PRIMARY CURRICULUM HANDBOOK
Year 4
CONTENTS
WELCOME THE CURRICULUM: AN OVERVIEW
TERMINOLOGY FOR PLACEMENTS USED IN THE PRIMARY SCHOOL
UNITS OF WORK – AN INTEGRATED LEARNING APPROACH
ENGLISH AND MATHEMATICS
THE INTERNATIONAL PRIMARY CURRICULUM (IPC)
IPC UNITS OF WORK COVERED THROUGH THE PRIMARY SCHOOL
PSHCE – PERSONAL, SOCIAL, HEALTH AND CITIZENSHIP EDUCATION
ASSESSMENT IN THE PRIMARY SCHOOL
REPORTING TO PARENTS
LEARNING SUPPORT
YEAR 4 ENGLISH PROGRAMME OF STUDY
YEAR 4 MATHEMATICS PROGRAMME OF STUDY
YEAR 4 TERM 1: FIRST HALF TERM YEAR 4 TERM 1: SECOND HALF TERM YEAR 4 TERM 2: FIRST HALF TERM YEAR 4 TERM 2: SECOND HALF TERM YEAR 4 TERM 3: FIRST HALF TERM YEAR 4 TERM 3: SECOND HALF TERM 1
WELCOME
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4
5
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Welcome to Year 4!
It is important that you know what your child is learning so you can help support him/her at home. With this aim in mind, we
have written this detailed curriculum handbook which shows all the things that your child will learn in Year Four.
The expectations of the curriculum, as well as homework, will be presented by your child’s teacher at the initial introduction
meeting in the first week of the new school year. As well as coming into the school, you can keep up to date with what your child
has been learning in our weekly newsletter and through the Virtual Learning Environment (VLE).
Should you at any time wish to speak to the teacher or myself about any aspect of the curriculum we offer, please do not hesitate
to come to speak with us. We will be pleased to hear from you.
With best regards
John Bagust Paul Baker
Head of Primary Schools
Head of Kamyk Primary PBS
Head of Vlastina Primary PBS
2
THE CURRICULUM: AN OVERVIEW
The Primary School is made up of The Foundation Stage and The Primary Years. The Foundation Stage is a two year programme and is followed by
six years in the Primary School. Each of these sections has its own curriculum, however we view both Foundation Stage and the Primary Years as one
Primary School.
For details of our Foundation Stage Curriculum, please ask for a Foundation Stage curriculum guide.
The Primary School’s curriculum (5-11 years old) is based on both the English National Curriculum and the International Primary Curriculum and
takes into account the latest initiatives in the UK as well as best practice from leading international schools around the world. The curriculum is
designed to challenge and inspire all learners and ensure that all our students make progress, whatever their individual needs.
Our curriculum also helps our large transient population of learners apply their skills and strategies for learning in whatever learning environment
they may find themselves in the future. It embeds an international dimension and includes all learners from all cultures.
TERMINOLOGY FOR
PLACEMENTS USED
IN THE PRIMARY
SCHOOL
PBS Year Groups in
Primary School
Age of child
Foundation Stage 1
Foundation Stage 2
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
3 - 4 years old
4 - 5 years old
5 - 6 years old
6 - 7 years old
7 - 8 years old
8 - 9 years old
9 - 10 years old
10 - 11 years old
IPC Mileposts
English National
Curriculum Stages
Early Years
Foundation Stage
Milepost 1
Key Stage 1
Milepost 2
Lower Key Stage 2
Milepost 3
Upper Key Stage 2
The development of the whole child is at the heart of the PBS primary curriculum. Learning in the Primary School is focused on developing personal,
emotional and social skills as well as being an intellectual and academic process. We work hard to continually create a school environment that helps
children want to come to school each day with a smile and develop a love for learning.
We aim to help children find their voice. We encourage them to think about what their contribution will be in the world and how they will try to make
a difference as responsible members of our school community as well as citizens of the world. PBS has high expectations for all its learners. In the
Primary School we pride ourselves on knowing each child as an individual in order to help them make progress.
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4
THE INTERNATIONAL PRIMARY CURRICULUM (IPC)
UNITS OF WORK –
AN INTEGRATED LEARNING
APPROACH
Whether in the Foundation Stage or the Primary Years, teachers plan learning opportunities for six
units of work per Year Group. These cross-curricular ‘topics’ build on what students already know and
have experienced. As there is no fragmentation of separate subjects, a more meaningful context for
learning is created. The trans-disciplinary themes are inquiry-based and skills driven. There is an
emphasis on learning how to learn with learning styles identified and celebrated. Units of work are based on
the learning outcomes of all subjects and draw on the learners’ experiences and that of his / her peers to
help develop internationalism and cultural inclusivity.
Students are taught to use critical and creative thinking skills across the curriculum.
By organising the curriculum through Units of Work, the aim is for PBS students to be articulate,
engaged and enthusiastic about their learning and able to see the ‘big picture’, approaching topics from
multiple perspectives and making connections between subjects. The Units of Work create a more flexible
curriculum and Year Groups may change the order and title of the themes from those published in this
document. However, the key concepts, goals and skills will remain the same.
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ENGLISH AND
MATHEMATICS
At PBS we teach English and Mathematics using
the framework and goals from English National Curriculum,
which is used across schools in England.
The International Primary Curriculum (IPC) is a creative, thematic curriculum for 3-11 year olds with
a clear process of learning. It has specific learning goals for every subject as well as for international
mindedness and for personal learning.
English is taught across the areas of:
• Speaking and Listening
• Phonics / Reading
• Writing
Children learn through a series of interesting and motivating ‘Units of Work’ across a two-year
milepost. Each unit has goals from across many subject areas. Some themes are more history based,
while others have a greater emphasis on Science or Geography. Over the course of each two-year milepost,
the children will have the opportunity to access learning linked across all the subjects.
Mathematics is taught across the areas of:
• Number
• Measurement
• Geometry
• Statistics
As well as subject goals, our curriculum offers goals for the children to develop. These goals are vital in
helping to ensure the school meets it’s ethos of developing well rounded citizens who are able to make a
positive contribution in the world with an intention of helping to develop well rounded citizens.
