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h:\curriculum\curriculum 17-18 working file\8.15 year 4 curriculum 17-18.doc
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
Comprehension and creative writing
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
Comprehension and creative writing
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.
Properties of numbers and numbers sequences
Recognise multiples of 2, 3, 4, 5 and 10, up to the tenth multiple
Fractions and decimals
+/- 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
Mental calculation strategies (+ and -)
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
Pencil and paper procedures (+ and -)
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).
Understanding multiplication and division
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
Rapid recall of multiplication and division facts
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).
Mental calculation strategies (x and ÷)
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
Pencil and paper procedures (x and ÷)
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
Choose and use appropriate number operations and appropriate ways of calculating (mental, mental with jottings, pencil and paper) to solve problems.
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Reasoning about numbers and shapes
Explain methods and reasoning about numbers orally and in writing.
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), using one step including converting pounds to pence and metres to centimetres and vice versa
Measures, shape and space
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
Organising and interpreting 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).
Properties of numbers and numbers sequences
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.
Fractions and decimals
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
Mental calculation strategies (+ and -)
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.
Pencil and paper procedures (+ and -)
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).
Understanding multiplication and division
Round up or down after division, depending on the context
Rapid recall of multiplication and division facts
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).
Mental calculation strategies (x and ÷)
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
Pencil and paper procedures (x and ÷)
Revise written methods of short multiplication and short division
Introduce written method of long multiplication
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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
Make and investigate a general statement about familiar numbers or shapes by finding examples that satisfy it.
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), using one or more steps, including converting pounds to pence and metres to centimetres and vice versa.
Measures, shape and space
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
Organising and interpreting 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
Pupils should be able to:
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
Pupils should be able to:
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