YEAR 4 CURRICULUM PROGRAMME OF STUDY · PDF fileReading is heard regularly in class and should be supported by parents at home ... (chronological and narrative order) ... Verb tenses

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YEAR 4 CURRICULUM PROGRAMME OF STUDY INCLUSIVE

OF THE SCHEMES OF WORK

OVERVIEW

Year 4 is when the children start to come of age as senior members of the school. They begin to take on roles of responsibility when occasionally deputising for Year 5 and 6 prefects as well as leadership roles in their House sports teams and at House charity events. The children take full advantage of the new opportunity in Year 4 to represent the school in sports teams and sometimes appearing in character roles in the senior school summer play. Year 4 present their own play as an evening shared with the Year 3 play in the Spring Term. The overall aim of Year 4 is to prepare the children academically for the challenging final two years at Broomfield whilst having plenty of fun along the way!

Year 4 lessons are academically demanding. The Year 4 teaching assistant works closely with the class teacher supporting the children through their year, sometimes working with them in small groups for reinforcement or extension work. The children continue through our programme of age moderated standardised tests in Year 4. This informs our discussions with parents about future senior schooling after Year 6. Homework increases considerably this year again, and we aim to support parents in maintaining a positive routine at home for this essential activity.

We aim to broaden and extend the children’s experiences and enjoyment beyond the curriculum by introducing them to activities which they might not otherwise choose for themselves. The Friday Activities plan covers the following activities for Year 4: Drawing Club, Construction Club, Chess Club and Drumming Club. The class is divided into two groups and each group does one set of 7-9 weeks in each activity.

English The high standard of English at Broomfield progresses through the Year 4 programme of study. Reading is heard regularly in class and should be supported by parents at home every day. Grammar and comprehension studies advance considerably during the year. Comprehension work focuses on inference, reading for detailed information and key ideas, and using our workbooks and other literary sources. Grammar exercises develop tense agreement within paragraphs, and further study of parts of speech and punctuation. Children's language development is improved through speaking and listening exercises, writing for a variety of purposes including story telling, report writing, posters, instructional and explanatory texts and a wide range of imaginative writing through studies of poetry and on a popular poet. Spellings, incorporating the 2014 National Curriculum guidelines, are learned and tested, with a focus on common errors, consonant and vowel blends and double consonants amongst others. Reasoning, both verbal and non verbal, also supports the English and mathematics curriculum.

Mathematics Mathematics, the syllabus in line with the new 2014 National Curriculum, progresses in Year

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4 in all the key areas of work number, measure, shape, data handling and mental arithmetic. In each area a wide range of work is undertaken to build on the knowledge established in earlier years. Number work is up to 10,000, with multiplication and division up to 1000 and by 10 and 100 in positive and negative numbers. Equivalent fractions, simple fractions of quantities, and writing fractions as decimals are learned as well as plenty of mental maths using the four rules, applying these to real life word problems. Other themes include units of length, mass and capacity, 2D and 3D shapes, symmetry, eight compass directions and representing and interpreting data in tables and diagrams. All these prepare the children well for the academic rigours of the Years 5 and 6 maths curricula. Summer holiday work is usually Bond Books.

Science The children in Year 4 get to grips with some challenging concepts in the areas of physics and chemistry. They refine and develop their scientific skills when investigating a range of interesting topics, including moving and growing, keeping warm, solids and liquids, circuits and conductors, habitats and food chains and plants, enabling the children to benefit from regular educational workshops in Kew Gardens.

Spanish In Spanish, the children have an exciting year. They will continue to develop the link with our partner school in Spain, el Colegio Salesiano “Ramón Izquierdo” by exchanging letters. In the spring term they will learn about food and will visit the Spanish Tapas restaurant Don Fernando’s in Richmond where they will order their tapas in Spanish and ask the waiting staff some questions. They will participate in our new celebration of ‘Carnaval’ early in the summer term and will continue to develop their language skills with the added assistance of Miss Alberni who will be joining us as a native speaking assistant teacher. The children are strongly encouraged to make use of the websites to which the school subscribes, in order to facilitate reinforcement of their learning in Spanish at home. Details of these websites are given in the overview of the year’s topics later in this document.

History and Geography History and geography increase the children's knowledge of these subjects with themed work in each term. History covers the Vikings, the Normans and the Middle Ages. Study involves both primary and secondary sources of evidence including a trip to the Tower of London. In geography, the children learn about village settlements, research Chembakolli, an Indian village, and look at human responsibility for the environment and sustainability. They also have penpal links with an Indian school in the Himalayas (Pioneer School in West Bengal) and learn key life skills and entrepreneur/business skills through running a ‘Lemonade Day’ stall at Kew Fete.

