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Learning in Year 4

Click below to find out what Year 4 are learning about.

 English

This half-term, year 4 will be reading Into the Forest and will also be using a video clip called The Lighthouse as a stimulus for writing.

                                         

 Maths

Week Beginning 17th September 2018

Miss Laffan's Maths Set

This week we are learning how to subtract and how to apply this to real life situations.

Miss Williams' and Miss Newman's Maths Set

This week we are learning how to multiply.

Week Beginning 24th September 2018

Miss Laffan's Maths Set

This week we are comparing and ordering numbers.

Miss Williams' and Miss Newman's Maths Set

This week we are learning how to divide.

 Science

Autumn 1 - Living things

Year 4 learn to recognise that living things can be grouped in a variety of ways, identify plants and animals found locally using simple keys, make observations of animals and plants, recognise that we need to care for the environment and give examples of things we can do and describe how the environment may change over time.

Focus area - Living things and their habitats


Autumn 2 - What's that sound?

Year 4 learn to suggest ways of producing sounds, identify similarities and differences between various sounds, recognise a vibration, distinguish between pitch and loudness, suggest how to change the sound made by an instrument and recognise how sound changes with distance.

Focus area - Sound


Spring 1 -  Looking at states

Year 4 learn to group materials based on simple properties and as solids, liquids and gases through simple observations, name some solids and liquids, describe that when ice melts it turns to a liquid, describe how to change water into ice and steam and steam into water and describe examples where these changes occur.

Focus area - States of matter


Spring 2 - Teeth and eating

Year 4 learn to identify the position of the stomach and intestines, recognise that living things need food to survive, understand that animals have different teeth, depending on what they eat, use simple equipment, record their observations in tables and observe and compare similarities and differences.

Focus area - Animals, including humans


Summer 1 - Power it up!

Year 4 learn to describe some of the dangers associated with mains electricity, construct and test a simple series circuit, identify some reasons why an appliance or component might not work in a circuit, test some materials to see if they are conductors or insulators.

Focus area - Electricity


Summer 2 - Brilliant bubbles

Year 4 learn to make and record detailed observations, suggest how to investigate the effect of changing bubble mixtures, identify new questions as a result of observations or tests and  suggest ways of improving an experiment.

Focus area - Working scientifically

 Computing

Computer Science

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web
  • appreciate how [search] results are selected and ranked.

Information Technology

  • use search technologies effectively
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Digital Literacy

  • understand the opportunities [network] offer for communication and collaboration
  • be discerning in evaluating digital content
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

History

This page is in the process of being updated.

 Geography

This page is in the process of being updated.

 Art

Autumn - Famous Artist Kandinsky

This term our children will explore the work of Kandinsky

  • Design art work in the style of Kandinsky
  • Create artwork in the style of Kandinsky
  • Evaluate art work in the style of Kandinsky

Spring - Anglo Saxon art and culture

This term our children will explore what art and culture was like in these times?

  • Storytelling, art
  • Explore a range of decorative items that the Saxons created
  • Children create their own decorative designs in the style of the Saxons
  • Explore story telling of the time. Why was it so important?
  • Children to create their own story to be told around a fire

Summer - The Shang Dynasty of Ancient China

This term our children will obserbe and sketch some of the jade objects

  • Explore examples of different ornamental items found from the Shang Dynasty
  • Look at pottery in more detail made out of clay
  • Get the children to express likes and dislikes and evaluate the effectiveness of the designs
  • Design (in sketch books) their own pottery, using examples that they would like to make
  • Peer-assess designs and adapt. Is the design functional?
  • Children start to make their pottery
  • What improvements could they make?

 DT

This page is in the process of being updated.

 Music

Year 4 have music lessons in Autumn 2, Spring 2 and Summer 2 with a specialist music teacher.

Singing

Sing songs with confidence in a variety of styles with an increasing awareness of tone and the shape of the melody

  • Sing songs in a variety of styles, with an increasing awareness of tone and the shape of the melody
  • Sing songs showing musical expression (phrasing, changes of speed and dynamics)
  • Imitate increasingly longer phrases
  • Be aware of posture, diction and breathing when singing
  • Demonstrate an awareness of character or style in performance
  • Sing two/three part rounds with more confidence and increasing pitch accuracy
  • Follow simple hand directions from a leader (stopping/starting, playing faster/slower, louder/quieter)
  • Recognise simple structures of songs (verse/chorus/bridge)
  • Recognise longer-shorter/faster-slower/higher-lower sounds
  • Listen with concentration to longer pieces/extracts of music
  • Compose short phrases of music
  • Describe music using appropriate musical language

Instruments

Year 4 will have a term of recorder lessons amongst using other instruments throughout the year.