For more information about the IPC, please go to the IPC website: http://www.greatlearning.com/ipc/
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IPC UNITS OF WORK
COVERED THROUGH
THE PRIMARY
SCHOOL
Milepost 1
Year 1
Year 2
Milepost 2
Year 3
Year 4
Milepost 3
Year 5
Year 6
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PSHCE – PERSONAL, SOCIAL, HEALTH
AND CITIZENSHIP EDUCATION
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Let’s Go On Holiday
All Dressed Up
The Circus Is Coming To Town
We Are What We Eat
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The Magic Toymaker
The Stories People Tell
Let’s Celebrate
How Are You?
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I’m Alive
The First Olympians
Flowers & Insects
Media Magic
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Footprints From the Past
Gateways to the World
Saving the World
Time & Place, Earth & Space
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Chocolate
Active planet
Inventions that Changed the World
Temples, Tombs and Treasures
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On Tap
Pictures, Paintings and Photographs
Explorers & Adventurers
Shaping Up
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Fairgrounds
The Time Tunnel
What a Wonderful World
Mission To Mars
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Investigators
Climate Control
Going Global
Fit for life
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Champions for Change
Making New Materials
Making the News
Growing up Drug Education
The PSHCE curriculum develops qualities and attributes
pupils need to thrive as individuals and members of society. Pupils build upon the knowledge, skills and understanding
they need to lead confident, healthy, independent lives and
to become informed, active and responsible citizens both
inside and outside school.
Each half term there is a new PSHCE topic, which is
introduced in an assembly to the whole school. The topics
that are covered over the year are:
• New Beginnings
• Getting On and Falling Out
• Going for Goals
• Good to Be Me
• Relationships
• Changes
PBS has created a broad and creative PSHCE
curriculum, drawing from: the Social and Emotional Aspects
of Learning programme (SEAL), the PSHE Association
Programme of Study and other guidance from the UK. Within
the curriculum topics, pupils will cover the five social and
emotional aspects of learning: self-awareness, managing
feelings, social skills, motivation and empathy - alongside
exploring health and wellbeing, relationships and the wider
world.
Weekly PSHCE lessons take place and themes from
the PSHCE curriculum are integrated into other areas of
the curriculum, assemblies and themed days. PBS also
supplements the PSHCE curriculum with a ‘Value of
the Month’ to support behaviour, relationships, the learning
environment, personal well-being and attitude to school. The values covered over the year are:
• Responsibility
• Cooperation
• Thoughtfulness
• Peace
• Determination
• Perseverance
• Positive Thinking
• Respect
• Trust
• Courage
• Honesty
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ASSESSMENT IN THE PRIMARY SCHOOL
Assessment is a very important part of the learning process.
It is only by assessing children’s learning that we know
if they have developed their knowledge, skills or
understanding.
In the Primary School we use a number of different types of
learning that can be broken down into two types:
• Assessment for Learning - Formative assessment
• Assessment of Learning - Summative assessment
ASSESSMENT FOR LEARNING (AfL)
AfL involves using assessment in the day to day
classroom to raise achievement by informing both students and
teachers of the next steps to take on their learning journey.
It is based on the idea that students will improve most if
they understand the aim of their learning, where they are in
relation to this aim and how they can achieve the aim.
(AfL) consists of the following components:
• The active involvement of students in their own
learning
• Sharing learning goals and agreeing criteria
• Involving students in self-assessment
• Effective questioning
• Providing feedback which leads to students
recognising their next steps and how to take them
• Adjusting teaching to take account of the results of
assessment
• Confidence that every student can improve
(the untapped potential rather than the fixed
intelligence)
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ASSESSMENT OF LEARNING (AoL)
These assessments are carried out at key times through the Primary School. They provide teachers with clear and precise
feedback on the progress of your child and act as a benchmark across national / international educational systems.
(AoL) consists of the following components:
• Year 1 to Year 6 classes complete InCAS assessments at the beginning of the academic year. These computer-adaptive
assessments are tailored to the individual pupil (so it’s not too difficult or easy) so they take part in a personalised
assessment – which tailors the level of difficulty of each question depending on how the pupil performed on the last one
- and so is more suited to them. Children are assessed in the areas of maths, literacy, developed ability and attitudes.
• Standardised Attainment Tasks (SATs) are end of year assessments that most schools use in the UK from Year 2 to Year 6
inclusive. We also use these SATs to assess the children’s attainment in reading, writing and Mathematics. The results
of these assessments are reported to the parents and can be used to benchmark children against their peers in the UK.
• Year 1 to Year 6 classes also take termly English Writing and Maths assessments. The results are tracked to inform the
teacher how well each child is progressing as well as to flag up children who may not be progressing as expected.
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REPORTING TO PARENTS
Parents play a crucial part in their
children’s education. It is only with
their support that their children will
be able to achieve their potential.
OPEN DOOR POLICY
We have an open door policy for our parents. If you need to talk to a teacher or the
Head of School, our doors are always open, and if an immediate appointment is not
available, we will make sure parents are seen as soon as possible.
Likewise, when the school has any issues with children, we will always contact
the parents immediately if we feel it is something that cannot wait until parents
evening. In this way there should be no surprises for either parents or teachers
when it comes to reports and parent consultations.
Parents receive three reports a school year.
The Mid Year Report is given to parents in Mid February and the End of Year Report is provided in June.
Both these reports are very detailed and have comments for each area of the curriculum. They also
contain ‘levels’ so parents can see at a glance if their child is below, above or on the correct level for
their year group in a given subject. Marks are also given for ‘effort’ in each subject area. Information
on how well your child is working towards their individual targets and the setting of new targets also are
included in the report. Finally, parents and children have a section to provide feedback, ensuring that all
parties are involved in the reporting process.
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Many children come to our school with no or limited English. In EAL children
receive individualised support, in small group settings or one to one lessons. EAL
is fun and provides balanced instruction to learn all four skills, reading, writing,
listening and speaking through carefully selected learning resources. Our goal
is to motivate the children to achieve their full potential so they can participate
within the mainstream programme as quickly as possible as well as take an active
part in all aspects of their school life.
LEARNING SUPPORT
SPECIAL EDUCATIONAL NEEDS (SEN)
SCHOOL REPORTS
The Settling-in Report is provided to parents after the first 5 weeks of school. It gives information from
the teacher on how well your child is settling in to their new class both socially and academically. This
report also sets individual targets that your child will be working towards over the course of the next
term as well as providing information to parents on how they can support their child’s learning at home.
