year 4 curriculum learning booklet - · pdf filespelling- so they are ... the school has...

Year 4

Curriculum Learning Booklet

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Welcome to Year 4.

This booklet outlines the National Curriculum expectations for Year 4.

This is what the staff will be planning to teach your child over the year. This has been set down by

the Government as the national expectations for 8-9 year olds.

We will assess and get feedback from the children regularly so they know what they have learnt

and what their next steps in learning will be. Some children will need to go beyond Year 4

expectations and the teachers will look to extend them. Other children won’t be quite ready to

tackle some or all of the year group expectations. We will plan children’s learning from their starting

points and ensure whatever their starting point they are all making progress. Additionally, we are

used to planning for different levels and using the additional adult support in school to make sure

all children are encouraged and supported to keep making good progress.

This booklet is for you to know what the expectations are, what we will be teaching and hopefully

you can find ways to support your child’s learning at home – as we are learning all the time and

learning happens at home as well as in school.

This year, year 4 will be taking part in a new school initiative called ‘Forest Schools’. We hope this

will inspire the pupils to become more involved in outdoor learning and year 4 children will be

focussing on redeveloping the pond area.

Your child will also have the opportunity to take part in a class assembly at some point in the year,

to which parents and carers are invited and we will try to make sure you are given plenty of notice.

We hope you find this booklet helpful and that it shows you the massive amount of work your child

will be doing this year.

We are very much looking forward to the year ahead.

Miss Seager

Mrs Wright

Mr Cundy

Our Attitude to Learning

This is really important as our attitudes influence how much we learn and how quickly we learn as well.

At Withernsea Primary we promote a way of thinking and praise good learning habits.

Research has shown there are two different ways of looking at learning – Fixed mindset and Growth

mindset – we heavily promote the growth mindset approach.

Fixed mindset Growth mindset

Belief You believe intelligence is fixed

you only have so much of it and

you can’t do anything about it.

Intelligence grows though learning – your brain is

a learning machine

Priority Look smart, don’t admit to errors

as it would show you are not

clever

You become smarter through learning- errors are

okay because you can learn from them

When you feel

smart

Ability gets you there- it should

be easy, you shouldn’t have to

try too hard.

Working hard will get you there- good effort is

the key- rise to the challenge and enjoy the

challenge.

You will try to

avoid

Effort, difficulties, others that

perform high and will hide your

own deficiencies

Easily mastered tasks. You don’t worry about

mistakes as it all about learning

Type of praise

that will

reinforce this

mindset

Praising the person

‘good girl’

‘you did that quick’

‘you are clever’

Praise the

Effort

Challenge

Persistence

Reward risk and progress.

It is being demonstrated that children with a growth mindset achieve higher and get better results.

You can help by praising effort, strategies children have used, their focus and their persistence

rather than praise the person.

For example: they get all their spellings correct – fixed mindset praise – ‘well done you are a good

boy/girl’ (however if they were the next week to get less correct – it doesn’t make them a bad

boy/girl)

A growth mindset would be praising their effort or persistence that they put into learning their

spelling- so they are motivated to be persistent and put the effort in again.

We give pupils reward certificates for being

Resilient learners

Resourceful learners

Responsible learners

Reflective learner

Reasoning learners

How can we save the rainforest?

This term the children will be trying to answer the difficult question of How can we

save the rainforest? During the term children will be able to explore ideas, create

hypothesis and push boundaries- finding out the effects humans have on the

environment.

Each two week period we will be trying to find out the answer to mini question

(underlined below) and we will create letters and supporting documents to send to

‘The rainforest alliance’ regarding saving the rainforest as our end product.

Week 1 & 2: Where are the rainforests?

Week 3 & 4:What lives in the rainforest?

Wk 5 & 6:What are the physical effects of

the rainforest?

Wk 7 & 8: What are the human effects of the

rainforest?

Wk 9&10: What can we do to protect the

rainforest?

Year 4 programme of study English

Reading – word reading

Statutory requirements

Pupils will be taught to:

apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both

to read aloud and to understand the meaning of new words they meet

read further exception words, noting the unusual correspondences between spelling and sound, and

where these occur in the word.