Music and Drama Music and drama are all taught by our specialist staff. In music, the children develop their ability to sing part songs learning directly about harmony, and are thus able to audition for Chamber Choir (although the majority of children chosen for Chamber Choir are from Years 5 and 6). Many year 4 children also take part in our school band directed by our head teacher. The children sing to parents at Christmas in the school carol concert and in our Harvest festival as well as in the senior school summer play, and in their own Spring Term year 4 play. Many year 4 pupils play one or more of a large variety of musical instruments available to learn, from trumpet, sax and trombone to clarinet, violin, flute and piano and take Trinity College London music examinations for which the school is an examination centre. Our drama activities build the children's confidence in voice production, public

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speaking and performance, with many plays and poems learned for school assemblies as well as school productions. In the Spring term, the class prepares and presents a show, often in French on a curriculum theme, to the whole school and their families.

ICT In ICT the children learn that ICT can be used to organise, reorganise ,develop and explore ideas and that working with information in this way can aid understanding. It also gives children opportunities to discuss their experiences of using ICT and how it is used in the wider world.

Art and Craft Art and crafts work in Year 4 is taught in our school art room and aims at exploring the children’s senses for techniques, design and their imagination. The children have the opportunity to learn about the colour wheel, basic printing techniques and drawing of 3D shapes. Their work also contributes to displays for their drama performance and is also regularly put on view in the school dining hall. Our artist-in-residence provides a special extension course for Year 4 children and this enhances further their ability to control the technical and observational aspects of drawing for one term during the year.

PE Year 4 children participate in sports three times a week. In PE they enhance their ability in developing their correct body shape with a programme of stretching exercises, and as they progress explore themes such as springing and landing with large apparatus, bridging and partner work, rotation, twisting and turning. In swimming, the children progress further into swimming unaided for a sustained period and receive badges as they achieve new distances. The children enhance their ability to use a range of recognised strokes and to understand water safety. Year 4 children compete in school teams, both within school house competitions and in external matches. In particular year 4 children successfully compete in our successful swimming team. In their weekly Games lessons, the children are coached in team sports: football and cricket for the boys, and netball and rounders for the girls with athletics for everyone in the summer term. Other sports, such as rugby, are also introduced.

PSHEE For PSHEE we use ‘Jigsaw’. Jigsaw brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. Jigsaw is designed a s a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike.

Class trips vary from year to year in Year 4. However, regular trips are made to a water sports centre and the Tower of London. Year 4 play a leading role in ‘Carnival’ when we switched to Spanish from French and they take part in local activities to use the Spanish language in London. All these trips are linked to curricula areas of study and enhance the children’s enjoyment of learning.

To help the children's development, we ask parents to read at home every day with the children as well as supporting them in establishing a positive attitude to homework both in the weekdays and weekends. With reading, we hope parents will spend time discussing the content of the books being read by their children to stretch their comprehension of the text. Additionally, parents' support in learning and reinforcing knowledge of times tables is most

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welcome, developing the children's accuracy and speed of recall especially. Before entering Year 4 it is most helpful if parents can spend time with the children reading as often as possible over the summer holidays, discussing what they have read and intend to read next. Parents are also encouraged to keep up with times table practice during holiday so that children are ready for the new term.

The Year 4 classroom is located on the ground floor of Broomfield House, accessed through the little white door from the main playground and near the 3D studio and Study.

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ENGLISH Autumn Term Text Level

Comprehension and creative writing

Settings and characterisation

Historical stories

Science fiction stories

Instructions through ICT

Fantasy stories

Newspaper reports

Simile poems

Story planning (chronological and narrative order) Sentence Level

Full stops and capital letters

Proper nouns

Powerful verbs

Powerful adjectives

Verb tenses (past, present and future)

Adverbs

Similes and metaphors

Proofreading and editing Word Level

Different strategies for spelling words including: o Look, say, cover, write, check o Common letter strings o Spelling rules for double consonants and regular verb endings (s, ed, ing) o Irregular verb tense change (go/went, can/could) o Suffixes (al, ary, ic, ship, hood, ness, ment) o Common homophones o High frequency words o Syllables