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)
PARENT CONSULTATION
EVENINGS
These evenings follow the settling-in
report and the mid-term report;
usually the week after the report is
given out to parents. Parents are able
to sign up for a time slot of their choice
and use this time to discuss the report
and progress of their child.
The Learning Support department focuses on providing
extra help for students with both mild and specific learning
difficulties. Our teachers work in and out of the classroom
following an Individual Education Plan (IEP) of learning
targets set through close co-operation with the class
teacher and parent. We believe that each child holds
a complex and diverse potential that – if properly addressed
- will influence his/her development as an individual.
Learning Support sessions aim to reflect and to reinforce the
learning that happens in class and to ensure that successful
academic learning and personal development takes place.
Parents are invited to meetings with the class teacher and
Learning Support Teacher at regular times in the school year
to discuss the progress made with the IEP.
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TERM 1: SECOND HALF TERM
YEAR 4 ENGLISH PROGRAMME OF STUDY
Here are main areas that the Year
4 students will study in English
throughout the year in Year 4. Many
areas are reinforced throughout each
term.
Spellings
• Prefixes in-, il-, im-..
• Revise words spelt ei, eigh, ey, ch and ou
• Adding suffixes beginning with vowel letters to words of more than one syllable –ing, –ing,-er, -en,
ed
TERM 1: FIRST HALF TERM
Reading
• To develop pleasure in reading, motivation to read, vocabulary and understanding by:
• Identify themes and conventions in a range of books
• Recognise some different forms of poetry
• Check that a text makes sense, including explaining the meaning of words in context
Spelling
• Words with endings sounding like ‘ʒə’, e.g. measure.
• Possessive apostrophe with singular proper nouns e.g. Cyprus’s population.
• Homophones such as main, mane etc.
Writing
• Story Openers: To use vocabulary to build up the mood.
• To begin to introduce a hook and clues for the reader.
• Poetry and images: To assess the effectiveness of their own and others’ writing and suggest
improvements;
• To use simple organisational devices.
Speaking and listening
• Speak audibly and fluently with an increasing command of Standard English about familiar themes and stories.
• Give well-structured descriptions and explanations
Reading
• To develop pleasure in reading, motivation to read, vocabulary and understanding by:
• Read aloud and understand words based on knowledge of root words, prefixes and suffixes
• Read further exception words, including those with unusual spelling/sound links
• Use dictionaries to check the meanings of words
Writing
• Key skills: To revise use of similes, sensory appeal. Begin to develop vivid description and use of prepositions correctly in
writing. To use vocabulary to build up mood and introduce a hook in their story openings.
• Non-chronological reports: To develop use of an informative style using descriptive, specific vocabulary.
• Story structure: To have well-described characters. To develop character’s personalities.
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Speaking and listening
• Listen and respond appropriately to adults and their peers
• Be able to follow two and three part instructions with ease.
TERM 2: FIRST HALF TERM
Speaking and listening
• ask relevant questions to extend their understanding
and build vocabulary and knowledge
• speak audibly and fluently with an increasing command
of Standard English
Spelling
• Sounds that have different spellings.
• Word endings – ‘ture’.
• Possessive apostrophe with singular proper nouns
• Homophones – scene/seen, mail/male, bawl/ball.
Reading
• To develop pleasure in reading, motivation to read,
vocabulary and understanding by:
• Identify and summarise the main ideas drawn
from more than one paragraph
• Read and share reading of playscripts each
taking different parts
• Discuss words and phrases which capture the
reader’s interest
Writing
• Explanation: To develop a detailed explanation, advice
and description eg. when and where it works; what it is
used for.
• Plays: To explore scene setting. To use punctuation for
spoken effect -ellipses, capitalisation, exclamation
marks, question marks. To use colons after character’s
names.
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TERM 3: FIRST HALF TERM
TERM 2: SECOND HALF TERM
Speaking and listening
• maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
• consider different viewpoints, listen to the contributions of others and take turns when talking.
Spelling
• Prefixes –ir, inter-, anti• Words from personal and statutory word lists
• Ending: cian, -sion, -tion, -ssion,.
Reading
• To develop pleasure in reading, motivation to read, vocabulary and understanding by:
• Identify how language contributes to meaning
• Retrieve and record information from non-fiction texts
• Read aloud and understand words based on knowledge of root words, prefixes and suffixes
Writing
• Story structure: To build upon development of character’s personalities and relationships.
• Adverts and leaflets: To be able to use exaggerated language/bias.
• To develop the use of intriguing questions.
• To begin to use wordplay and humour.
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Speaking and listening
• Participate in discussions and presentations. When
taking part in drama activities and performances being
aware of the different voices of different characters
• Increase their vocabulary from their immediate world
and feelings to developing a broader, deeper and richer
vocabulary
Spelling
• Sounds that have different spelling e.g. – /s/ spelt sc
as in science, abscess, ascend, descend
• Word endings /ʒən/ -sion, eg division, confusion.
• Homophones whether/weather, missed/mist, who’s/
whose, medal/meddle.
Reading
• To develop pleasure in reading, motivation to read,
vocabulary and understanding by:
• Read further exception words, including those
with unusual spelling/sound links
• Identify themes and conventions in a range of
books
• Identify how language contributes to meaning
Writing
• Story structures: To write stories using
the following structure; opening, build up, dilemma,
resolution, ending. To begin to re-read own writing
to check for grammatical sense and accuracy; identify
errors and make corrections.
• Instructions: To develop descriptive detail where
necessary. To be able to use a tip(hint) box.
• SAT preparation and tests
TERM 3: SECOND HALF TERM
Speaking and listening
• Be able to listen to information and respond to what
they have heard.
Spelling
• Adding –ous, Poisonous, dangerous, famous, enormous,
jealous, serious, hideous.
• Adding suffix –ly (noun to adverb) including words
ending in y, le and ic
• Prefixes un-, dis-, in, re-, sub-, inter-, super-, anti-,
autoReading
• To develop pleasure in reading, motivation to read,
vocabulary and understanding by:
• Draw inferences about feelings thoughts
and motives.
• Perform poetry aloud using intonation, tone,
volume and action.
Writing
• Newspapers:. To be able to use details of time, place
and incidents to inform the reader.
• Poetry and rhyme: To choose the appropriate structure
to chosen style of poem – shape, calligram, limerick,
structured.
