Year 4 Curriculum

 

Welcome to our Year 4 Curriculum Page.

On this page you will find:

  • information about what our children are learning
  • expected standards at the end of the year  in Reading, Writing and Mathematics
  • information about any formal assessments

If you would like to see what is happening in our class, please look at our Blog or follow Twitter .

Our Learning this Term

Please click images to enlarge

Expectations in Maths

Counting & ordering

 

Count backwards through zero to include negative numbers.

Compare & order numbers beyond 1000.

Compare & order numbers with 2 decimal places.

Read Roman numerals to 100.

Numbers &

more/less

Find 1000 more/less than a given number.

 

Tables & multiples Count in multiples of 6, 7, 9, 25 & 1000.

Recall & use multiplication & division facts all tables to 12×12.

Place value & rounding

 

Recognise Place value  of any 4-digit number.

Round any number to the nearest 10, 100 or 1000.

Round decimals with 1 decimal place to nearest whole number.

Calculations

+/-

 

Add & subtract:

o Numbers with up to 4-digits using efficient written method (column).

o Numbers with up to 1decimal place.

Calculations

x/÷

Multiply 2 o 3 number by 1-digit

Divide 3-digit by 1-digit

Fractions & percentages

 

Count up/down in hundredths.

Write equivalent fractions

+/- fractions with same denominator.

Time Read, write & convert time between analogue & digital 12 & 24 hour clocks.

Expectations in Reading

Comprehension and Understanding Give a personal point of view on a text.

Can re-explain a text with confidence.

Prediction, inference & deduction Justify inferences with evidence, predicting what might happen from details stated or implied.

 

Intonation and Expression Use appropriate voices for characters within a story.

 

Grammatical Features Identify how sentence type can be changed by altering word order, tenses, adding/deleting words or amending punctuation.
Research Skims & scans to locate information and/or answer a question.

Expectations in Writing

Sentence & text structure

 

Vary sentence structure, using different openers.

Use adjectival phrases (e.g. biting cold wind).

Appropriate choice of noun or pronoun.

Punctuation

 

Apostrophe for singular & plural possession.

Comma after fronted adverbial (e.g. Later that day, I heard bad news.).

Use commas to mark clauses.

Paragraphing Use connectives to link paragraphs.
Handwriting Legible, joined handwriting of consistent quality.

Expectations Humanities

History To know:

What was new about the New Stone Age?

How unpleasant were the Bronze and Iron Ages?

How much did the Ancient Egyptians achieve?

What happened when the Romans came? What was important to our local Victorians?

Is it better to be a child now than in the past?

Geography To know:

Where on Earth are we?

Is climate cool?

Do you like to be beside the seaside?

Can you come on a great American road trip?

How does water go round and round?

Can the Earth shake, rattle and roll?

Expectations in Science

Movement and Feeding Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

Identify that humans and some other animals have skeletons and muscles for support, protection and movement.

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

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

Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

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

Light and Shadows Recognise that they need light in order to see things and that dark is the absence of light

Notice that light is reflected from surfaces

Recognise that shadows are formed when the light from a light source is blocked by a solid object

Recognise that light from the sun can be dangerous and that there are ways to protect their eyes

Find patterns in the way that the size of shadows change.

Setting up simple practical enquiries, comparative and fair tests

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

Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

What Plants Need Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

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

Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

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

Setting up simple practical enquiries, comparative and fair tests

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

Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

Rocks and Soils Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties

Describe in simple terms how fossils are formed when things that have lived are trapped within rock

Recognise that soils are made from rocks and organic matter.

Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

Setting up simple practical enquiries, comparative and fair tests

Parts of Plants Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

Investigate the way in which water is transported within plants

Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.

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

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

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

Magnets and Forces Compare how things move on different surfaces

Notice that some forces need contact between two objects, but magnetic forces can act at a distance

Describe magnets as having two poles

Predict whether two magnets will attract or repel each other, depending on which poles are facing.

Observe how magnets attract or repel each other and attract some materials and not others

Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials

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

Setting up simple practical enquiries, comparative and fair tests

Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions

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

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

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