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Essendon C of E (VC) Primary School

Let us consider how to stir up one another to love and good works

Year 4

Curriculum Overview (B): Year 4

 



 

Subject

Summer 1: Amazing Art

 

 

 

Summer 2: Stage and Screen

 

Science

Working Scientifically

  • Can ask relevant questions and use different types of scientific enquiries to answer them.
  • Can set up practical enquiries, comparative and fair tests.
  • Can make systematic and careful observations, and take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers.
  • Can gather, record, classify and present data in a variety of ways to help with answering questions.
  • Can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
  • Can report on findings from enquiries, including spoken and written explanations, displays or presentations of results and conclusions.
  • Can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions.
  • Can identify differences, similarities or changes related to scientific ideas and processes.
  • Can use scientific evidence to answer questions or to support my findings.

Rocks fossils soils

Band 3

  • Can examine and do practical experiments on various types of rocks in order to group them on the basis of their appearance and simple physical properties.
  • Can describe simply how fossils are formed when things that have lived are trapped within rock.
  • I can explain that soils are made from rocks and organic matter.

Forces and magnets

Band 3

  • Can compare how things move on different surfaces.
  • Can see that some forces need contact between two objects but magnetic forces can act at a distance.
  • Can observe how magnets attract or repel each other and attract some materials and not others.
  • Can compare and group some materials on the basis of whether or not they are attracted to a magnet, and identify some magnetic materials.
  • Can describe magnets as having two poles.
  • Can predict whether two magnets will attract or repel each other, depending on which poles are facing.

RE

Beliefs and practices:

Communion

  • Describe, make connections and reflect on some religious beliefs and practices studied, including how celebrations and key moments in life are marked.

 

Sources of wisdom: Gospel

 

  • Show awareness, describe and interpret a range of stories, sacred writings, psalms, poems, hymns, prayers and artefacts.
  • Develop an understanding of the impact on individual believers.

 

Identity and belonging:

Hinduism

  • Show an understanding of some of the challenges individuals face when belonging to a faith community. Demonstrate how it may help them. Explore how some religious people are guided by their religious leaders.

Computing

Programming and games

  • Understand a simulation is a digital system with specific rules, providing an environment often mimicking real world situations.
  • Understand abstraction leaves out unnecessary detail and is helpful when designing a process.
  • Understand simulations are programmed to allow choices by the user to change the outcomes.
  • Understand we can use algorithms to design the steps of a process before writing computer programs
  • Understand a program is a sequence written in a programming language and designed to perform a specific task.
  • Know problems can be solved efficiently using decomposition and that this is central to good programming practice.
  • Understand program commands can be saved as a procedure and procedures can be called by programs and procedures.
  • Develop independent programming capability.
  • Understand selection is a programming process which uses a yes/no question to provide alternative routes through a program.
  • Understand natural systems may follow processes involving selection.
  • Be aware that online simulations may include chat facilities.
  • Review and evaluate their work, discussing the choices they have made and checking for accuracy.
  • Use appropriate file-name conventions and understandable folder structure to save, organise and retrieve their work.
  • Understand the school’s eSafety rules and to know what to do in the event of an incident at home or school.

History

History of great artists

 

  • Place some historical periods within a chronological framework
  • Use historic terms related to the period of study
  • Use sources of information in ways that go beyond simple observations to answer questions about the past
  • Use a variety of resources to find out about aspects of life in the past
  • Understand that sources can contradict each other
  • Communicate his /her learning in an organised and structured way, using appropriate terminology

History of theatre (Greek theatre & the globe)

  • Place some historical periods within a chronological framework
  • Use historic terms related to the period of study
  • Use sources of information in ways that go beyond simple observations to answer questions about the past
  • Use a variety of resources to find out about aspects of life in the past
  • Understand that sources can contradict each other
  • Communicate his /her learning in an organised and structured way, using appropriate terminology

Geography

 

 

 

 

Art & Design

Sculpture

 

