Learning in Year 4
Click below to find out what Year 4 are learning about.
English
This half-term, year 4 will be reading Pugs of the Frozen North and will also be using some of our English lessons for writing based on our learning in science and curriculum.
Maths
This half term in maths we will be working on our arithmetic skills and recapping the four operations. We will then move on to looking at decimals and how they can be shown as fractions. We will also used our new understanding of decimals to multiply and divide by 10 and 100.
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
Autumn
In the autumn term, children in year 4 develop their enquiry skills as they explore the features of cities and counties around the UK and the changes they have undergone through time. They then move on to make comparisons between cities in the UK and cities in South America.
Spring
In the spring term, the children will continue to add to their chronological understanding of the history of the British Isles. They will learn about the struggles of the native people left behind in Britain after the withdrawal of the Roman Empire and they will examine the reasons for the invasions that followed from neighbouring cultures leading to the creation of the period of the Anglo-Saxons. They will investigate the fights for control of Britain and how the Kingdoms of England eventually unite. They will then look at some of the Viking invasions and the impact they had on the culture of the time.
Summer
In the summer term, the children in year 4 will extend their historical knowledge of other cultures and countries as they explore an early civilisation from China - The Shang Dynasty. The children will use their investigative skills to examine the evidence left behind from this ancient civilisation and draw conclusions about what life would have been like for the people of the time. They will consider the religious beliefs, rituals and practices of people of this time, including the significance of the Dragon Bones. They will develop their understanding of the timeline of world civilisations and how The Shang Dynasty compares with the same time period in the British Isles.
Geography
Autumn
In the autumn term, the children will be learning about Brazil. Through this topic, they will develop their understanding of the location of the world’s countries, continents and oceans. They will compare geographical similarities and differences in physical and human features across both regions. They will learn about rain forests in Brazil and compare those to the forests we have in the UK and compare cities in both countries.
Spring
In the spring term, year 4 learn about the time period between the end of the Roman occupation of England and the establishment of the Anglo-Saxons. They use maps and atlases, to explore the locations of the nations that invaded England when the Romans left and examine the human and physical features that led those people to seek out new lands.
Summer
In the summer term, the children learn about the Shang Dynasty of Ancient China. They expand their knowledge of the countries of the world as they examine modern China and compare it to the area of modern China that was occupied by the Shang Dynasty.
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
Autumn
In the autumn term, the children learn about Brazil. As part of this topic, they will be creating 'pao de queijo' - Brazilian cheese buns. They will consider seasonality of food, where food comes from and different cooking techniques when creating their food. They will evaluate their bread and suggest ways they could adapt a recipe.
Spring
In the spring term, the children explore existing products as they consider items available in the the Anglo-Saxon period and how they were designed and made.
Summer
In the summer term, the children design and make pots in the style of the Shang Dynasty of Ancient China. They examine the design of pots at that time and consider the purpose and function of these items in the culture. They then apply that knowledge when creating a design brief for their pot before using a range of techniques to create their product. They then evaluation the design process and product against the design brief.
Music
Year 4 have music lessons in Autumn 2, Spring 2 and Summer 2 with a specialist music teacher.
Singing
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Sing songs with confidence in a variety of styles with an increasing awareness of tone and the shape of the melody |
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Instruments
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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. |
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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 language 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)