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Year 4 Curriculum Overview 2019/20

Topics Titles/Term Autumn 1 Romans

Autumn 2 Vikings & Anglo-

Saxons

Spring 1 The Mayans

Spring 2 Local Environment

Summer 1 Central Asia

Summer 2 Endangered Species

Book Titles: Varjak Paw How To Train Your Dragon

The Chocolate Tree

The Catch (Digital Literacy)

Ride of Passage (Digital Literacy)

Varmints

Belonging

The Midnight Fox Tales Told In Tents

Trip or Visitor: Colchester Castle 10th October all 3

classes-coach booked

Visit to Millennium Green

Epping Forest Field Centre 6th May 2

classes 7th May 1 class

Coach Confirmed from Barnes

Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

English Diary entry. To write a recount in the first person. Short play script. Story prediction. To be able to spell words which are often misspelt from the Y3-4 list.

Diary, poem, adventure story To build sentences with varied vocabulary and structures. To organise paragraphs around a theme.

Information Texts Instructions Folk Tale Writing Comparative Writing Report Writing To use simple organisational

Descriptive labels for diagrams. Writing a diary entry. Writing a debate with a reasoned argument. Report Writing. Formal Letter Writing.

Poem Newspaper Article. Short Story To recognise and use standard English verb inflections. To use extended noun phrases, including with prepositions

Folk Tale Non-Chronological Report To use conjunctions, adverbs and prepositions to express time, cause & place. To use fronted adverbials.

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To use a dictionary to check a spelling To use appropriate handwriting joins, including choosing unjoined letters.

To develop detail of characters, settings and plot in narratives. To choose nouns and pronouns for clarity and cohesion.

devices in non-fiction. To suggest improvements to grammar and vocabulary. To proofread own work for spelling and punctuation errors.

To read aloud using appropriate intonation, tone and volume. To use a range of conjunctions to extend sentences with more than one clause.

To use and punctuate direct speech correctly.

To understand the difference between plural and possessive '-s'

French Topic focus: All aboard

Topic focus: Pocket money

Topic focus: Tell me a story

Topic focus: Our sporting lives

Topic focus: What`s the weather like?

Topic focus: The carnival of animals

Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Maths

Maths No Problem

Chapter 1 – Number and place value: Numbers to

10,000

Counting in hundreds and twenty fives Counting in thousands Counting in thousands,

Chapter 3 - Multiplication and

Division (

Multiplying by 6,7,9,11 & 12 Dividing by 6,7,9,11 & 12 Dividing with remainder Word problems

Chapter 4 (continued) -

Further Multiplication and

Division Dividing 2 digit numbers Dividing 3 digit numbers Word problems

Chapter 8 (continued) –

Decimals

Writing decimals Comparing and ordering decimals Making number patterns Rounding decimals

Chapter 10 – Mass, Volume and Length

Measuring mass Converting units of mass Measuring Volume Measuring units of volume Measuring height Measuring length

Chapter 12 – Geometry

Drawing lines of symmetry Completing symmetrical figures Making symmetrical figures Sorting shapes

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hundreds, tens and ones Using place value Comparing and ordering numbers Making number patterns Counting in sixes sevens and nines Rounding numbers Rounding numbers to estimate

Chapter 2 -

Addition and subtraction

Finding the sum Adding with renaming Adding without renaming

Chapter 4 - Further Multiplication and Division

Multiplying by 0 and 1

Dividing by 1 Multiplying the same two numbers Multiplying three numbers Multiplying multiples of 10 Multiplying 2 digit numbers Multiplying multiples of 100 Multiplying 3 digit numbers

Chapter 5: Graphs

Drawing and reading picture and line graphs Drawing and reading bar graphs Drawing and reading line graphs

Chapter 6 – Fractions

Counting in hundredths Writing mixed numbers Showing mixed numbers on a number line Finding equivalent fractions Simplifying mixed numbers

Writing fractions as decimals Dividing numbers by 10 and 100

Chapter 7 – Time

Telling the time on a 24 hour clock Changing times in minutes to seconds Changing time in hours to minutes Solving problems on duration of time Changing years to months and weeks to days Solving word problems Chapter 9 – Money

Writing amounts of money

Converting units of length Measuring perimeters of different units Solving problems involving scale reading Chapter 11 – Area

of Figures

Measuring the surface that an object covers Measuring area

Chapter 12 –

Geometry Knowing types of angles Comparing angles Classifying triangles and quadrilaterals

Chapter 13 – Position and Movement

Describing position Plotting points Describing movements

Chapter 14 – Roman Numerals

Writing Roman numerals for 1 – 20 Writing Roman numerals to 100

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Adding using mental strategies Finding differences Subtracting with renaming Subtracting without renaming Subtracting using mental strategies Word problems

Simplifying improper fractions Adding and subtracting fractions Word problems

Chapter 8 - Decimals

Writing tenths Writing hundredths

Comparing amounts of money Rounding amounts of money Solving problems involving money Estimating amounts of money

Identifying symmetrical figures

Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Science

Biology Digestive system 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.

