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Year 4 Curriculum

  • ART


    Iron Age


    Roman Mosaics: Collage and textiles


    Mother Nature: 3D sculpture



    Computing Key Skills Unit

    Expectations in Lessons

    Logging on

    Using a keyboard and typing

    Saving and opening work

    WOMBLE: Rules, logging on, uploading work, commenting and messaging.



    CREATIVITY: Unit 4.3 We are musicians

    Producing digital music (using Garage Band on the iPads). Link to music topic.



    COMPUTER NETWORKS: Unit 6.4 We are network technicians

    Understanding how the Internet works.



    Board Games


    Musical Instruments




    Devils Dyke

    • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods including sketch maps, plans, graphs and digital technologies.
    • Use maps, atlases and digital mapping systems to identify the position and significance of latitude and longitude.
    • Describe and understand: vegetation belts and land use.
    • Identify characteristics of key topographical features (contour lines): hills.
    • Understand how these areas have changed over time. 


    Volcanoes, Earthquakes & Mountains

    • Describe and understand key aspects of physical geography: volcanoes, earthquakes, climate zones.  

    Iron Age Britain

    Changes in Britain during and after the Iron Age

    Knowledge/ understanding of British history

    • Can accurately differentiate within a longer time period using dates and names for specific eras
    • can explain beliefs and attitudes in terms of why people might have had those ideas.
    • Sees consequences in terms of immediate and longer-term effects and can see that people were affected differently
    • Raise questions about what the evidence tells us. They are aware of the need not to rush to conclusions based on flimsy evidence. Will use phrases such as, We cannot tell for sure. Most evidence suggests..


    Romans in Britain

    The Roman Empire and its impact on Britain

    Knowledge/ understanding of British history

    • Children understand that people create different versions of the past for different audiences and therefore might give a different emphasis
    • Answers to questions are structured and provide supporting evidence for statements made;
    • Able to see two sides of a question and can offer arguments on both sides;
    • Raise questions about what the evidence tells us. They are aware of the need not to rush to conclusions based on flimsy evidence. Will use phrases such as, We cannot tell for sure. Most evidence suggests..


    Fiction: Mr Wuffles by David Wiesner - Reports (police)  and Recounts (witness statement) and interpreting books from pictures.

    Non-Fiction: recount (diary entry)  of Iron Age Day and  Wolf Brother by Michelle Paver

    Poetry: Nonsense  poetry- Ning, Nang, Nong by Spike Milligan



    Non-Fiction: Explanation (+small input on persuasion) linked to Until I met Dudley by Roger McGough  and science topic

    Poetry: Kennings

    Fiction: Stories from other  worlds   Beaver Towers by Nigel Hinton

    Significant author study: see Reading Roots authors



    Poetry:  Snow on Snow by Ted Hughes, focus on metaphors

    Play scripts: Linked to computing unit ‘We are presenters’

    Non-Fiction: Non-Chronological report  linked to geography topic on volcanoes, earthquakes and mountains


    Compare & classify geometric shapes based on properties & size.

    Compare and order angles up to 2 right angles by size.

    Complete a simple symmetric figure.

    Convert between different units of measure (e.g. km to m)

    Describe position on a 2D grid as co-ordinates in the first quadrant.

    Estimate, compare & calculate different measures including pounds and pence.

    Find the area of rectilinear shapes by counting squares.

    Identify acute and obtuse angles.

    Identify lines of symmetry in 2D shapes in different orientations.

    Measure and calculate the perimeter of a rectilinear figure in cm and m.

    Plot points and draw sides to complete a polygon.

    Read, write and convert time between analogue and digital clocks.

    Solve problems, converting hrs to mins, mins to secs, years to months and weeks to days.

    Translate shapes.

    Add numbers with up to 4 digits using written methods.

    Estimate to check answers to calculations.

    Multiply 2-digit numbers by a 1-digit number.

    Multiply 3 numbers together.

    Multiply 3-digit numbers by a 1-digit number.

    Recall x and / facts for multiplication tables up to 12x12.

    Recognise and use factor pairs in mental calculations.

    Solve addition 2-step problems, deciding methods to use.

    Solve mental calculations with increasingly large numbers.

    Solve problems involving multiplying and dividing.

    Solve subtraction 2-step problems, deciding methods to use.