They will also have the opportunity to take part in Band on the Run and/or Strings Attached.

They will also take part in a composition project for a term.

  • Keep a steady beat on an instrument in a group or individually
  • Maintain different ostinato patterns against a steady beat
  • Read an increasing variety of rhythms using simple notations
  • Begin to recognise more notes on the treble staff
  • Copy short melodic phrases by ear
  • Perform as an individual (in class)
  • Perform as a group to an audience with increasing confidence
  • Play music in a metre of two or three time
  • Recognise longer-shorter/faster-slower/higher-lower sounds
  • Identify repetition in music, both by ear and by notation
  • Compose short phrases of music
  • Describe music using appropriate musical language

 

 Terminology to be covered

Pitch, tempo, melody, harmony, dynamics, rests, ostinato, beat/pulse, rhythm

 PE

Autumn 1 - Invasion and target games (netball) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Autumn 2 -  Invasion and target games (hockey) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Spring 1 - Invasion and target games (football) / Cross country / Dance / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform dances using simple movement patterns.

Spring 2 - Invasion and target games (cricket) / Cross country / Gymnastics / Football / Tag Rugby

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for striking and fielding.
  • Perform simple gymnastics sequences.

Summer 1 - Striking and fielding (cricket and rounders) / Gymnastics  / Athletics

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform simple gymnastics sequences.

Summer 2 - Striking and fielding (cricket and rounders) / Gymnastics  / Athletics

  • Play competitive games modified where appropriate.
  • Apply basic principles suitable for attacking and defending.
  • Perform simple gymnastics sequences.

 MFL

Year 4 have French lessons in Autumn 1, Spring 1 and Summer 1 with a specialist music teacher.

 RE

Autumn 1 - Judaism

How special is the relationship Jews have with God?

Year 4 learn to understand the special relationship between Jews and God and the promises they make to each other.


Autumn 2 - Christianity

What is the most significant part of the nativity story for Christians today?

Year 4 learn to understand the symbolism in the Christmas story and think about what the different parts mean to Christians today.


Spring 1 - Judaism

How important is it for Jewish people to do what God asks them to do?

Year 4 learn to understand how celebtrating Passover and keeping Kshrut (food laws) help Jews show God they value their special relationship with Him.


Spring 2 - Christianity

Is forgiveness always possible?

year 4 learn to understand how Jesus' life, death and resurrection teaches Christians about forgiveness.


Summer 1 - Judaism

What is the best way for a Jew to show commitment to God?

Year 4 learn to understand different ways that Jews show their commitment to God, comparing their practices in order to explore which shows the most commitment.


Summer 2 - Christianity

Do people need to go to church to show they are Christians?

Year 4 learn to understand how important going to church is to show someone is a Christian.

 PSHE

Autumn 1 - Relationships

  • I know the difference between acquaintances and friends.
  • I can listen and respond respectfully to a wide range of people, feel confident to raise my own concerns, recognise and care about other people's feelings and try to see, respect and if necessary constructively challenge others’ points of view.
  • I am aware of stereotypes between younger and older children. 

Autumn 2 - Health and Wellbeing

  • I can recognise opportunities to make my own choices about food and understand what might influence my choices.
  • I realise that I may experience conflicting emotions and know how to overcome these.
  • I can recognise when I need help and have the skills to ask for help; I know what techniques to use to resist peer pressure and the temptation to do something dangerous, unhealthy, that makes me uncomfortable or anxious, or that I think is wrong.

Spring 1  - Living in the Wider World

  • I can research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer my recommendations to appropriate people. (Link to a current news item
  • I can explore and critique how the media present information.
  • I understand the rules we have outside of school. (Not enforced- unwritten rules- wearing a bike helmet into a shop/ not riding a scooter/bike in a shopping centre/ no hoods in a shopping centre).

Spring 2 - Relationships

  • I understand the concept of ‘keeping something confidential or secret’, when I should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’.
  • I understand personal boundaries and I can identify what I am willing to share, with whom I am willing to share it and how to respect others’ right to privacy.
  • I know how to work collaboratively towards shared goals.

Summer 1 - Health and Wellbeing

  • I know a range of strategies for staying safe online and realise the importance of protecting my personal information, including passwords, addresses etc.
  • I understand how I can make choices to ensure I have a balanced lifestyle.
  • I can develop strategies for keeping physically and emotionally safe, including road safety.)

Summer 2  - Living in the Wider World

  • I can critique and express views on how the media present information.
  • I know how to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices.
  • To understand that everyone has human rights, all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child. (Rights Respecting). (Transition Year5)