Physics Sound Identify how

sounds are made,

associating some

of them with

something

vibrating

recognise that

vibrations from

sound travel

through a medium

to the ear.

Chemistry 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

Physics Electricity

Identify common appliances that run on electricity construct a simple series electrical circuit identifying and naming the basic parts of a simple electrical circuit, including cells, wires, bulbs,

Biology Animals and 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

Experiments Focus on Scientific Enquiry Skills Ask relevant questions and using different types of scientific enquiries to answer them set up simple practical enquiries, comparative and fair tests.

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

Recognise that

sounds get fainter

as the distance

from the sound

source increases

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.

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

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

things in their local and wider environment. Recognise that environments can change constantly changing and that this can sometimes pose dangers to specific habitats.

Make systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers. Gather, record, classify and present data in a variety of ways to help in answering questions. Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables report on findings from enquiries, include oral and written explanations, displays or

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presentations of results and conclusions. Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions. Identify differences, similarities or changes related to simple scientific ideas and processes. Use straightforward scientific evidence to answer questions or to support their findings.

Computing Computer Science Creating on-screen shapes

Computer Science 3D game creation using programming

IT Finding information online.

IT Writing and recording a maths rap.

IT Data Handling Introduction to spreadsheets.

Digital Literacy How email works?

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using text based programing

How a search engine 'works

Edit photos.

Collecting and analysing information.

Sending and receiving. Finding information and images and presenting to an audience.

Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Art/D.T

Mosaic Use ceramic mosaic. Combine visual and tactile qualities.

Viking ship: levers / linkages Measure using mm and then use scoring and folding to shape materials accurately with a focus on precision. Make cuts (scissors and snips) accurately and reject pieces that are not accurate and improve my technique. Make holes (punch, drill) accurately

Printing: coloured inks Print using at least four colours. Create an accurate print design. Print onto different materials.

3D model: clay/recycled materials Experiment with and combine materials and processes to design and make 3D form. Begin to sculpt clay and other mouldable materials?

Drawing and Painting Begin to show facial expressions and body language in their sketches. Identify and draw simple objects, and use marks and lines to produce texture. Organise line, tone, shape and colour to represent figures and forms in movement. Show reflections?

Textiles: Asian purse Forming templates in paper. Drawing round templates with a suitable implement keeping waste to a minimum cutting out with increasing accuracy. Temporarily joining the two pieces with tacking gluing or stapling.

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Use methods of working are precise so that products have a high quality finish. Have joins that are strong and stable, giving extra strength to my products. Some joins are flexible to allow for dismantling or folding

Explain why they have chosen specific materials to draw with. Can they create all the colours they need? Can they create mood in their paintings? Do they successfully use shading to create mood and feeling?

Making a more permanent join with running stitch. Using neat knots to stop and start stitching. Choosing applied application and the best means to add it. Investigating fastenings and choosing most suitable for purpose

Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

History Romans

(Romans in London LAR –

Learning Augmented

Reality)

Saxons/Vikings

Viking Adventure + Sigurd and the

Dragon.

Mayans

(http://www.maya.lgfl.net/) -Differences in lifestyles due to resources available

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-Timelines -How the past influenced our lives. -Historical Sources -Differences between now and then: war, daily life, poverty and wealth

-How the past influenced our lives -Primary and secondary sources

-How jobs influenced daily life -Inventions -Religious Beliefs

Geography Local Environment -To know the difference between the British Isles, Great Britain and UK. -To explain how a locality has changed over time with reference to human features. -Why people choose to live in a city/village -Suggest how a locality can be improved

Physical Geography

-Describe the main features of a well-known city -Describe the main features of a village. -Describe the main physical differences between cities and villages. -Use appropriate symbols to represent different physical features on a map.

Geographical Enquiry

-Carry out a survey to discover features of cities and villages -Find the same place on a globe and in an atlas. -Label the same features on an aerial photograph as on a map. -Plan a journey to a place in England?

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(Busy Things)

(Explore Geography – Augmented Reality)

-Accurately measure and collect information (e.g. rainfall, temperature, wind speed, noise levels etc.)

Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

RE Who should inspire us?

Places of Worship (Where and how

do people worship)

Believers & Humanists

(What Matters most to Humanist

and Christians)

Believers & Humanists

(What Matters most to Humanist

and Christians)

What does it Mean to be Jewish?