    Subtract numbers with up to 4 digits using written methods.

    Use inverses to check answers to calculations.

    Use place value, known and derived facts to divide mentally.

    Use place value, known and derived facts to multiply mentally.

    Add and subtract fractions with the same denominator.

    Compare numbers with the same number of decimal places.

    Count backwards through zero to include negative numbers.

    Count in multiples of 6, 7, 9, 25 and 1000.

    Count up and down in 100ths and recognise how 100ths arise.

    Find 100 more or less than a given number.

    Find the effect of dividing a number by 10 & 100 and identify the value of the digits in the answer.

    Identify, name and write equivalent fractions of a given fractions.

    Identify, represent and estimate numbers.

    Order and compare numbers beyond 1000.

    Read Roman numerals to 100 and understand how numerals changed.

    Recognise and write decimal equivalents of any number of 10ths or 100ths.

    Recognise and write decimal equivalents to 1/4, 1/2 and 3/4.

    Recognise the place value of each digit in a 4-digit number.

    Round any number to the nearest 10, 100 or 1000.

    Round decimals with 1 decimal place to the nearest whole number.

    Solve number and practical problems using place value.

    Solve simple measure and money problems involving fractions & decimals.

    Interpret and present data using bar charts.

    Interpret and present data using line graphs.

    Solve 'comparison' problems using information presented in charts.

    Solve 'difference' problems using information presented in charts.

    Solve 'sum' problems using information presented in charts.

    Use a range of scales when interpreting and presenting data.

    Solve 2 step problems such as 'How many more?' 'How many fewer?'

    Solve one-step problems such as How many more?

    Use simple scales (e.g. 2,5,10 units per cm) in pictograms.



    This term in French I will:

    · Learn and use the verb ‘avoir’ (to have) and begin to build sentences

    · Use avoir to talk about my family and pets

    · Use avoir to talk about how people look

    · Use common colours, adjectives and adjectival endings to write and speak accurately

    · Begin to add connectives in my work



    This term in French I will:

    · Learn the verb ‘être’

    · Use the verb ‘être’ to talk about how people look

    · Use the verb ‘être’ to describe personality

    · Develop the use of connectives in writing and speaking

    · Begin to understand and use agreement and gender correctly




    This term in French I will:

    · Use simple –er verbs to express my opinion

    · Talk about School subjects and my likes and dislikes

    · Begin to justify my opinions using common adjectives

    · Compare my school day to other children in French speaking countries



    Exploring Rhythm Patterns

    • Create & perform more complex rhythmic patterns.
    • Use notation of rhythms as appropriate.

    Exploring Musical Terms & Signs

    • Recognise and explore musical terms & signs.
    • Consolidate a strong sense of pulse and demonstrate an ability to perform with others.



    Exploring Sound Colours

    • Compose, perform expressively & analyse compositions.
    • Demonstrate an extensive sound vocabulary.
    • Compose more complex descriptive pieces using techniques such as layering.

    Exploring Arrangements

    • Create, combine and perform rhythmic and melodic material as part of a class / group performance.
    • Compose group pieces showing understanding of accompaniment / arrangements.
    • Use ICT, graphic / staff notation as appropriate.



    Exploring Melodies & Scales

    • Recognise a variety of scales including major, harmonic & melodic minor, pentatonic & chromatic.
    • Use scales knowledge to compose / improvise short melodies and accompaniments.

    Exploring Descriptive Sounds

    • Create, perform and analyse short descriptive compositions that combine sounds, movements and words.
    • Compose group piece combining musical skills learnt during the year.


    Global citizenship: Challenging media stereotypes and finding out about the British values of democracy, rule of law, mutual respect, individual liberty and tolerance

    Internet safety: Taught through computing

    New beginnings: Rights and responsibilities in school

    Protective behaviours: Feeling safe and unsafe exploring how to tell and use a support network

    Getting on and falling out: Regulating emotions and group work skills

    Say no to bullying: Taught during anti-bullying week



    Disability equality education: Looking beyond appearance and not making assumptions

    Healthy eating: Taught through science, DT and PE

    Going for goals: Identifying and overcoming barriers to learning

    LGBT equality education: Celebrating differences and exploring homophobic language

    Money management: Taught during Finance fortnight

    Good to be me: Exploring feelings such as hope, disappointment and anger



    Drugs and alcohol education: The dangers and effects of alcohol

    Relationships: Exploring loss and coping strategies

    Relationships and sex education: Body changes during puberty

    Changes: Coping with unwanted changes and giving and asking for help




    • Indoor Athletics – Indoor Pentathlon


    • Multi-skills activities focussing on development of the fundamental movement skills of agility, balance and coordination.