Verbal reasoning Spring Term Text Level


Settings and characterisation

Play scripts

Comparison of poems with similar themes through Drama

Poetry from different times (classic poetry) through Drama

Poetry from different cultures (eg Haiku)

Using information books (contents, index and glossary pages)

Non- chronological reports

Stories from different cultures

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Sentence Level

Powerful adjectives

Similes and metaphors

Adverbs (degrees of intensity)

Connectives

Commas

Possessive apostrophe

Paragraphs

Proofreading and editing

Speech marks Word Level

Different strategies for spelling words including: o Look, say, cover, write, check o Common letter strings o Prefixes (al, etc) o Suffixes (able, ful, ing, like, ic, worthy) o Spelling rules (plurals of nouns ending in ‘f’ or ‘fe’) o Using a dictionary and thesaurus (sequencing words in alphabetical order) o Pronouns o High frequency words o Syllables

Summer Term Text Level


Social issues – relationships (eg bullying) – link to PSHE - stories

Recount diary writing

Moral dilemmas – link to PSHE - story

Persuasive writing (arguments as in advertising and letters to newspapers)

Writing stories in chapters

Stories for younger audiences

Making and using notes for summaries Sentence Level

Identifying word classes (nouns, adjectives, verbs and adverbs)

Connectives

Commas

Speech marks

Paragraphs

Proofreading and editing Word Level

Different strategies for spelling words including: o Look, say, cover, write, check o Common letter strings o Suffixes (ible, able, ive, tion, sion) o Compound words

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o Words with common roots o Diminutives o Its and it’s o Using a dictionary and thesaurus (sequencing words in alphabetical order) o Syllables

Evaluation and Assessment Autumn Term: NFER Verbal Reasoning Group Reading Test Spring Term: NFER English Parallel Spelling Summer Term: QCA Reading, Writing and Spelling Resources

Letts Literacy Activity Book, Year 4

Collins Focus on Literacy, Pupil Book 4

The National Literacy Strategy Spelling Bank

Nelson Comprehension Book 2

Comprehension Success Book 2

Collins Primary Focus – Grammar & Punctuation Book 2 Handwriting: Continuing to build on Year 3’s handwriting programme, pupils should normally:

Sit correctly, holding appropriate pencils properly with paper/book at correct angle

Use pens for all writing, at the teacher’s discretion

Use joined handwriting in all independent work

Use the diagonal and horizontal strokes that are needed to join letters

Should know which letters are break letters which do not join (b, g, j, p, q, x, y, z)

Ensure downstrokes of letters are equidistant

Ensure that lines of writing are spaced sufficiently so that ascenders and descenders of

letters do not touch

Increase the legibility, consistency and quality of all handwriting

Continue to print words carefully when labelling diagrams

Teachers should continue to monitor children’s handwriting in all written work addressing

difficulties as they arise

Resources

Nelson Spelling Developing Skills, Blue Book 2 (book combines both spelling and handwriting teaching) N.B. Useful handwriting checklist inside each cover

Morrells Right Start Book 2 (as required)

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SPELLING

Two-syllable words containing double consonants (nn, tt, mm, pp, ss, ff, rr)

Common homophones, e.g. to/two/too; they’re/their/there; piece/peace etc. Also distinguish between its and it’s

Regular verb endings (s, ed, ing)

Irregular verb past tense spellings (blow/blew, creep/crept)

Suffixes: -al, -ary, -ic

Suffixes: -ship, -hood, -ness, -ment

Suffixes –ate, -en, -ify, -ise

Suffixes –tion, -ity, -ness

Plurals of nouns ending in f, ff and fe

Suffixes: -ight, -tion, -ious, -ial, -ough

Prefixes: ad-, -af, -al-, -a

Conventions for using v and k at the beginnings/middles/endings of words

Prefixes mini- and micro- and the suffixes –ette and –ling

Letter strings within words, e.g. wa (swat, water etc), wo (worship, won), ss (goodness, hiss, missile etc)

Words with common letter strings but different pronunciations (ough, ear, ight, ou, au, ice)

Extending and compounding words through adding ful, ly, ive, tion, ic, ist

Suffixes: ible, able, ive, tion, sion

Compound words

Year 4 high frequency words and topic words

Suffixes: sure, true

Possessive apostrophe with plural words

Words derived from other languages:

Words with the ‘k’ sound spelt ‘ch (Greek)

Words with the ‘s’ sound spelt ‘ch’ (mostly French)

Words ending with ‘g’ sound spelt ‘gue’ and the ‘k’ sound spelt ‘que’ (French)

Words with the ‘s’ sound spelt ‘sc’ (Latin) Added in Summer 2016 Word The grammatical difference between plural and possessive –s

Standard English forms for verb inflections instead of local spoken forms (for example, we were instead of we was, or I did instead of I done)

Sentence Noun phrases expanded by the addition of modifying adjectives, nouns and

preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)

Fronted adverbials (for example, Later that day, I heard the bad news.) Text Use of paragraphs to organise ideas around a theme

Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

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Punctuation Use of inverted commas and other punctuation to indicate direct speech (for example, a comma after the reporting clause; end punctuation within inverted commas: the conductor shouted, “Sit down!”)

