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Year 4 Curriculum

  • ART

    Throughout the year we will be learning about the work of other artists and art through history. We will be using sketchbooks to record, explore and refine our ideas. We will use key words to show our knowledge and understanding.

    We will develop our drawing, painting, sculptural, collage, textile and printing techniques.

    Drawing

    • Show line, tone and texture
    • Use shading for effect
    • Use different mediums eg oil pastels

    Painting

    • Use varied brush techniques
    • Mix colours effectively
    • Create different textures

    Sculpture

    • Cut, make and combine shapes
    • Practise joining techniques
    • Create detail

    Collage

    • Select colours and materials for effect
    • Learn and practise a variety of techniques

    Textiles

    • Select appropriate materials
    • Develop sewing skills

    Printing

    • Use more than one colour
    • Make printing blocks
    • Make repeated patterns with precision
  • COMPUTING (ICT)

    AUTUMN

    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.

     

    SPRING

    CREATIVITY: Unit 4.3 We are musicians

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

     

    SUMMER

    COMPUTER NETWORKS: Unit 6.4 We are network technicians

    Understanding how the Internet works.

  • DESIGN TECHNOLOGY (DT)

    AUTUMN

    Disassembly, design ,construction and evaluation of an electronic board game.

    • Investigate and analyse a range of existing products
    • Understand electrical systems in products
    • Understand how key events and individuals in design and technology have helped shape the world
    • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided 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
    • Understand and use electrical systems in their products
    • Select from and use a wider range of tools and equipment to perform practical tasks
    • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

    SPRING

    Disassembly, design. construction and evaluation of a musical Instrument.

    • elect from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
    • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
    • Investigate and analyse a range of existing products
    • Understand how key events and individuals in design and technology have helped shape the world
    • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
    • 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 sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
    • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

    SUMMER

    Exploration of textiles and designs to create a tote bag out of recycled materials

     

    • Select from and use a range of tools and equipment to perform practical tasks
    • Design purposeful, functional, appealing products for themselves and other users based on design criteria
  • GEOGRAPHY

    Within these topics we will learn how to use the eight points of a compass, four and six-figure grid references, symbols and a key to locate and plot geographical places and features on a map, as well as how contour lines are used to show the topography of an area. They will have the opportunity to learn about the stages of the water cycle and about mountains and their different formations, studying mountain ranges in the United Kingdom and around the world. They will also learn about habitats and how human and natural influences can have an impact on the environment.

    AUTUMN/SPRING

    Volcanoes, Earthquakes & Mountains

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

    SUMMER

    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. 
  • HISTORY

    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. 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.
  • LITERACY

    Autumn

    Poetry: Nonsense  poetry-  Spike Milligan and Edward Lear.

    Fiction: Roald Dall characters. Creating characters.

    Book Week

    Non-Fiction: Explanation text linked to Until I met Dudley and Electricity

    Non Chronological reports based around mountains and Earthquakes

     

    Spring

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

    Fiction: adventure/disaster stories Escape from Pompeii by Christina Balit.

    The Poetry: Kennings

    Non Fiction Recounts Escape from Pompeii.

     

    Summer

    Stories from other worlds   Beaver Towers by Nigel Hinton

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

  • MATHS

    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.

  • MODERN FOREIGN LANGUAGES (FRENCH)

    YEAR 4 AUTUMN TERM

    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

     

    YEAR 4 SPRING TERM

    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

     

    YEAR 4 SUMMER TERM

     

    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

  • MUSIC

    AUTUMN 

    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.

     

    SPRING 

    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.

     

    SUMMER 

    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.
  • PERSONAL, SOCIAL & HEALTH EDUCATION (PSHE)

    Autumn

    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

     

    Spring

    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

     

    Summer

    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

  • PHYSICAL EDUCATION (PE) & SPORT

    AUTUMN

    INDOOR

    • Indoor Athletics – Indoor Pentathlon

    OUTDOOR/GAMES

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

     SPRING

    INDOOR

    • Dance skills and performance. Dome Dance Let’s Dance Performance. March

    OUTDOOR/GAMES

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

     

    SUMMER

    INDOOR

    • Gymnastics. Small and large apparatus

    OUTDOOR/GAMES

    • Athletics activities skill development.
    • Striking and fielding style games skill development.
  • RELIGIOUS EDUCATION (RE)

    AUTUMN

    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.

     

    SPRING

    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

     

    SUMMER

    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.
  • SCIENCE

    Year 4 working scientifically skills underpin  science learning.

    • ask relevant questions and using different types of scientific enquiries to answer them
    • set up simple practical enquiries, comparative and fair tests
    • make systematic and careful observations and , where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
    • gather, record, classify and present data in a variety of ways to help in answering questions
    • record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
    • report on findings from enquiries, include oral and written explanations, displays or presentations of results and conclusions
    • use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

     

    AUTUMN

    Living things and their environment      

    • 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.

     

    Electricity

    • 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
    • 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.

     

    SPRING

    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

    Sound

    • 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

    SUMMER

    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.

    Animals including humans : Puberty

    • describe the changes as humans develop to old age.

    Living things and their environment    revisited  

    • 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.
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