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YEAR 4 MATHEMATICS PROGRAMME OF STUDY
TERM 1: FIRST HALF TERM
Number and Place Value
• Read, write 4-digit numbers and know what
each digit represents
• Compare 4 digit numbers using < and >
and place on a number line
Mental Addition and Subtraction
• Finding pairs with a total of 100
• Add to the next multiple of 100 by counting up
from any 2-digit or 3-digit number
• Quickly work out or recall bonds to 100 and
to the next 100
• Add 2-digit numbers mentally
• Subtract 2-digit and 3-digit
numbers
Mental Multiplication and Division
• Count in 6s and recall multiplication and
division facts for the ×6 table
• Count in 9s and recall multiplication and
division facts for the ×9 table
• Multiply multiples of 10 by 1-digit numbers
• Multiply mentally 2-digit by 1-digit numbers
using partitioning
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Written Addition and Subtraction
• Use compact column addition to add pairs of
3-digit numbers with a total < 1000
• Use column addition to add three 3-digit
numbers with a total < 1000
• Use expanded decomposition to subtract
3-digit from 3-digit numbers
•
Written Multiplication and Division
• Use known tables and place value to multiply
2-digit by 1-digit numbers with the grid method
•
Problem Solving, Reasoning and Algebra
• Describe, predict and explain patterns
•
Fractions, Ratio and Proportion
• Find unit fractions of amounts and relate to
division
•
Measurement
• Write and tell the time to the nearest minute
using analogue and digital clocks
• Compare durations of events to calculate the
time taken by particular events or tasks
• Measure, compare, add and subtract lengths
or heights using m/cm/mm
• Begin to convert between different units of
measure
Here are main areas that the Year 4
students will study in mathematics
throughout the year in Year 4. Many
areas are reinforced throughout each
term.
TERM 1: SECOND HALF TERM
Number and Place Value
• Divide 2-digit numbers by 10 to get 1-place decimal
answers
• Round 4-digit numbers up or down to the nearest 10,
100 or 1000
Mental Addition and Subtraction
• Count up to subtract any 3-digit from 3-digit number
Mental Multiplication and Division
• Double and halve 3-digit numbers by partitioning
Written Addition and Subtraction
• Use column addition to add two 4-digit numbers with a
total ≤ 10000
• Use column addition to add two 4-digit numbers with
answers > 10000
• Use mental strategies to add 2-digit, 3-digit and 4-digit numbers
• Use expanded decomposition to subtract 3-digit from
3-digit numbers
Problem Solving, Reasoning and Algebra
• Describe, predict and explain patterns
• Use, explain and justify mathematical reasoning
• Solve simple measure and money problems involving
fractions and decimals up to 2 decimal places
Fractions, Ratio and Proportion
• Compare fractions using number lines and fraction strips
• Understand unit and non-unit fractions with denominators ≤ 12
• Compare unit fractions using the denominator
• Begin to understand equivalence by placing fractions on a number line
• Develop an understanding of equivalence in fractions; 1/2s, 1/3s, 1/4s, 1/5s,
1/6s, 1/8s, 1/10s
• Identify the equivalent fraction for any given fraction
• Use equivalence to reduce fractions to their simplest form
• Count in 1/4s beyond 1 to 10, saying equivalent fractions
• Count in fractions, including equivalents
Decimals, Percentages and Equivalent Fractions
• Match 1-place decimals to 1/10s
• Locate and write 1-place decimals on a number line and match to 1/10s
• Divide integers by 10, 100 and 1000 to get 1-place decimal answers
•
Measurement
• Read relevant scales to the nearest numbered unit
• Measure, compare, add and subtract weights (masses) using kg/g
• Begin to convert between different units of measure
• Measure, compare, add and subtract capacities or volumes using l/ml
•
Statistics
• Draw and interpret bar charts where 1 division represents 100 units
• Interpret and present data in bar charts where 1 division represents 2 units
• Draw and interpret bar charts where 1 division represents 5 or 10 units
• Interpret and present discrete data using bar charts, using an appropriate
scale
TERM 2: FIRST HALF TERM
Mental Multiplication and Division
• Understand that multiplication is
commutative and use it in mental
calculations
• Count in 7s and recall multiplication and division facts for the ×7
table
• Use doubling and halving to multiply and divide by 4 and 8 and solve
correspondence problems
• Double and halve 3-digit numbers
by partitioning
• Use mental strategies to solve
multiplications including multiplying by 0 and 1, dividing by 1,
multiplying together three numbers
• Use mental strategies to solve
divisions including dividing by 1
• Understand division as the inverse
of multiplication
Mental Addition and Subtraction
• Subtract 4-digit from 4-digit multi- • Identify factors and multiples, and
begin to find common factors
ples of 1000 by counting up
• Use number facts to add to the next • Use knowledge of multiples and
factors in relation to large nummultiple of 100 or 1000
bers
• Find change from £5, £10 and £20
by counting up
• Count up to find change from £10,
£50 and £100
Number and Place Value
• Understand place value in 4-digit
numbers by creating 4-digit numbers, placing them on a number
line and solving place value additions and subtractions
• Round 4-digit numbers up or down
to the nearest 10, 100 or 1000
• Use place value to add and subtract multiples of 10, 100 and 1000
to and from 4-digit numbers
• Count on and back in 50s
• Count above 1000 in 1s and 100s
• Count beyond 1000 in 10s
• Count in 1s, 10s and 100s, across
multiples of 100 and 1000
• Count in 50s and 25s, using the
100s count
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Written Addition and Subtraction
• Use expanded decomposition to subtract
3-digit from 3-digit numbers
• Use compact decomposition to subtract 3-digit from 3-digit numbers
• Subtract 2-digit from 3-digit numbers using
expanded or compact decompositioN
•
Written Multiplication and Division
• Multiply 2- and 3-digit by 1-digit numbers
using the ladder method
• Divide 2- and 3-digit by 1-digit numbers
using a written method drawn from mental
strategies with integer remainders and answers between 10 and 20
•
Problem Solving, Reasoning and Algebra
• Describe, predict and explain patterns
• Solve simple measure and money problems
involving fractions and decimals up to 2
decimal places
• Use, explain and justify mathematical reasoning
• Use equivalence to reduce fractions to their
simplest form
•
Measurement
• Estimate, compare and calculate different
measures, including money in pounds and
pence
•
Geometry: properties of shapes
• Estimate and measure angles, recognising
that they are measured in degrees
• Compare and classify acute and obtuse angles; order angles up to 180°
• Draw horizontal, perpendicular and parallel
lines of a given length
• Identify line symmetry in 2D shapes presented
in different orientations
• Classify 2D shapes according to their properties: right angles, lines of symmetry, parallel
and perpendicular lines
