Year 4
Topics Autumn 2
Year 4: Why were the Romans so powerful and what
did we learn from them?
KS2 History: The Roman Empire and its impact on Britain
-
Julius Caesar
Hadrian’s Wall
Boudica
Romanisation of Britain
WOW: Class to be given surprise ‘extra’ playtime so that an older
group of children can ‘invade’ their classroom.
LC1
What is it like to be invaded and which countries have
been invaded recently?
LC2
Who were the Romans and would they have enjoyed
coming to Britain?
LC3
Would you prefer to be a Gladiator or a Premiership
footballer?
LC4
What did the Romans do for us?
LC5
How could you be as fit as a Roman?
LC6
Why did the Romans need to build forts?
LC7
Who was Boudica and why did she become so famous?
LC8
Can you create a working model of a Roman weapon?
LC9
Who were the famous Romans and what do we know
about them?
LC10
Literacy Link: LC1 provides ample
opportunities for children to express
themselves after being ‘invaded’ by another
class.
LC2 provides research opportunities based on
finding out about the Romans.
LC3 offers further research opportunities
through finding out about the lives of
Gladiators.
LC8 will give children a chance to carry out
their own research on one famous Roman.
They will then have to do a presentation to
the class about their chosen Roman.
Expressive Art Link: During LC5 children will
experience marching carrying the equivalent
of the Roman’s armour.
Creative Arts Link: LC7 will provide children
with a chance to research and then design
and make a Roman weapon that would
have been used to help them capture cities,
etc.
Reflection: Children through ‘home learning’ tasks will be
expected to put together a ‘research file’ that will start
with a range of questions they will have thought of.
© Focus Education 2014
The
Captive
Celt
Terry
Dreary
Roman
Invasion
My Story
Jim
Eldridge
2
Year 4 History Knowledge, Skills and Understanding breakdown
Chronological understanding
Knowledge and interpretation
Historical enquiry
• Can they plot recent history on a
timeline using centuries?
• Can they place periods of history on a
timeline showing periods of time?
• Can they use their mathematical skills
to round up time differences into
centuries and decades?
• Can they explain how events from the
past have helped shape our lives?
• Do they appreciate that wars have
happened from a very long time ago
and are often associated with
invasion, conquering or religious
differences?
• Do they know that people who lived in
the past cooked and travelled
differently and used different weapons
from ours?
• Do they recognise that the lives of
wealthy people were very different
from those of poor people?
• Do they appreciate how items found
belonging to the past are helping us to
build up an accurate picture of how
people lived in the past?
• Can they research two versions of an
event and say how they differ?
• Can they research what it was like for
a child in a given period from the past
and use photographs and illustrations
to present their findings?
• Can they give more than one reason
to support an historical argument?
• Can they communicate knowledge
and understanding orally and in writing
and offer points of view based upon
what they have found out?
Year 4 (Challenging)
• Can they use their mathematical skills
to help them work out the time
differences between certain major
events in history?
• Can they begin to build up a picture of
what main events happened in Britain/
the world during different centuries?
• Do they appreciate that the food
people ate was different because of
the availability of different sources of
food?
• Do they appreciate that weapons will
have changed by the developments
and inventions that would have
occurred within a given time period?
• Do they appreciate that wealthy
people would have had a very
different way of living which would
have impacted upon their health and
education?
© Focus Education 2014
• Can they independently, or as part of
a group, present an aspect they have
researched about a given period of
history using multi-media skills when
doing so?
3
Year 4: Would people send our greetings cards?
Printing
Pupils should be taught:
To improve their mastery of art and design techniques.
WOW: Show the children a range of greetings cards and
discuss their designs and purpose.
LC1
Which greeting card designs do we like and
why?
LC2
What drawing skills will we use and what is
the effect of colour?
LC3
Can we sketch some designs for our own
cards?
LC4
Which designs will we print and what
printing technique should we use?
LC5
Can we use four or more colours in our prints
and still print accurately?
LC6
Can we repeat our card design
successfully?
LC7
Can we design a logo for our own greetings
card ‘company’ and print it onto bags,
posters and other materials?
Ref
How will we advertise our hand crafted
greeting cards?
Literacy Links: Opportunities for the children
to discuss their ideas and justify their opinions.
Literacy and Music Links: Opportunities for the
children to write adverts and jingles for an advert.
© Focus Education 2014
Printing Step-byStep
Children's
Craft
Series
Michelle
Powell
Art and
Craft
Skills:
Printing
Hachette
Children's
Books
4
Would people send our greetings cards?
Year 4
Printing
• Can they print using at least four colours?
• Can they create an accurate print design?
• Can they print onto different materials?
Sketch books
• Can they use their sketch books to express their feelings about various subjects and outline likes and dislikes?
• Do they use their sketch books to adapt and improve their original ideas?
• Do they keep notes about the purpose of their work in their sketch books?
Knowledge
• Can they experiment with different styles which artists have used?
© Focus Education 2013
5