    • Gymnastics – Floor work & low – high level apparatus


    • Invasion style games skill development.
    • Net style games skill development.




    • Dance skill development – topic based


    • Athletics activities skill development.
    • Striking and fielding style games skill development.


    Celebrations: Christmas journeys.

    Children will consider and learn:

    • About the importance of Bethlehem for many Christians.
    • That the story of Jesus’ birth is of central importance in Christianity and understand some of the reasons why.
    • To know that people within a story will have different feelings, hopes and motives.
    • That music can be used to give a religious message and appreciate that the basis of the music is the Nat story.
    • That belief and religious ideas can be expressed through words and music, art and literature.
    • To consider own beliefs and religious ideas.



    Why is Easter important to Christians?

    Children will consider and learn:

    • About events of Palm Sunday and atmosphere and feelings of crowd on Palm Sunday.
    • About significance of the last supper
    • About the events which led to Jesus being arrested
    • About the events of the Crucifixion.
    • About the feelings of disciples, friends and family of Jesus
    • Why Christians believe in life after death – resurrection
    • That the cross and crucifix are symbolic for some Christians

    How and why do Hindus worship at home and in the mandir?

    Children will consider and learn:

    • The meaning of the aum symbol and its significance.
    • About some aspects of Hindu beliefs in God.
    • About the Hindu idea of God in many forms
    • And reflect on the different aspects of own character.
    • That shrines are special places in Hindu homes.
    • About some of the ways Hindus show devotion to God.
    • What ‘puja’ means (worship)
    • That some of the activities in worship have parallels in own life
    • What ‘puja’ means (worship)
    • That some of the activities in worship have parallels in own life.
    • About worship through the elements, rituals and artefacts that are involved in Hindu worship.
    • That religious beliefs ideas and feelings can be expressed in a variety of forms



    Creation stories

    • Children will consider and learn:
    • That there are many Hindu stories about the beginning of life
    • That Christian Creation is two stories written at different times but found at the beginning of the Bible
    • And be aware of similarities and differences from other creation stories.
    • To appreciate the interconnectedness of the Earth.
    • And empathise with different viewpoints.
    • To understand what happens when the Earth is abused.

    What religions are represented in our neighbourhood?

    Children will consider and learn:

    • To use a range of resources to discover which religious traditions are represented in the neighbourhood.
    • About the main beliefs, practices, buildings and people of the religious traditions in the neighbourhood of the school.
    • And find out what facilities are offered by the local church.
    • To work co-operatively with others to collate information.
    • That there is diversity within and between religions and some of the reasons why this is so.

    AUTUMN: How old are stones? 


    • identify common appliances that run on electricity
    • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers (and use their circuits to create simple devices)
    • 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 circuit
    • recognise some common conductors and insulators, and associate metals with being good conductors.

    Pupils should draw the circuit as a pictorial representation, not necessarily using conventional circuit symbols at this stage; these will be introduced in year 6.

    Digestion and Teeth

    • 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 (comparing the teeth of carnivores and herbivores)
    • construct and interpret a variety of food chains, identifying producers, predators and prey.(link to living things rather than here?)

    SPRING: Romans 


    Pupils should explore and identify the way sound is made through vibration in a range of different musical instruments from around the world

    • 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 Celsius (°C)
    • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
    • Note: avoid using materials where heating is associated with chemical change, for example, through baking or burning.

    Animals including humans : Puberty  (link with year 4 sex education)

    • describe the changes as humans develop to old age.
    • Draw a timeline to indicate stages in the growth and development of humans. They could learn about the changes experienced in puberty. 

    Living things and their  environment      

    (link to Devil’s Dyke either as additional paid visits or in consultation with Graham at DD)

    • 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.
    • identify how the habitat changes throughout the year.
    • grouping a wide selection of living things that include animals and flowering plants and non-flowering plants.

    Pupils should explore examples of human impact (both positive and negative) on environments, for example, the positive effects of nature reserve, and the negative effects of population and development, litter.

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