Apostrophes to mark plural possession (for example, the girl’s name, the girls’ names)

Use of commas after fronted adverbials Terminology for pupils determiner

pronoun, possessive pronoun

adverbial

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MATHS Autumn Term Numbers and the Number System

Place value, ordering and rounding (whole numbers)

Read and write whole numbers to at least 10,000 in figures and words, and know what each digit represents. Partition numbers into thousands, hundreds, tens and ones

Order and compare numbers beyond 1000

Add/subtract 1, 10, 100 or 1000 to/from any integer, and count on or back in tens, hundreds or thousands from any whole number up to 10,000

Multiply or divide any integer up to 1000 by 10 (whole-number answers) and understand the effect. Begin to multiply by 100

Round any positive integer less than 1000 to the nearest 10, 100 or 1000

Read Roman numerals to 100 (I – C) and know that over time the numerical system changed to include the concept of zero and place value

Properties of numbers and numbers sequences

Recognise odd and even numbers up to 1000, and some of their properties, including the outcome of sums or differences of pairs of odd/even numbers

Fractions and decimals

Use fraction notation. Recognise simple fractions that are several parts of a whole, such as ⅔ or ⅝, and mixed numbers, such as 5¾; recognise the equivalence of simple fractions (eg fractions equivalent to ½, ¼ or ¾). Identify two simple fractions with a total of 1 (eg 3/10 and 7/10).

Order simple fractions: for example, decide whether fractions such as ⅜ or 7/10 are greater or less than one half.

Begin to relate fractions to division and find simple fractions such as ½, ⅓, ¼, 1/5, 1/10…of numbers of quantities. Find fractions such as ⅔, ¾, 3/5, 7/10… of shapes.

Calculations

Understanding addition and subtraction

Consolidate understanding of relationship between + and -. Understand the principles (not the names) of the commutative laws as they apply or not to addition and subtraction

Rapid recall of addition and subtraction facts

Consolidate knowing by heart: addition and subtraction facts for all numbers to 20. Derive quickly.

Mental calculation strategies (+ and -)

Find a small difference by counting up

Count on or back in repeated steps of 1, 10 or 100

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

Partition into tens and units, adding the tens first.

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Pencil and paper procedures (+ and -)

+/- numbers with up to four digits using column addition or column subtraction where appropriate

Estimate and use inverse operations to check answers to a calculation

Solve +/- two-step problems in contexts; deciding which operations and methods to use and why

Understanding multiplication and division

Extend understanding of the operations of x and ÷, and their relationship to each other and to + and -.

Rapid recall of multiplication and division facts

Know by heart: multiplication facts for all tables up to and including 12 times table

Mental calculation strategies (x and ÷)

Use doubling or halving, starting from known facts. For example: double/halve two-digit numbers by doubling/halving the tens first; to multiply by 4, double, then double again; to multiply by 5, multiply by 10 then halve; to multiply by 20, multiply by 10 then double; find the 8 times table facts by doubling the 4 times table; find quarters by halving halves.

Recognise and use factor pairs and commutativity in mental calculations

Pencil and paper procedures (x and ÷)

Approximate first. Use formal written methods of short multiplication for TUxU and HTUxU

Checking results of calculations

Check the sum of several numbers by adding to reverse order

Check with an equivalent calculation

Estimate and check by approximating (round to nearest 10 or 100) Solving problems

Making decisions

Choose and use appropriate number operations and appropriate ways of calculating (mental, mental with jottings, pencil and paper) to solve problems.

Reasoning about numbers and shapes

Solve mathematical problems or puzzles, recognise and explain patterns and relationships, generalise and predict. Suggest extensions by asking ‘What if…?’

Problems involving ‘real life’, money and measures

Use all four operations to solve word problems involving numbers in ‘real life’, money and measures (including time), converting pounds to pence and metres to centimetres and vice versa.