• Draw shapes with specified properties: a right
angle, two perpendicular lines, two parallel
lines
• Recognise and begin to complete symmetrical
Fractions, Ratio and Proportion
2D shapes
• Find fractions of amounts and relate to divi- • Complete a symmetric figure with a given line
sion and multiplication
of symmetry
• Understand unit and non-unit fractions with
denominators ≤ 12
• Develop an understanding of equivalence in
fractions; 1/2s, 1/3s, 1/4s, 1/5s, 1/6s, 1/8s,
1/10s
• Identify the equivalent fraction for any given
fraction
• Begin to understand equivalence by placing
fractions on a number line
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TERM 2: SECOND HALF TERM
Number and Place Value
• Divide 2-digit numbers by 10 to get 1-place decimal
answers
• Divide 3-digit multiples of 10 by 100 to get 1-place decimal answers
• Understand the effect of multiplying or dividing a given
number by 10, 100 or 1000; answers < 100000 and with
not more than 2 decimal places
• Understand place value in 4-digit numbers by creating
4-digit numbers, placing them on a number line and
solving place value additions and subtractions
Mental Addition and Subtraction
• Add mentally several amounts of money
• Use mental strategies to add amounts of money with 2
decimal places
• Count up to subtract any 3-digit from 3-digit number
• Use place value to subtract amounts of money and calculate price decreases
• Use mental strategies to add 2-digit, 3-digit and 4-digit
numbers
• Use counting up as an efficient mental strategy with
minimal jottings
Written Addition and Subtraction
• Use column addition to add two 4-digit numbers with answers > 10000
• Use column addition to add several 2-digit numbers
• Use column addition to add several 3-digit numbers with a total > 1000
• Use compact decomposition to subtract 3-digit from 3-digit numbers
• Use expanded or compact decomposition to subtract numbers with up to
4-digits
• Use column addition to add two 4-digit numbers with a total ≤ 10000
•
Written Multiplication and Division
• Multiply 2- and 3-digit by 1-digit numbers using the ladder method
• Divide 2- and 3-digit by 1-digit numbers using a written method drawn from
mental strategies with integer remainders and answers between 10 and 20
• Divide 3-digit by 1-digit numbers using a written method drawn from mental
strategies with integer remainders and answers < 50
• Multiply 2- and 3-digit by 1-digit numbers using the ladder method
• Divide 2- and 3-digit by 1-digit numbers using a written method drawn from
mental strategies with integer remainders and answers between 10 and 20
• Divide 3-digit by 1-digit numbers using a written method drawn from mental
strategies with integer remainders and answers < 50
•
Problem Solving, Reasoning and Algebra
• Use, explain and justify mathematical reasoning
• Solve addition and subtraction two-step problems in contexts
• Solve number and practical problems with increasingly large positive numbers
• Organise work in a logical way
• Solve simple measure and money problems involving fractions and decimals
up to 2 decimal places
• Describe, predict and explain patterns
•
Decimals, Percentages and Equivalent Fractions
• Match 1-place decimals to 1/10s
• Locate and write 1-place decimals on a number line and match to 1/10s
• Count in decimal steps of 0·1 (tenths)
• Round 1-place decimals to the nearest integer, by placing on a number line
• Round 1- and 2-place decimals up and down to the nearest whole number
• Divide integers by 10, 100 and 1000 to get 1-place decimal answers
• Identify the equivalent fraction for any given fraction
• Use equivalence to reduce fractions to their simplest form
• Count in 1/4s beyond 1 to 10, saying equivalent fractions
• Count in fractions, including equivalents
Decimals, Percentages and Equivalent Fractions
• Match 1-place decimals to 1/10s
• Locate and write 1-place decimals on a number line and match to 1/10s
• Divide integers by 10, 100 and 1000 to get 1-place decimal answers
•
Measurement
• Add and subtract amounts of money to give change, using pounds and pence
• Use vocabulary such as morning, afternoon, noon, and midnight; also am and
pm times and 12 hour clocks
• Use 24 hour clocks
• Read, write and convert time between analogue and digital 12 and 24 hour
clocks
• Measure and calculate the perimeter of rectilinear figures in cm and m
• Measure and calculate the perimeter of composite rectilinear shapes in m/cm
• Measure, compare, add and subtract lengths or heights using m/cm/mm
• Convert between different units of measure, e.g. kilometres to metres, metres
to centimetres, etc
20
TERM 3: FIRST HALF TERM
• Solve number and practical problems with increasingly large positive numbers
• Solve simple measure and money problems involving fractions and decimals
Number and Place Value
up to 2 decimal places
• Order and compare 4-digit numbers and say a number between
•
Check that all solutions have been found
• Order and compare 5-digit numbers and say a number between
• Understand place value in 4-digit numbers by creating 4-digit numbers, plac- • Solve problems involving harder fractions to calculate and divide quantities
ing them on a number line and solving place value additions and subtractions
• Understand place value in 5-digit numbers by creating 5-digit numbers, plac- Fractions, Ratio and Proportion
ing them on a number line and solving place value additions and subtractions. • Know fraction complements to 1 (fractions with denominators ≤12)
Use place value to add and subtract multiples of 10, 100 and 1000 to and from • Develop an understanding of equivalence in fractions; 1/2s, 1/3s, 1/4s, 1/5s,
1/6s, 1/8s, 1/10s
4-digit numbers
• Use place value to add and subtract multiples of 10, 100, 1000 and 10000 to
Decimals, Percentages and Equivalent Fractions
and from 5-digit numbers
• Match 1-place decimals to 1/10s
• Locate negative numbers on a number line and relate to temperature
• Find numbers more or less than a given negative number and relate to temper- • Match 2-place decimals to 1/100s, using a place value grid
• Divide integers by 10, 100 and 1000 to get 1-place decimal answers
ature
• Multiply and divide numbers by 10 and 100 to give 1- or 2-place decimal
• Round 3-digit numbers up or down to the nearest 100 and 10
answers
• Read Roman numerals to 1000 (M) and recognise dates
• Understand tenths (1/10s) as fractions and place them on a line
• Locate and write 1-place decimals on a number line and match to 1/10s
Mental Addition and Subtraction
• Work out what number to add to a 1-place decimal to make the next whole • Count in decimal steps of 0·1 (tenths)
• Locate and write 2- place decimals on a number line using length as a context
number
• Use place value to add and subtract 0·1 and 0·01 to and from decimal numbers
Mental Multiplication and Division
•
Round 1- and 2-place decimals up and down to the nearest whole number
• Multiply mentally 2-digit by 1-digit numbers using partitioning
• Understand 2-place decimals in the context of money and length, recognise
• Recall multiplication and division facts for the ×11 and ×12 tables
and write decimal equivalents to 1/4; 1/2; ¾
