Year 4 Topics Autumn 2

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 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.

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.

The TerryCaptive DrearyCelt

Roman Invasion Jim EldridgeMy Story

© Focus Education 2014

Year 4 History Knowledge, Skills and Understanding breakdownChronological 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?

• 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© Focus Education 2014

Year 4: Would people send our greetings cards?

PrintingPupils 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.

LC1Which greeting card designs do we like and why?

LC2What drawing skills will we use and what is the effect of colour?

LC3Can we sketch some designs for our own cards?

LC4Which designs will we print and what printing technique should we use?

LC5Can we use four or more colours in our prints and still print accurately?

LC6Can we repeat our card design successfully?

LC7Can we design a logo for our own greetings card ‘company’ and print it onto bags, posters and other materials?

RefHow will we advertise our hand crafted greeting cards?

Literacy and Music Links: Opportunities for the children to write adverts and jingles for an advert.

© Focus Education 2014 4

Literacy Links: Opportunities for the childrento discuss their ideas and justify their opinions.

Art and Craft Skills:

Printing

Hachette Children's

Books

Printing - Step-by-

Step Children's Craft Series

MichellePowell

© Focus Education 2013 5

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?