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Measures, shape and space

Measures

Use, read and write standard metric units (km, m, cm, mm) including their abbreviations.

Know and use the relationships between familiar units of length. Know the equivalent of one half, one quarter, three quarters and one tenth of 1km, 1m. 1 litre in m, cm. Convert between different units of measure

Suggest suitable units and measuring equipment to estimate or measure length. Record estimates and readings from scales to a suitable degree of accuracy.

Measure and calculate the perimeter and area of rectangles and other simple shapes, using counting methods and standard units (cm, cm²)

Relate area to arrays and multiplication Handling data

Organising and interpreting data

Solve a problem by collecting quickly, organising, representing and interpreting data in tables, charts, graphs and diagrams, including those generated by a computer, for example: tally charts and frequency tables; pictograms – symbol representing 2, 5, 10 or 20 units; bar charts – intervals labelled in 2s, 5s, 10s or 20s.

Non-verbal reasoning

Spring Term Numbers and the number system

Place value, ordering and rounding (whole numbers)

Read and write the vocabulary of comparing and ordering numbers. Use symbols correctly, including less than (<), greater than (>), equals (=). Give one or more numbers lying between two given numbers and order a set of whole numbers less than 10000.

Read and write the vocabulary of estimation and approximation. Make and justify estimates up to about 250, and estimate a proportion.


Recognise multiples of 2, 3, 4, 5 and 10, up to the tenth multiple


+/- fractions with the same denominator

Understand decimal notation and place value for tenths and hundredths, and use it in context. For example: order amounts of money; convert a sum of money such as £13.25 to pence, or a length such as 125cm to metres; round a sum of money to the nearest pound

Round decimals with one decimal place to the nearest whole number

Compare numbers with the same number of decimal places up to two decimal places

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Calculations


Identify near doubles, using known doubles (eg 150+160)

Add or subtract the nearest multiple of 10, then adjust

Continue to use the relationship between addition and subtraction

Count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing 10s by 10


Use informal pencil and paper methods to support, record or explain additions/subtractions. Develop and refine written methods for: column addition and subtraction of two whole numbers less than 1000, and addition of more than

two such numbers; money calculations (for example, £7.85£3.49).


Find remainders after division

Divide a whole number of pounds by 2, 4, 5 or 10 to give £.p

Write statements about the equality of expressions, e.g. use the distributive law, 39x7 = 30x7 +9x7, associative law, (2x3) x4 = 2x(3x4)

Combine knowledge of number facts and rules of arithmetic to solve mental and written calculations, e.g 2x6x5 = 10x6


Know by heart: multiplication facts for all tables up to and including 10 times table.

Derive quickly: division facts corresponding to all tables up to and including 10 times table; doubles of all whole numbers to 50 (eg 38+38, or 38x2); and the corresponding halves (eg 74÷2).


Use closely related facts (eg to multiply by 9 or 11, multiply by 10 and adjust; develop the x6 table from the x4 and x2 tables).

Use the relationship between multiplication and division

Recognise and use factor pairs and commutativity in mental calculations


Approximate first. Use formal written method of short division with exact answers when dividing by a single-digit number

Checking results of calculations

Check with the inverse operation

Use knowledge of sums or differences of odd/even numbers Solving Problems

Solve problems involving x and +, including using the distributive law to x two-digit numbers by one-digit; integer scaling problems and harder correspondence problems such as n objects are connected to m objects

Making decisions


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Explain methods and reasoning about numbers orally and in writing.


Use all four operations to solve word problems involving numbers in ‘real life’, money and measures (including time), using one step including converting pounds to pence and metres to centimetres and vice versa


Measures

Use, read and write standard metric units (kg, g) including their abbreviations

Know and use the relationships between familiar units of mass. Know the equivalent of one half, one quarter, three quarters and one tenth of 1 kg, g. Convert between different units of measure

Suggest suitable units and measuring equipment to estimate or measure mass. Record estimates and readings from scales to a suitable degree of accuracy.

Read, write and convert time between analogue and digital 12-hour and 24-hour clocks.

Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days

Use this year’s calendar.

Shape and space

Describe and visualise 2-D shapes including the heptagon. Recognise equilateral and isosceles triangles. Classify polygons using criteria such as number of right angles, symmetry properties

Make shapes: for example, construct polygons by paper folding or using pinboard, and discuss properties such as lines of symmetry. Visualise 3-D shapes from 2-D drawings.