Reading – comprehension



develop positive attitudes to reading and understanding of what they read by:

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference

books or textbooks

reading books that are structured in different ways and reading for a range of purposes

using dictionaries to check the meaning of words that they have read

increasing their familiarity with a wide range of books, including fairy stories, myths and

legends, and retelling some of these orally

identifying themes and conventions in a wide range of books

preparing poems and play scripts to read aloud and to perform, showing understanding through

intonation, tone, volume and action

discussing words and phrases that capture the reader’s interest and imagination

recognising some different forms of poetry [for example, free verse, narrative poetry]

understand what they read, in books they can read independently, by:

checking that the text makes sense to them, discussing their understanding and explaining the

meaning of words in context

asking questions to improve their understanding of a text

drawing inferences such as inferring characters’ feelings, thoughts and motives from their

actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

identifying main ideas drawn from more than one paragraph and summarising these

identifying how language, structure, and presentation contribute to meaning

retrieve and record information from non-fiction

participate in discussion about both books that are read to them and those they can read for

themselves, taking turns and listening to what others say.

Writing – transcription


Spelling


use further prefixes and suffixes and understand how to add them

spell further homophones

spell words that are often misspelt

place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’]

and in words with irregular plurals [for example, children’s]

use the first two or three letters of a word to check its spelling in a dictionary

write from memory simple sentences, dictated by the teacher, that include words and punctuation

taught so far.

Your child will receive their weekly spellings on a Monday to be taken home and learned. They will

then be tested on a Friday. Please encourage your child to spend at least five minutes on their

spellings each night.


Handwriting


use the diagonal and horizontal strokes that are needed to join letters and understand which letters,

when adjacent to one another, are best left unjoined

increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the

downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that

the ascenders and descenders of letters do not touch].

The school has recently adopted the cursive script which will be taught to all children in Year Four

throughout the year; through specific handwriting lessons.

Writing – composition



plan their writing by:

discussing writing similar to that which they are planning to write in order to understand and

learn from its structure, vocabulary and grammar

discussing and recording ideas

draft and write by:

composing and rehearsing sentences orally (including dialogue), progressively building a varied

and rich vocabulary and an increasing range of sentence structures

organising paragraphs around a theme

in narratives, creating settings, characters and plot

in non-narrative material, using simple organisational devices [for example, headings and sub-

headings]

evaluate and edit by:

assessing the effectiveness of their own and others’ writing and suggesting improvements

proposing changes to grammar and vocabulary to improve consistency, including the accurate

use of pronouns in sentences

proof-read for spelling and punctuation errors

read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling

the tone and volume so that the meaning is clear.

Writing – vocabulary, grammar and punctuation



develop their understanding of the concepts by:

extending the range of sentences with more than one clause by using a wider range of

conjunctions, including when, if, because, although

using the present perfect form of verbs in contrast to the past tense

choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

using conjunctions, adverbs and prepositions to express time and cause

using fronted adverbials

indicate grammatical and other features by:

using commas after fronted adverbials

indicating possession by using the possessive apostrophe with plural nouns

using and punctuating direct speech

use and understand grammatical terminology when discussing their writing and reading.

Year 4 programme of study Maths

Number – number and place value


Pupils will be taught to

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

find 1000 more or less than a given number

count backwards through zero to include negative numbers

recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)

order and compare numbers beyond 1000

identify, represent and estimate numbers using different representations

round any number to the nearest 10, 100 or 1000

solve number and practical problems that involve all of the above and with increasingly large positive

numbers

read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include

the concept of zero and place value.

Number – addition and subtraction



add and subtract numbers with up to 4 digits using the formal written methods of columnar addition

and subtraction where appropriate

estimate and use inverse operations to check answers to a calculation

solve addition and subtraction two-step problems in contexts, deciding which operations and methods

to use and why.



recall multiplication and division facts for multiplication tables up to 12 × 12

use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0

and 1; dividing by 1; multiplying together three numbers

recognise and use factor pairs and commutativity in mental calculations

multiply two-digit and three-digit numbers by a one-digit number using formal written layout

solve problems involving multiplying and adding, including using the distributive law to multiply two

digit numbers by one digit, integer scaling problems and harder correspondence problems such as n

objects are connected to m objects.

Number – multiplication and division

Number – fractions (including decimals)



recognise and show, using diagrams, families of common equivalent fractions

count up and down in hundredths; recognise that hundredths arise when dividing an object by one

hundred and dividing tenths by ten.

solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide

quantities, including non-unit fractions where the answer is a whole number

add and subtract fractions with the same denominator

recognise and write decimal equivalents of any number of tenths or hundredths

recognise and write decimal equivalents to 41

, 21 ,

43

find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in

the answer as ones, tenths and hundredths

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

solve simple measure and money problems involving fractions and decimals to two decimal places.

Measurement



Convert between different units of measure [for example, kilometre to metre; hour to minute]

measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and

metres

find the area of rectilinear shapes by counting squares

estimate, compare and calculate different measures, including money in pounds and pence

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

solve problems involving converting from hours to minutes; minutes to seconds; years to months;

weeks to days.