  • Use taught technical skills to adapt and improve his/her work
  • Articulate how he/she might improve their work using technical terms and reasons as a matter of routine
  • Describe some of the key ideas, techniques and working practices of artists, architects and designers who he/she has studied
  • Create different effects by using a variety of tools and techniques such as bleeds, washes, scratches and splashes
  • Plan a sculpture through drawing and other preparation work
  • Experiment with creating mood, feeling, movement and areas of interest by selecting appropriate materials and learnt techniques

Design & Technology

 

 

Music

Music assemblies, class singing

  • Confidently recognise a range of musical instruments and the different sounds they make
  • Confidently recognise and explore a range of musical styles and traditions and know their basic style indicators
  • Use musical language to appraise a piece or style of music
  • Copy increasingly challenging rhythms using body percussion and untuned instruments where appropriate
  • Sing as part of an ensemble with confidence and precision
  • Play and perform in solo or ensemble contexts with increasing confidence
  • Develop an understanding of formal, written notation which includes minims and quavers
  • Listen to and recall sounds with increasing aural memory

Foregin Languages

Les Sports et les Activities

(Sports and Hobbies)

 

Carnaval des Animaux (Carnival of the Animals

Including learning about the French composer, Saint-Saëns and his music)

  • Listening
  • Show understanding of a range of familiar spoken phrases for example through acting out part of a familiar story heard
  • Listen to and accurately repeat particular phonemes in songs and rhymes and being to make links to spellings
  • Notice that the target language may contain different phonemes and that some similar sounds may be spelt differently to English
  • Speaking
  • Ask and answer a range of questions on different topic areas
  • Using familiar sentences as models, make varied adaptations to create new sentences
  • Read aloud using accurate pronunciation and present a short learned piece for performance
  • Reading
  • Read a range of familiar written phrases and sentences, recognising their meaning and reading them aloud accurately
  • Follow the written version of a text he/she is listening to
  • Begin to work out the meaning of unfamiliar words within a familiar text using contextual and other clues
  • Writing
  • Write words and short phrases from memory
  • Use a range of adjectives to describe things in more detail, such as describing someone’s appearance
  • Write descriptive sentences using a model but supplying some words from memory
  • Grammar
  • Recognise a wider range of word classes including pronouns and articles and use them appropriately
  • Understand that adjectives may change form according to the noun they relate to and select the appropriate form
  • Recognise questions and negative sentences

PSHE and Citizenship

Relationships

  • Understanding my uncomfortable feelings – proud, jealous, loved, cared for, fair and unfair, loneliness, guilt, embarrassment
  • People who are important to us
  • Dealing with our hurt feelings without hurting others
  • Loss and bereavement
  • Leaving home
  • Dealing with feelings of guilt
  • Making amends
  • Sticks and stones
  • Breaking friendships
  • Forgiveness

Year 4 Themes

1. Similarities and differences

2. How we are all connected

3. Living and working cooperatively

4. Recognising and challenging prejudice

5. Gender stereotypes

6. Contributing to society – jobs people do.

Changes

  • Transition and change over time
  • Welcome and unwelcome changes
  • Making a plan to bring about change
  • Understanding individual differences in our responses to change
  • Saying goodbye and moving on

Year 4 Themes

1. SRE: growing and changing

2. SRE: body changes and reproduction

3. SRE: what is puberty?

4. Wishes, hopes and dreams

5. Positive change

6. Unwelcome change

PE

Diet and hygiene

 

  • Explain the types and amounts of food needed for a balanced healthy diet
  • Identify the energy that certain foodstuffs give by looking at the packaging
  • Understand that there are good and bad bacteria
  • Explain the benefits to the body of regular exercise

Healthy Mind

 

  • Understand the importance of mental health
  • Identify basic coping strategies for dealing with difficult emotions
  • Identify the value of sleep for our health

Acquiring and developing skills

 

  • Complete a forward roll and land on the feet
  • Skip forwards in a fluid motion
  • Kick a ball accurately
  • Pass a ball from chest height to a partner

Applying skills and using tactics

  • Apply skills and tactics in combination with a partner or as part of a group/team

 

Evaluating and improving performance

  • Comment on skills and techniques applied in his/her own and others work and use this understanding to improve performance
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