Sketch the reflection of a simple shape in a mirror line parallel to one side (all sides parallel or perpendicular to the mirror line).

Recognise positions and directions: for example, describe and find the position of a point on a grid of squares where the lines are numbered. Recognise simple examples of horizontal and vertical lines. Use the eight compass directions N, S, E, W, NE, NW, SE, SW.

Make and measure clockwise and anti-clockwise turns: for example, from SW to N, or from 4 to 10 on a clock face.

Handling Data


Solve a problem by collecting quickly, organising, representing and interpreting data in Venn and Carroll diagrams (two criteria).

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Summer Term Numbers and the number system

Place Value, ordering and rounding (whole numbers)

Recognise negative numbers in context (eg on a number line, on a temperature scale).


Recognise and extend number sequences formed by counting from any number in steps of constant size, extending beyond zero when counting back: for example, count on in steps of 25 to 500 and then back to, say, -100.


Begin to use ideas of simple proportion: for example, ‘one for ever…’ and ‘one in every…’

Recognise the equivalence between the decimal and fraction forms of one half and one quarter, and tenths such as 0.3.

Solve simple measure and money problems involving factions and decimals to two-decimal places

Calculations


Add 3 or 4 small numbers, finding pairs totalling 10, or 9 or 11. Add three two-digit multiples of 10, such as 40+70+50

Use known number facts and place value to add or subtract mentally, including any pair of two-digit whole numbers.


Use informal pencil and paper methods to support, record or explain additions/subtractions. Develop and refine written methods for: column addition and subtraction of two whole numbers less than 1000, and addition of more than

two such numbers; money calculations (for example, £7.85£3.49).


Round up or down after division, depending on the context


Know by heart: multiplication facts for all tables up to and including 10 times table.

Derive quickly: division facts corresponding to all tables up to and including 10 times table; doubles of multiples of 10 to 500 (eg 460x2); doubles of multiples of 100 to 5000 (eg 3400x2); and the corresponding halves (eg half of 3800).


Use known number facts and place value to multiply and divide integers, including by 10 and then 100 (whole-number answers)

Revise and apply distributive and associative laws in solving mental calculations


Revise written methods of short multiplication and short division

Introduce written method of long multiplication

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Solving problems

Making decisions



Make and investigate a general statement about familiar numbers or shapes by finding examples that satisfy it.


Use all four operations to solve word problems involving numbers in ‘real life’, money and measures (including time), using one or more steps, including converting pounds to pence and metres to centimetres and vice versa.


Measures

Use, read and write standard metric units (l, ml), including their abbreviations

Know and use the relationships between familiar units of capacity. Know the equivalent of one half, one quarter, three quarters and one tenth of1 litre, ml

Suggest suitable units and measuring equipment to estimate or measure capacity. Record estimates and readings from scales to a suitable degree of accuracy.

Read simple timetables and use this year’s calendar

Shape and space

Describe and visualise 3-D and 2-D shapes, including the tetrahedron.

Compare and classify geometric shapes, including quadrilaterals and triangles. Extend to classifying different triangle (isosceles, equilateral and scalene) and quadrilaterals (parallelogram , rhombus, trapezium)

Visualise 3-D shapes from 2-D drawings and identify simple nets of solid shapes.

Begin to know that angles are measured in degrees and that: one whole turn is 360º or 4 right angles; a quarter turn is 90 º or one right angle; half a right angle is 45 º. Start to order a set of angles less than 180 º.

Describe positions on a 2D grid as coordinates in the first quadrant

Describe movements between positions as translations of a given unit to the left/right and up/down

Plot specified points and draw sides to complete a given polygon

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

Complete a simple symmetric figure with respect to a specific line of symmetry

Recognise line symmetry in a variety of diagrams including where the line of symmetry does not dissect the original shape

Handling data


Interpret and present discrete and continuous data using appropriate graphical methods, including bat charts and time graphs

Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs

Evaluation and Assessment Autumn Term: NFER Non-Verbal Reasoning Spring Term: NFER Maths

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Summer Term: QCA Maths and Mental Arithmetic Resources

Collins Pupil Book 1, Book 2, Book 3

Target Maths 4

Easiteach Maths (ICT)

Heinemann Maths 5 (occasional use)

Apex Maths 4

Collins Cross-Curricular Word Problems 4

Collins Enriching Maths 4

National Strategies: Teaching Children to Calculate Mentally

Singapore Maths

Shanghai Maths

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SCIENCE Autumn Term

Moving and growing o Main functions of human skeleton o Joints o Muscles o Other animals’ skeletons o Invertebrates