How and Why do believers show their commitments during their journey of life?

P.S.H.E Healthy Lifestyles I understand what make a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices.

Respecting differences between

people Anti-Bullying Week

I think about the lives of people living in other places and times, and people with

Developing confidence and

responsibility and making the most of

ability I talk and write about my opinions and explain my views, on issues that affect society and myself.

Active role as a citizen

I research, discuss and debate topical issues, problems and events. I understand what democracy is, and about the basic institutions that

Developing good relationships

I understand that my actions affect myself and others, and care about other people’s feelings and to try to see things from their points of view.

Looking after money I look after my money and realise that future wants and needs may be met through saving.

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I recognise the different risks in different situations and then decide how to behave responsibly, including road use, and judging what kind of physical contact is acceptable or unacceptable that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong. I know and follow school rules about health and safety, basic emergency aid procedures and where to get help.

different values and customs. I realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help.

I face new challenges positively by collecting information, looking for help, making responsible choices, and taking action.

support it locally and nationally.

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Subject Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

P.E Football Dance (Music) To be able to learn how to dribble the ball in and around tight spaces, keep the ball at your feet and look up. To be able to use the correct part of the foot to make an accurate pass through the gates to your partner. To be able to find space without the ball. To be able to shoot using the correct part of the foot and work as a team in a 3 vs 1 scenario.

Basketball Gymnastics To be able to learn the three different types of passing To be able to stop, find your pivot foot and pass without double dribbling. To be able to concentrate under pressure and pass the ball quickly. To be able to use the BEEF steps in order to shoot at the hoops. To be able to understand the pivot foot in a games situation. To be able to dribble the ball confident and efficient under pressure.

Hockey Seated Volleyball To be able to learn to dribble in a controlled manner. To be able to learn to pass using the correct technique. To be able to defend properly.

Tag Rugby Athletics Run over a long distance. Spring over a short distance. Throw in different ways. Hit a target Jump in different ways.

Rounders Team Games Catch with one hand. Throw and catch accurately. Hit a ball accurately and with control Keep possession of the ball. Move to find a space when they are not in possession during a game. Vary tactics and adapt skills according to what is happening.

Cricket Sports Day (Athletics) Run over a long distance. Spring over a short distance. Throw in different ways. Hit a target Jump in different ways.

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Music Tudor Dance Drones and melodies-

composing and accompanying

Sing songs from memory with accurate pitch. Sing in tune. Maintain a simple part within a group. Understand the importance of pronouncing the words in a song well. Show control in their voice when singing. Play notes on instruments with care so they sound clear. Perform with control and awareness of what others in the group

Pentatonic music 1 Perform songs in a way that reflects their meaning and the occasion from memory with accurate pitch. Understand the importance of pronouncing the words of a song well. Improvise within a group using repeated patterns? Describe music using musical words. Recognise and create repeated patterns with a range of instruments. Compose and perform pentatonic melodies and songs.

Pentatonic music 2 Listen to several layers of sound and talk about the effect on the moods and feelings. Describe music using words such as duration, timbre, pitch, beat, tempo, texture. Start to identify the character of a piece of music. Describe and identify the different purposes of music? Begin to identify with the style of work of Maurice Ravel. Carefully choose order and control sounds with awareness of their combined effect.

Young Person’s guide (YPG) to the

orchestra. Sing songs from memory with accurate pitch. Compose and perform melodies and songs. Recognise and create repeated patterns with a range of instruments with an awareness of timbre and duration. Create accompaniments for tunes. Carefully choose order and control sounds with awareness of their combined effect. Know how to make a creative use of the way sounds can

YPG continued Start to identify the character of a piece and describe and identify the different purposes of music? Begin to identify with the style of work of Benjamin Britten? Can they sing songs from memory with accurate pitch? Understand the Structure of Theme and Variations and a fugue and recognise instruments of the orchestra.

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are singing and playing. Recognise how musical elements can be used together to compose music. Describe the different purposes of music throughout history and in other cultures. Know that the sense of occasion affects the performance. Sustain a drone or melodic ostinato to accompany singing. Play an accompaniment on an instrument. Hold a part in a round.

Create accompaniments that use drones or melodic ostinati (based on a pentatonic scale.) Know and use standard musical notation of crotchet, minim and semibreve to indicate how many beats to play. Perform a simple part rhythmically and maintain it

be changed, organised and controlled. Create music, which reflects given intentions and uses notations in a score as a support for performance. Use notations to record compositions in a small group or on their own in a performance?

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Use their notation in a performance? Perform a simple part rhythmically? Improvise using repeated patterns? Compose with a knowledge of having a tonal centre (tonic) and writing music with a high point.