Geometry – properties of shapes



compare and classify geometric shapes, including quadrilaterals and triangles, based on their

properties and sizes

identify acute and obtuse angles and compare and order angles up to two right angles by size

identify lines of symmetry in 2-D shapes presented in different orientations

complete a simple symmetric figure with respect to a specific line of symmetry.

Geometry – position and direction



describe positions on a 2-D 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.

Statistics



interpret and present discrete and continuous data using appropriate graphical methods, including bar

charts and time graphs.

solve comparison, sum and difference problems using information presented in bar charts,

pictograms, tables and other graphs.

Homework

Your child is in a maths set in year four. At Withernsea Primary School we feel that setting benefits the children, as teaching can be much more focused towards your child’s level of learning; making learning more meaningful for them. Homework is set through the MyMaths website and is given out on a Friday. Homework should be completed by the following Wednesday. For those pupils who do not have access to the Internet, a paper copy of the homework will be provided if requested.

Year 4 programme of study Science

Working scientifically


During year 4, pupils should be taught to use the following practical scientific methods, processes and

skills through the teaching of the programme of study content:

asking relevant questions and using different types of scientific enquiries to answer them

setting up simple practical enquiries, comparative and fair tests

making systematic and careful observations and, where appropriate, taking accurate

measurements using standard units, using a range of equipment, including thermometers and

data loggers

gathering, recording, classifying and presenting data in a variety of ways to help in answering

questions

recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts,

and tables

reporting on findings from enquiries, including oral and written explanations, displays or

presentations of results and conclusions

using results to draw simple conclusions, make predictions for new values, suggest improvements

and raise further questions

identifying differences, similarities or changes related to simple scientific ideas and processes

using straightforward scientific evidence to answer questions or to support their findings.

Animals, including humans


Pupils should be taught to:

describe the simple functions of the basic parts of the digestive system in humans

identify the different types of teeth in humans and their simple functions

construct and interpret a variety of food chains, identifying producers, predators and prey.

Living things and their habitats



recognise that living things can be grouped in a variety of ways

explore and use classification keys to help group, identify and name a variety of living things in their

local and wider environment

recognise that environments can change and that this can sometimes pose dangers to living things.

States of matter



compare and group materials together, according to whether they are solids, liquids or gases

observe that some materials change state when they are heated or cooled, and measure or research

the temperature at which this happens in degrees Celsius (°C)

identify the part played by evaporation and condensation in the water cycle and associate the rate of

evaporation with temperature.

Sound



identify how sounds are made, associating some of them with something vibrating

recognise that vibrations from sounds travel through a medium to the ear

find patterns between the pitch of a sound and features of the object that produced it

find patterns between the volume of a sound and the strength of the vibrations that produced it

recognise that sounds get fainter as the distance from the sound source increases.

Electricity



identify common appliances that run on electricity

construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires,

bulbs, switches and buzzers

identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is

part of a complete loop with a battery

recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights

in a simple series circuit

recognise some common conductors and insulators, and associate metals with being good

conductors.

Art and Design

In year 4 we will be looking at different artists and studying their techniques. The children will also be using a

variety of different media to improve their skills in drawing, painting, sculpture and other art, craft and design

techniques.

In particular we will study:

Henri Rousseau - the pupils will look at his jungle animals artwork and be practising

with oils and collage.

Salvador Dali – we will be learning about surrealism and creating our own Dali

sculptures.

Beatriz Milhazes – the South American artist is famous for her vibrant use of colour

and collages that focus on texture, line and pattern.

Computing

In Year 4 we will regularly use laptops and iPads in our lessons and make use of a range of different

programs to assist with the children’s learning.

In addition the key learning objectives for Computing in year 4 are as follows:

To code programs using Scratch:

Design and write programs that accomplish specific goals.

Use logical reasoning to explain how a simple algorithm works and detect and correct errors.

To collect data using Excel:

Devise and construct databases.

To use the Internet:

Describe how internet search engines find and store data.

Use search engines effectively.

Be discerning in evaluating digital content.

The majority of Computing is taught in PPA on Thursday afternoons.

Design and Technology

In year 4 we will teach your child the processes of designing and making a variety of products in a creative

and practical way. We will teach the children to evaluate their finished products.

As part of our Viking studies we will be designing and making Viking shields and sewing

Viking runes.

The pupils are currently in the process of designing and making a model rainforest shelter.

Linked to the science topic of electricity, the pupils will design and create a simple burglar

alarm.

Finally the pupils will have an Apprentice style challenge to manufacture, package and market a healthy

rainforest themed snack.