Solids and liquids o Soluble and insoluble solids o Separating mixtures o Physical and chemical changes

Kew Gardens Project (see below) Spring Term

Circuits and conductors o Electrical components o Simple circuits o Electrical conductors and insulators o Varying current in circuits o Electricity and safety

Keeping warm o Temperature o Heat conductors and insulators

Kew Gardens Project (see below) Summer Term

Plants o Seeds and germination o Pollination o Parts of plants and their uses o Plant and animal life cycles

Habitats and food chains o Using keys to identify organisms o Producers and consumers o Predators and prey o Classification of vertebrates

Kew Gardens Project (see below)

Kew Gardens Project (two visits per term)

Kew Gardens Project o Maths in the Great Outdoors o Rainforest Habitats o Marianne North o Evolution and Adaptation o Plant Scientists o Art in Nature

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HISTORY Autumn Term

The Vikings

Viking raiders – reasons for invasion

Viking ships

Viking houses and settlements

Viking runes

Gods and Goddesses

Viking trade and travel

The Normans

The Norman invasion

Battle of Hastings

Fighting and armour

Bayeux Tapestry

Castles o Motte and bailey and stone castles o Attacking and defending stone castles

Norman life o Food for rich and poor o Hunting o Curfew and the Domesday Book

Visit to the Tower of London Summer Term – second half

Some aspects of the Middle Ages

Knights – shields and codes

Henry II and Sir Thomas a Becket

Richard I and The Crusades

Architecture of the Middle Ages

The Feudal system

Resources

BBC Video Plus – The Vikings

CH 4 Eureka – Here Come the Vikings

BBC Video Plus – The Normans

Castle Clues – Exploring the Tower of London

BBC Video Plus – Writing and Printing

So You Really Want to Learn: Junior History, Book 3 (ISEB)

So You Really Want to Learn: History, Book 1

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GEOGRAPHY 2014 new geography curriculum incorporated for implementation Sept 2014 and revision summer 2015 Spring Term

Village settlers o The needs of early settlers. Best locations for settlement. o Origins of place names. Identifying early settlements on an OS map. Using a

key to interpret symbols for features of a present-day village. Locating these features using 4 and 6-figure grid references and the eight points of the compass

o Describe the route into villages from isolated places on a map (eg a farm) o Devise a village development by drawing a map of the layout of the

settlement

India o Chembakolli – a rural Indian village o Differences between Chembakolli and Kew Gardens o Chembakolli and its neighbouring towns and villages o Pioneer School link o Pen-pal letters

Summer Term – first half

Key life skills/sustainability: Entrepreneur/business o Advertising o Profit and loss o Persuasive writing

Resources

Geography Success Books 2 & 4

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SPANISH Autumn Term

Pupils should be able to:

Introduce themselves giving their name, age,

birthday and how they are feeling

Say numbers 1-50

Say the members of the family

Ask a friend if they have brothers or sisters

Introduce members of their family and say their

names

Write a letter to their friends in Spain talking

about their family

Linguafun

Los números (31-

40)

Los números (41-

50)

Mi familia

Spring Term


Say different foods in Spanish

Say what they eat for different meals

Say which foods they like/don’t like

Order tapas in a restaurant

Write a letter to their friends in Spain talking

about food

Linguafun

En la cafetería

Linguascope

Beginner

La comida

El desayuno

Los tentempiés

Summer Term


Participate in Carnaval

Say the rooms in the house

Say some of the things in the different rooms

Follow a simple story in Spanish

Write their own version of a story by adapting a

text

Linguascope

Beginner

Mi mundo

Mi casa

El mobiliario

Linguafun

Mi casa

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PSHEE Autumn Term Being Me and My World Celebrating Difference Spring Term Dreams and Goals Healthy Me Summer Term Relationships Changing Me This is all fully explained in the Jigsaw Folder - The Mindful Approach to PSHEE, Jan Lever kept by the Class Teacher in each classroom. The Year 4 Jigsaw folder can also be found in the Teachers Shared Area: Teachers Shared(T):Jigsaw/Jigsaw teaching materials/Year 4

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RELIGIOUS EDUCATION In Year 4 children attend KS2 assembly on a Thursday morning when different aspects of the world’s major religions are presented. Autumn Term

