Year 4
Year 4
Curriculum Coverage
Year 4
Autumn 1 & Autumn 2
Project Title
Essential
Question
Purpose/real
outcome
Audience
Immersive
environment
Text
Spring 1 & Spring 2
13 weeks
Summer 1 & Summer 2
14 weeks
Romans and Volcanoes
World Tour
12 weeks
Viking Invasion
Who are the Romans?
What makes the Earth Special?
Why did the Vikings invade Britain?
Roman mosaic
World Tour exhibit
Viking showcase
Roman villa
Travel agents
Viking long boat
Escape for Pompeii by Christina Balit
Charlie Small: Gorilla City
How to train your dragon
Topic Overview Roman History & Volcanoes
Geographical
Vocabulary N.C
WOW
Experience
History
World Tour linked to living things & Anglo Saxons & Vikings - History their habitats - Geography &
see N.C for objectives
science.
Region, human and physical geography, volcanoes, earthquakes, maps, countries, major cities, Europe, physical and
human characteristics.
Chester Trip – Grosvenor Museum
West Midlands Safari Park
Time Zone team
Roman Empire & its impact on
Britain.
*Julias Caesar’s attempted invasion.
*Roman Empire & successful
invasiom.
*British resistanceeg. Boudicca
-Romanisation of Britain
Anglo Saxons and the Viking invasion
*The Roman withdrawal from Britain
in c. AD 410 and the fall of the
Western Roman Empire.
*the Scots invasions from Ireland to
north Britain (now Scotland)
*Anglo-Saxon invasions, settlements
Year 4
and kingdoms: place names and
village life
*Anglo-Saxon art and culture
*Christian conversion – Canterbury,
Iona and Lindisfarne
*resistance by Alfred the Great and
Athelstan, first king of England
*The Danegeld
*Anglo-Saxon laws and justice
*Edward the Confessor and his death
in 1066
Geography
Physical geography – describe and
understand key aspects of volcanoes

Use maps, atlases, globes to locate
countries and describe features
studied

Locate the worlds countries focusing
on Europe
Human & Physical geography –
describe & understand key aspects of
volanoes & earthquakes





Locate the world’s countries
using maps to focus– counties
and capitals. – check language
Look at Paris re French trip &
compare similarities &
differences between Russia &
UK
Human and physical features
Time zones – amending
watches
Equator, latitude, longitude,
hemisphere
Locate the worlds countries
Identify the position and
significance of latitude,
longitude, equator, northern
hemisphere, southern
hemisphere and the tropics of
cancer & Capricorn.
Year 4
Science
Sounds
*Identify how
sounds are made,
associating some
of them with
something
vibrating.
*Recognise 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.
*Recognise that
sounds get
fainter as the
distance from the
sound source
increases.
States of matter
*Compare and
group materials
together,
according to
whether they are
solids, liquids or
gases.
*Observe that
some materials
change state
when they are
heated or cooled,
and measure or
research the
temperature at
which this
happens in
degrees Celcius.
*Identify the part
played by
evaporation and
condensation in
the water cycle
and associate the
rate of
evapoation with
temperature.
Living Things &
Their habitats
*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.
Animals,
including
humans.
*Construct and
interpret a
variety of food
chains,
identifying
Electricity
*Identify
common
appliances that
run on electricity
*Construct a
simple 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.
*Recognise that a
switch opens and
closes a circuit
and associate
this with
whether or not a
lamp lights in a
simple series
Animals,
including
humans.
*Describe the
simple functions
of the basic parts
of the digestive
system in
humans.
*Identify the
different types of
teeth in humans
and their simple
functions.
Year 4
producers,
predators and
prey.
circuit.
*Recognise some
common
conductors and
insulators, and
associate metals
with being good
conductors.
LINK TO :Thomas Edison –
developed &
patented electric
lightbulb
(common
misconception –
he did not
invent)
Art & Design
Art & Design
Children should be taught to: To create sketchbooks to record their observations and use them to review and revisit ideas.
 To improve their mastery of art & design techniques including drawing, painting & sculpture with a range of
materials (eg. pencil, charcal, paint, clay)
 About great artists, architect and designers in history.
To design and create a Roman
Anglo Saxon Art
 Eiffel Tower – 3D
mosaic.
Focus on artist whose work is in
construction – Projects
Hanley museum – find out before
inspired by architecture.
Skills
hand – paint in that style
 Moscow’s magical cathedral
Collect information from a number of
Hands on architecture
different sources and use this
 Animal patterns camouflage
information to inform design ideas in
pics
words, labelled sketches, diagrams
 Colour mixing & chinese
and models, keeping in mind fitness
house boats.
Year 4
for purpose and the end user.
Investigate, combine and organise
visual and tactile qualities of
materials and processes when
making something.
Exploding volcanoes – construct
using papier mache
Design &
Technology
Design &
Technology
Cooking – reversible (chocolate) and
irreversible (cakes- biscuits))
changes apply/mastery
Children should be taught to:Design
 Use research and develop design criteria to inform the design of innovative, functional, appealing products
that are fit for purpose, aimed at particular individuals or groups.
 Generate, develop, model and communicate their ideas through discussion, annotated skethces, crosssectional and exploded diagrams, prototypes, pattern pieces and computer aided design.
Make
 Select and use a wider range of tools and equpment to perform practical tasks (eg. cutting, shaping, joining &
finishing), accurately.
 Select from & use a wider range of materials and components, including construction materials, textiles and
ingredients, according to their functional properties and aesthetic qualities.
Evaluate
 Investigate & analyse a range of existing products.
 Evaluate their ideas and poducts against their own design criteria & consider the views of others to improve
their work.
Understand how key events and individuals in design & technology have helped to shape the world.
To design a Roman mosaic.
Design a model of a world famous
To design and create a Viking shield.
To peer critique design ideas.
landmark and light it up using an
To peer critique design ideas.
Year 4
Using these
skills you need
to think of
design &
technology
projects
tocoincide with
your topic.
To improve a design for a mosaic.
To create a mosaic.
To evaluate a design of a Roman
mosaic.
RE
What does it mean to be Hindu in
Britain today?
Stoke on Trent
agreed syllabus
PSHE
To design a musical instrument.
To test and evaluate a design of a
musical instrument.
Whaty can we learn about religions
about deciding what is right or
wrong?
Why is Jesus inspiring some people?
New Beginnings
Use the agreed
syllabus.
Significant
people
electric circuit.
Link to classification keys and make
using circuits & bulbs for yes & no.
Getting on and
falling out
Say no to
bullying
Conservation
WWF
Why are festivals important to
religious communities?
Why do some people think that life is
like a journey and what significant
experiences mark this?
Keeping safe
Going for goals
Democracy
Pliny the Elder
Architect – John Douglas – Structures
in Chester
Link with science – Leonardo Da Vinci
– discovered sound travels in waves.
Votes for women – Emmeline
Pankhurst/Emily Davison
Marco Polo – China
Discoverer – Christopher Colombus
Year 4