• Multiply mentally multiples of 100 by 1-digit numbers
• Order and compare 1- and 2-place decimals and find a number between
• Double and halve 3-digit numbers by partitioning
• Multiply multiples and near multiples of 10 and 100 by 1-digit numbers
• Divide mentally numbers just beyond the tables by subtracting the multiple of Measurement
• Estimate, compare and calculate different measures, including money in
10 (no remainders)
pounds and pence
• Understand multiplication and division as inverses of each other and use this
• Find the area of rectilinear shapes by counting squares
to find relationships
• Calculate and compare areas of squares and rectangles using standard units
• Measure and calculate the perimeter of rectilinear figures in cm and m
Problem Solving, Reasoning and Algebra
• Use, explain and justify mathematical reasoning
• Describe, predict and explain patterns
21
Geometry: properties of shapes
• Compare and classify squares,
rectangles and triangles based
on their properties and sizes
• Compare and classify regular
polygons and some irregular
polygons based on properties and
sizes
• Compare and classify triangles,
according to their properties
• Compare and classify quadrilaterals according to their properties
• Recognise and identify 3D
shapes, including cones, spheres,
pyramids, triangular prisms,
cubes, and cuboids
• Identify 2D shapes on the faces of
3D shapes, e.g. circle on a cone
and triangle on a tetrahedron
• Sort and categorise 3D shapes
according to the number of faces,
vertices and edges
TERM 3: SECOND HALF TERM
Mental Addition and Subtraction
• Add mentally 2-digit to 3-digit numbers by partitioning
or counting on
• Use mental strategies to add 2-digit, 3-digit and 4-digit
numbers
• Add to the next multiple of 100 by counting up from any
2-digit or 3-digit number
• Count up to subtract any 3-digit from 3-digit number
• Subtract 4-digit from 4-digit multiples of 1000 by counting up
• Use counting up to subtract 4-digit numbers from near
multiples of 1000
• Use counting up as an efficient mental strategy with minimal jottings
• Understand addition and subtraction as inverses of each
other and use this to find relationships
• Count up to find change from £10, £50 and £100
Written Addition and Subtraction
• Use column addition to add two 4-digit numbers with a
total ≤ 10000
• Use column addition to add pairs of 2-place decimals,
including amounts of money
• Use expanded or compact decomposition to subtract
numbers with up to 4-digits (easier)
• Use expanded or compact decomposition to subtract
numbers with up to 4-digits (harder)
• Use column addition to add several numbers with up to
4-digits with answers > 10000
• Use compact decomposition to subtract 2-, 3- or 4-digit
from 4-digit numbers
Written Multiplication and Division
• Solve integer scaling problems and harder correspondence problems, such as n objects are connected to m
objects
• Multiply 2- and 3-digit by 1-digit numbers using the ladMental Multiplication and Division
der method
• Use doubling and halving to multiply and divide by 4 and
• Divide 2- and 3-digit by 1-digit numbers using a written
8 and solve correspondence problems
method drawn from mental strategies with integer re• Identify factors and multiples, and begin to find common
mainders and answers between 10 and 20
factors
• Use mental strategies to solve divisions including divid- • Use the grid method to multiply 2-digit by 2-digit numbers and solve problems in which n objects are connected
ing by 1
to m objects (distributive law)
• Use mental strategies to solve multiplications including
•
Divide 3-digit by 1-digit numbers using a written methmultiplying by 0 and 1, dividing by 1, multiplying together
od drawn from mental strategies with integer remainders
three numbers
and answers < 50
• Understand multiplication and division as inverses of
•
Divide 2- and 3-digit by 1-digit numbers using a written
each other and use this to find relationships
method drawn from mental strategies with integer re• Divide mentally numbers just beyond the tables by submainders and answers between 10 and 20
tracting the multiple of 10 (no remainders)
22
Problem Solving, Reasoning and Algebra
• Solve addition and subtraction two-step problems in contexts
• Use, explain and justify mathematical reasoning
• Solve simple measure and money problems involving fractions and decimals up to 2 decimal places
• Solve number and practical problems with increasingly large positive numbers
• Sustain a line of enquiry, make and test a hypothesis
• Solve problems involving harder fractions to calculate and divide quantities
• Describe, predict and explain patterns
• Solve simple measure and money problems involving fractions and decimals up to 2 decimal places
• Solve problems involving harder fractions to calculate and divide quantities
Fractions, Ratio and Proportion
• Find any fraction of an amount and relate to division and multiplication
• Add and subtract fractions with the same denominator
• Convert mixed numbers to improper fractions and vice versa
• Find any fraction of an amount and relate to division and multiplication
• Use division and multiplication to find non-unit fractions of larger amounts (whole-number answers)
Decimals, Percentages and Equivalent Fractions
• Use place value to multiply and divide numbers by 10 and 100, involving 2-place decimals
• Multiply and divide numbers by 10 and 100 to give 1- or 2-place decimal answers
Geometry: properties of shapes
• Describe positions on a 2-dimensional grid as co-ordinates (1st quadrant)
• Plot points and draw sides to complete a polygon on a co-ordinate grid (1st quadrant)
• Describe movements between positions as translations of a given unit to left/right or up/down
• Identify and describe the position of a shape on a co-ordinate grid following a translation
•
Statistics
• Interpret and compare information on a pictogram and represent it on a bar chart
• Draw and interpret bar charts where 1 division represents 5 or 10 units
• Solve comparison and difference problems using information presented in bar charts
• Use a line graph to represent the effect of multiplying any number by 6 (e.g. 7·5 × 6)
23
YEAR 4 TERM 1: FIRST HALF TERM
IPC UNIT: RAINFORESTS
Science
• Be able, with help, to conduct simple investigations
• Know about different rainforest animals and plants
• Know where different animals and plants live in
the rainforest
• Explore colour in the rainforest and how it is used by
animals and plants
• Understand why plants have leaves and why they can be
different
• Investigate the best conditions to grow a plant
• Know about rainforest fruits and seeds
• Be able to grow our own rainforest plant from a seed
ICT
• Use technology to locate and download information for
research projects
• Be able to use programming/coding software to create
their own games/ programs/ worlds/ animations
• Be aware of and follow the SMART rules for E-safety
• Be able to use email systems
Geography
• Know where the rainforests are in the world
• Know which rainforest products we use in our everyday
lives
• Know the lives of rainforest people and how they compare
with our own