Also as part of our DT curriculum we will be practising different skills linked to food technology.

The children will be baking, making chocolate apples and as part of our outdoor learning we will

be cooking sausages on the fire as well as cooking with potatoes and fish (linked to our local

history studies).

Children will also be an active part of the process to redesign and create a new pond area as a part of the

Forest Schools initiative.

Geography

We aim through our teaching of geography to inspire in pupils a fascination and curiosity about the world and

its peoples. Our geography studies can be split into 4 main areas.

Locational knowledge

In year four we will be studying the geography of South America. This will include

studying settlements, rainforests and climate comparisons.

Place knowledge

We will be contrasting Hull and a city within South America – Rio de Janeiro

Human and physical geography

The main focus of this topic will be climate, water cycle and volcanos. In human

geography we will look at land use in the United Kingdom and other places.

Geographical skills and fieldwork

Use maps, atlases and globes to increase the students’ knowledge of their surroundings and the

wider environment, this will include studying the hemispheres, the tropics and the equator. This also

links into their understanding of physical geography regarding different world climates.

History

History studies in year 4 are designed to encourage the children to ask questions about the past, search for

clues and report on historically significant events that have shaped the world in which we live. They will also

learn how to empathise with people in past times and make use of primary and secondary sources of

evidence to inform their opinion.

Pupils in year 4 will be taught about:

the Vikings; we will study Viking settlements, family life, traditions; we will also learn about

longboats, Viking raids and battle tactics

A local history study; we will focus on Hull and learn particularly about its maritime history

and the importance of William Wilberforce and the abolition of slavery.

The changing power of the monarchy.; we will focus on William the Conqueror and the

Domesday Book; The Tudors and the Reformation; and The Stuarts and The Civil

War.

Languages

The national curriculum for languages aims to ensure that all pupils:

understand and respond to spoken and written language from a variety of authentic sources

speak with increasing confidence, fluency and spontaneity, finding ways of communicating

what they want to say, including through discussion and asking questions, and continually

improving the accuracy of their pronunciation and intonation

can write at varying length, for different purposes and audiences, using the variety of grammatical

structures that they have learnt

discover and develop an appreciation of a range of writing in the language studied.

French is taught in PPA on Thursday afternoons

Music

Music teaching in year 4 is designed to improve your child’s knowledge of music and their appreciation of

diverse musical styles and also to improve their confidence in musical composition.

We will create Listening Journals for children to reflect on feelings and emotions

when listening to different styles of music.

Singing in rounds; this teaches cooperation and appreciation of rhythm and

tempo.

Carnival music and composition; linked to our South American topic.

Designing and making a simple stringed instrument; linked to our science topic on sound.

Campfire songs; linked to outdoor learning.

RE (Religious Education)

In year 4 our RE teaching is designed to help your child to understand themselves and the world around

them, including people from different cultures who may have different beliefs. It helps them to learn respect

for themselves, for others and for the places they live.

In year four we will study

Community- What does it feel like to belong to a faith?

Saints and Heroes- what makes a hero?

Our world- What do different religions say about caring for our world?

We will also study the Christian festivals of Christmas and Easter.

PE

The PE and Games teaching in year 4 is designed to improve your child’s enjoyment of a range of

physical activities and to encourage active and healthy lifestyles.

In PE we will be teaching units of gymnastics, dance and circuit training in 5 week blocks.

Our games sessions will cover – golf, tag rugby, basketball, hockey, cricket and

orienteering. Some of these sports will be taught by outside coaches as part of the Fit 4

Fun programme.

Swimming and water safety

In the summer term the pupils in Year 4 will have swimming lessons

In particular, pupils should be taught to:

swim competently, confidently and proficiently over a distance of at least 25

metres

use a range of strokes effectively [for example, front crawl, backstroke and

breaststroke]

perform safe self-rescue in different water-based situations.

Our PE Day is Monday- indoor kit required

Our Games Day is Wednesday- Suitable outdoor kit required

PHSCE (Personal, health, social and citizenship education)

This year the areas to be covered in PHSCE include:

SEAL – Developing relationships; Getting on and falling out; What makes a good

friend; Good to be me and celebrating our differences.

Citizenship – Belonging to a community; Identifying anti-social behaviour and how it

affects a community; Tackling stereotyping; Finance – where money comes from; how

budgets work; the value of things; To understand that different people have different financial

situations.

Bullying – Identifying forms of bullying and how it may affect different people; Tackling

cyber-bullying and knowing where to seek help.

Healthy Eating – Phunky Foods; To understand where food comes from; What makes

up a good diet.

PHSCE is taught in PPA on Thursday afternoons

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