
Music
PE
French
RE
Sing songs and perform
Summer show
Swimming
Swimming activities and water safety
9 Pupils should be taught to:
a pace themselves in floating and swimming challenges related to speed,
distance and personal survival
b swim unaided for a sustained period of time over a distance of at least 25m
c use recognised arm and leg actions, lying on their front and back
d use a range of recognised strokes and personal survival skills [for example,
front crawl, back crawl, breaststroke, sculling, floating and surface diving
Dance with Mrs Frane
NC - Develop flexibility, strength, technique, control and balance. Perform
dances using a range of movement patterns. Compare their performances with
previous ones and demonstrate improvement to achieve their personal best.
Growing things LCP
In this unit, the children learn the names of some vegetables grown in the
garden and how to say
which they like and dislike. They describe the life cycle of a plant in
French. They also join in with a
well-known story using French words and take a more active role in
storytelling. They gain a cultural
understanding of markets in French-speaking countries. They also learn how
to say what they would
like to buy in a market, take part in market role-plays and organise dialogue
in the correct order.