Hindu worship at home and in the Mandir

Christmas journeys Spring Term

Easter Summer Term

Religions in our neighbourhood Resources

Boardworks Y4, software programme

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ART & CRAFT

Drawing and painting o Draw and paint from memory o Develop observational drawing and painting

Technique and materials o Continue developing use of a variety of materials and techniques o Introduction to engraving

Colour o Learn about monochrome painting or drawing o Introduction of tertiary colours

Drawing and painting, creative communication o Learn about composition and proportions o Learn to draw basic geometrical forms o Look at work of expressionist painter and use aspect of work for own

creation

Printmaking o Simple polystyrene printing

Cutting and sticking o Collage with different type of paper or painted textures

Visits o Visit of Tower of London o Followed up by castle study

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ICT In Year 4 children learn that ICT can be used to organise, reorganise, develop and explore ideas, and that working with information in this way can aid understanding. It also gives children opportunities to discuss their experiences of using ICT and how it is used in the wider world. Year 4 usually cover the following projects across the year: Autumn Term Task:

Writing for different audiences using Microsoft Word. Learning outcomes:

To create and save files

To use font sizes and effects appropriately eg bold, underline, etc

To use copy, cut and paste to reorder text

To use spellcheck and thesaurus as an aid

To use text boxes Task:

Poster creating Learning outcomes

Create an informative poster

Presentation skills Task:

Historical stories Learning outcomes

Story retelling

Upload a file onto the internet, publish and share with an audience Spring Term No ICT this term (Drama rehearsals) Summer Term Task:

Coding Learning outcomes

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

Resources

Microsoft Word

PicCollage

Puppet Pals

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DRAMA

Autumn Term First Half of term: Drama Focus: Physical Theatre Mime Status Improvisation Devised short scenes/dialogue Performance poetry Interpreting text Developing exaggerated stock characters by recreating and building upon character archetypes. Leading into role play, status and storytelling through mime and gesture. Performance: Harvest day poem Poetry Day poem Second Half of term: Introduction to Performing Shakespeare – looking at simplified/modern versions of well-known texts. Possible texts: Midsummer Night’s Dream The Comedy of Errors Spring Term Performance: Year 4 play on a curriculum Theme Summer Term Aesop’s Fables Topic Drama focus: Characterisation Status Physical theatre Creating scenes Learn about and recreate/perform their own version of a well-known fable. Discuss characterisation/ morals/themes PSHE Links: Status Multiculturalism Environmental issues

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MUSIC AND SINGING

Children continue to develop their voices and make improvements in their part-singing. Autumn Term First half: Harvest preparation Second half: Christmas preparation Spring Term

Preparation of the songs for the Year 4 play Summer Term Preparation for the Senior Play

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PHYSICAL EDUCATION In their weekly Games lessons, children will participate in many different sports throughout the year such as football, rugby, cricket, netball, rounders, hockey, badminton and athletics.

Gymnastics In gymnastics, children will move onto much more advanced movements such as cartwheels, backward rolls and headstands, involving much time for practice. They will also develop a hurdle step and learn a suitable shoulder balance. In developing sequences, children will also learn how to vary body shape, changing speed and pathways. Children should become more competent at evaluating and critiquing work. In the Summer Term children will learn maypole dancing.

AQUIRING AND DEVELOPING SKILLS

Jumping using emphasis on correct arm action.

Able to demonstrate a variety of different rolls including a forward roll.

Hurdle stepping on to a bench.

Able to hold a shoulder balance.

Attempting to hold a headstand unassisted.

Skill of backward roll

Skill of cartwheel.

SELECTING AND APPLYING SKILLS, TACTICS & COMPOSITIONAL IDEAS.

To know how to vary movement using changing body shape.

To know how to vary movement changing speed.

To know how to vary movement changing pathways

EVALUATING AND IMPROVING PERFORMANCE.

Able to evaluate own work to improve performance.

Able to critique others work productively.

Swimming In swimming, children will develop strokes, identifying good and bad stroke technique. We will endeavour to improve diving and introduce tumble turns and in the summer will practice for distance badges. Children will work on stamina and breathing techniques and work on these independently.

By the end of each year group each child should be able to:

Identify weaknesses and work on them independently.

Identify good examples of stroke technique, for leg and arm actions.

dive simply

Complete two lengths of the pool continuously (any stroke)

Tumble turn in the water

Documents

YEAR 4 CURRICULUM PROGRAMME OF STUDY · PDF fileReading is heard regularly in class and should be supported by parents at home ... (chronological and narrative order) ... Verb tenses