• Know how and why the rainforests are being destroyed
• Explore the ways that people are trying to save
the rainforest
Technology
• Be able to plan and make our own tropical fruit drink
Art
• Know about rainforest body art and painting our faces in
a similar style
• Be able to use art to create a rainforest scene
International
• Know how different countries and organisations are
helping to save our rainforest
24
PERSONAL, SOCIAL, HEALTH & CITIZENSHIP EDUCATION (PSHCE)
Topic: New Beginnings
• Know how to make someone feel welcomed and valued at school
• Know how to make the classroom and school a safe and fair place for everyone and know that it is
not OK for other people to make it unsafe and unfair
• Be able to predict personal feelings in a new situation or when meeting new people
• Be able to manage feelings and usually find a way to calm down when necessary
• Be able to contribute towards making a class charter
• Understand strategies for keeping physically and emotionally safe
SPECIALIST SUBJECTS
French
• Topic X: Basics / All about me (Greetings, alphabet, class instructions, school
items and numbers to 20)
• Topic XI: Means of transports
German
• Topic XI: Hobbies and sport (Days of the week, action words, vocabulary of
sport and music instruments)
• Topic XII: Prepositions with the accusative - use them in sentences
Music: Okulele
• Explore how to play an ukulele
• Play basic chords to accompany songs
Physical Education
• Know the basic rules and conventions of a number of activities and fun
based games
• Be able to perform simple movements with balance and control
• Display basic hand and eye co-ordination skills
25
YEAR 4 TERM 1: SECOND HALF TERM
IPC UNIT: TIME & PLACE, EARTH & SPACE
Science
• Know about the Sun and the Earth, how
they move and interact and how this relates
to the passage of time, day and night and
the seasons
• Investigate shadows, how they are formed and
how we can use them to measure time
• Be able, with help, to conduct simple
investigations
ICT
• Use technology to locate and download
information for research projects
• Research
worldwide
communications
technology and those that help society interact
using transport, including journeys between
different time zones
• Be able to use programming/ coding software
to create their own games/ programs/ worlds/
Geography
• Know that the movement of the Earth around
the Sun creates different seasons, weather
patterns and natural environments around the
world
• Know that human activities can be affected by
the different seasons around the world
• Know that the Earth is divided into different
time zones and how this impacts on human
activity and communications
• Be able to locate countries and places using
latitude and longitude on a globe
Technology
• Research the appropriateness of individual
technologies, as well as their positive benefits
and limitations in relation to a specific time
and place
• Be able to design and make a calendar and a
sun dial
Society
• Know about festivals and traditions connected
with light which measure the passage of time
International
• Explore similarities and differences between
people in different parts of the world to which
we are connected by lines of latitude and
longitude
26
YEAR 4 TERM 2: FIRST HALF TERM
PERSONAL, SOCIAL, HEALTH & CITIZENSHIP
EDUCATION (PSHCE)
Topic: Getting on and falling out
• Be able to think of ways of not being overwhelmed by
feelings of anger
• Know how it feels to be overwhelmed by feelings of anger
• Be able to use peaceful problem solving to sort out
difficulties
• Be able to discuss in a group how well we work together
• Understand how actions may affect myself and others
• Understand the idea of ‘keeping something confidential
or secret’, when we should or should not agree to this
and when it is right to ‘break a confidence’ or ‘share a
secret’
IPC UNIT: INVENTIONS THAT CHANGED THE WORLD
History
• Know the significant inventions of the last 100 years
• Know about inventions in the way we communicate
• Know about the Islamic ‘Golden Age of Invention’
• Research the history of flight and associated inventions
SPECIALIST SUBJECTS
French
• Topic XII: Sports and hobbies
• Topic XIII: School subjects
German
• Topic XIII: City (Vocabulary and directions)
• Topic XIV: Weather (recognize and use the weather phrases)
Music: Pentatonic Scale
• Listen to music from China linked to the pentatonic scale
• Create textured compositions using the pentatonic scale
Physical Education
• Know the rules and conventions of a number of activities and small games
• Be able to perform simple activities with control and coordination
27
Technology
• Be able to make a pinhole camera
• Know how levers, gears and cams work
• Be able to make a moving toy
• Be able to invent and build something to solve a problem
Science
• Know about the air around us and the science of flight
• Be able to make a paper glider
• Know about man-made materials and their properties
• Be able, with help, to conduct simple investigations
Art
• Know how technology has been depicted in art
• Explore techniques in traditional and modern art
• Be able to make a print
ICT
• Be able to independently take, upload and edit digital photographs
• Be able to use programming/coding software to create their own
games/ programs/ worlds/ animations
• Be aware of and follow the school rules for E-safety
• Be able to use email systems
Society
• Know how technology and inventions affect people’s lives
• Know how inventions have made life easier or harder
• Research inventions in the home and host countries
• Understand why some countries have fewer or more technologies
than others
International
• Know how the invention of the internet has changed the way we
communicate
• Understand how the world’s scientists are sharing knowledge about
inventions and the latest technology
28
SPECIALIST SUBJECTS
French
• Topic XIV: Festival and celebrations
• Topic XV: Weather
PERSONAL, SOCIAL, HEALTH
& CITIZENSHIP EDUCATION
(PSHCE)
Topic: Going for goals
• Be able to describe myself as
a learner
• Be able to use strengths as
a learner and how feelings can
influence learning
• Be able to break down a goal into
a number of steps and wait for the
result
• Be able to recognise when
learning is difficult and when
perseverance is necessary
• Be able to resolve differences:
looking at compromises, seeing
and respecting others’ points of
view
• Understand the role that money
plays in mine and others’ lives,
including how to manage money
German
• Topic XV: Numbers to thousand (Vocabulary and arithmetic)
• Topic XVI: Food and drinks (Vocabulary of ingredients, tools in the kitchen)
Music: Exploring Sound Colours
• Understand that music can tell a story, describe a place or evoke a mood
• Compose a piece of music to accompany a picture
Physical Education
• Know the basic rules and conventions of a number of activities and fun based games
• Be able to perform simple movements with balance and control
• Display basic hand and eye co-ordination skills
YEAR 4 TERM 2: SECOND HALF TERM
IPC UNIT: TEMPLES, TOMBS AND TREASURES
History
• Understand why rivers were
important to ancient civilisations.
• Know about the treasures and
artefacts discovered.
• Be able to use different sources to
find out about ancient civilisations.
• Be able to compare life from now to
ancient civilisations.
• Be able to find out about the rulers
of the ancient civilisations.
• Know how they communicated/
wrote in ancient civilisations.
• Know what daily life was like in
ancient civilisations.
ICT
• Be able to find and use stored
information from a variety of
sources
• Be able to use programming/coding
software to create their own games/
programs/ worlds/ animations
• Be aware of and follow the school
rules for E-safety
• Be able to use email systems
International
• How to plan an ancient civilisation
celebration
Science
Art
• Be able, with help, to conduct
• Be able to plan and create
simple investigations
an ancient artefact.
• Be able to make ancient jewellery.
PERSONAL, SOCIAL, HEALTH & CITIZENSHIP
EDUCATION (PSHCE)
Topic: Good to be me
• Be able to recognise when something is difficult and
find coping strategies
• Be able to choose when to show feelings and when to
hide them and reflect before acting on a problem
• Understand how to recognise feelings of sadness or
anger and have some ways to calm down
• Understand what positively and negatively affects
physical, mental and emotional health
• Know the difference between the terms “risk”, “danger”
and “hazard”
• To deepen understanding of risk be recognising,
predicting and assessing risks in different situations
and deciding how to manage these responsibly
SPECIALIST SUBJECTS
French
• Topic XVI: Wild animals and their environment
• Topic XVII: Farm animals and their environment
German
• Topic XVII: Human body (Vocabulary and feeling)
Music: Exploring Sound Colours
• Compose music in response to a stimulus
• Use classroom percussion to explore texture
Physical Education
• Know the basic rules and conventions of a number of activities and fun based
games
• Be able to perform simple movements with balance and control
• Display basic hand and eye co-ordination skills
29
30
PERSONAL, SOCIAL, HEALTH & CITIZENSHIP EDUCATION (PSHCE)
YEAR 4 TERM 3: FIRST HALF TERM
IPC UNIT: EXPLORERS & ADVENTURERS
Science
• Be able, with help, to conduct simple investigations
• Know about shadows and the sun
• Know about magnetism and which metals are magnetic
• Be able to make a compass
• Know about using sound and echoes
Geography
• Be able to use geographical terms and use different
types of world maps
• Be able look for geographical information
• Know about places we have explored on holiday
History
• Know about explorers and adventurers in the past
• Be able to gather information from maps, pictures and
books
• Be able to answer simple questions about exploration
• Know how explorers told the time and navigated at sea
31
Art
• Know about the artwork of explorer artists
• Be able to draw plants and animals with accuracy
• Be able to draw an imaginary plant or animal
Society
• Know if we think exploration is a good thing
• Know about conflict and exploration in the past
• Know about female explorers in the past and today
International
• How exploration has changed the world
• Investigate who owns the Moon and planets in space
Topic: Relationships
• Know how most people feel when they lose something or someone they love
• Be able to identify feelings about the important people or animals in my life and tell you about
someone that I no longer see
• Be able to recognise what is a positive, healthy relationship and have the skills to maintain this
• Know that pressure to behave in an unacceptable, risky or unhealthy way can come from a variety
of sources
• Be able to use basic techniques to resist pressure to do something dangerous or unhealthy or wrong
SPECIALIST SUBJECTS
French
• Topic XVIII: Food and drinks at the restaurant
German
• Topic XVIII: Clothes (Vocabulary, adjectives describing
my clothes))
Music: Exploring Singing Games
• Explore ostinati in different styles of music
• Perform and create ostinati using Dave Brubeck’s
‘Unsquare Dance’ and ‘Harry Potter Puppet Pals’
Physical Education
• Know the basic rules and conventions of a number of
activities and fun based games
• Be able to perform simple movements with balance and
control
• Display basic hand and eye co-ordination skills
32
YEAR 4 TERM 3: SECOND HALF TERM
IPC UNIT: SHAPING UP (HEALTH)
Science
• Be able, with help, to conduct
simple investigations
• Know the human skeleton, organs
and muscles
• Know how the human heart works
• Know what is meant by a balanced
diet
• Be able to look after our teeth
• Know the harmful effects of
cigarettes and alcohol
• Know how much physical exercise
we need
• Know about the effects of physical
activity on our heart rate
Society
• Know about germs and how they
are spread
• Know how much sleep we should
have
• Know how food advertising
influences us
• Know our food preferences
International
• Know how different countries keep
fit
• Know about World Health Day
PERSONAL, SOCIAL, HEALTH & CITIZENSHIP EDUCATION (PSHCE)
Topic: Relationships
• Know that what we feel and think affects what we do and how we behave
• Be able to tell you how I would feel if a change that I didn’t want to happen was imposed on me
• Know some of the reasons that change can feel uncomfortable and scary
• Be able to understand why other people are behaving as they are when they are finding a change
difficult
• Understand about change, including transitions, loss, separation, divorce and bereavement
33
SPECIALIST SUBJECTS
French
• Topic XIX: Places in town
German
• Topic XIX: Hobbies and sport (Days of the week, action
words 2, vocabulary of sport and music instruments)
Music: Exploring Singing Games
• Learn a variety of clapping, singing, skipping, bouncing
and number rhymes
• Develop and create own rhymes, to teach younger
children
Physical Education
• Know the basic rules and conventions of a number of
activities and fun based games
• Be able to perform simple movements with balance and
control
• Display basic hand and eye co-ordination skills