Yearly Curriculum Summary
for Parents
CONTENTS
1. Introduction & Expectations
2. English
3. Mathematics
4. Science
5. I.C.T.
6. History
7. Geography
8. French
9. P.S.H.C.E.E
10. UAE Social Studies
11. Music
12. P.E.
Introduction
This booklet is designed to summarise the syllabus content of subjects planned for
Year 4 at The Winchester School. However, the content of the curriculum will be
paced at the appropriate rate and therefore could be varied from term to term, or
substituted, if appropriate, for a particular child or group.
Our aim is to provide a broad curriculum from which the children will successfully
progress to the next step in their education. Year 4 therefore, is the beginning of the
formal preparation, building on the skills and knowledge children have acquired in
previous years and progressing towards the demands of formal examinations.
Children are assessed formatively, which is ongoing through out the year and
summative, internal testing happens during each term. These results are reported
to parents by a Written Report or at Parent Consultations. The school follows the
British National Curriculum which can be found at www.standards.dfes.gov.uk
Expectations in Year 4
Children are encouraged at all times at The Winchester School to be diligent and
hard working. The expectations from our staff are high and we try to instil, in the
children, a sense of pride and achievement in everything they do. We put emphasis
on the presentation of the children’s work and monitor their organisational skills.
There is ample opportunity for their efforts and achievements to be recognised and
celebrated through our star awards and certificates as well as our many concerts,
performances and assemblies.
The children’s individual reading is monitored and nurtured; children are taught to
appreciate a love of reading as an enjoyable and worthwhile experience while
acknowledging the merits and benefits it affords as a cross curricular tool, accessing
all areas of the curriculum. To assist parents and children we issue Reading Books
throughout the year and offer support with the choice of literature. Children use the
Oxford Reading Tree books and use a reading diary to help monitor their reading at
home and at school.
Homework is set daily, and the children in Year 4 will have homework of two subjects
of approximately twenty minutes duration. The purpose of homework is:
 to encourage independent learning
 to help children to become organised
 to reinforce and extend the work covered in class
 to facilitate creative work
You will receive three written reports on your child’s progress during the year and
will have the opportunity to meet the teachers thrice a year. Do not hesitate to
contact your child’s form teacher or Head of Primary should you have anything
further to discuss. We recommend an appointment be made so that quality time can
be given to you.
English
The scheme of work includes ‘Collins Primary Literacy’. This programme is accompanied
by interactive software and is differentiated to match all abilities.
Ongoing activities include:
Develop positive attitudes to reading and understanding
Listen to and discuss fiction, poetry, plays, non-fiction, reference books, books
from other cultures, myths, legends, fairy tales and textbooks
Read books with different structures
Use dictionaries to check the meanings of words
Prepare and perform poems and plays, using intonation, tone, volume and
Action.
Discuss words and phrases that capture interest
Recognise different forms of poetry
Infer characters’ feelings, thoughts and motives from actions
Justify inferences with evidence
Apply knowledge of root words, prefixes and suffixes to read aloud and
understand meaning
Weekly grammar and spelling activities to support the reading curriculum
and help students develop independent research skills.
Shared reading in groups as well as individual reading from The Oxford
Reading Tree scheme
Term 1
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Play scripts
Newspaper
Poems about strange and imagined settings
Fantasy stories with real life settings
Term 2
 Stories set in the past
 Explanatory texts
 Different forms of poetry
Term 3
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Stories dealing with difficult issues
Stories involving people from different cultures
Persuasive texts
Information texts
Regular Review each term including: fiction and non-fiction
writing and exploring reading comprehension texts.
During the year children will read and study a variety of
novels in more detail including
 Street child by Berlie Doherty
 The owl who is afraid of the dark by Jill Tomlinson
Mathematics
Maths curriculum planning is based on National Curriculum and National Numeracy
Strategy plans. The schemes have been adapted to the local environments. We plan
our lessons so that they build upon prior learning.
In KS2 (Y3 – Y6) children will have access to the following programs of study laid
down by the National Curriculum.
The seven strands are as follows.
Using and applying mathematics
Knowing and using number facts
Calculating
Understanding shape
Measuring
Data Handling.
In each term concepts from each strand listed above are taught and these become
more complex and provide more challenge over the 3 terms. The skills listed below
is an overview of the full academic year.
Counting and understanding number:
Count in multiples of 6, 7, 9, 25 and 1000
Find 1000 more or less than a given number
Count backwards through zero to include negative numbers
Recognise the place value of each digit in a four-digit number
(thousands, hundreds, tens, and ones)
Order and compare numbers beyond 1000
Identify, represent and estimate numbers using different representations
Round any number to the nearest 10, 100 or 1000
Solve number and practical problems that involve all of the above and with
increasingly large positive numbers
Read Roman numerals to 100 (I to C) and know that over time, the
numeral system changed to include the concept of zero and place value.
Recall multiplication and division facts for multiplication tables up to 12 × 12
Use place value, known and derived facts to multiply and divide mentally,
including: multiplying by 0 and 1; dividing by 1; multiplying together three
numbers
Recognise and use factor pairs in mental calculations
Multiply two-digit and three-digit numbers by a one-digit number using formal
written layout
Solve problems involving multiplying and adding, including using the
distributive law to multiply two digit numbers by one digit, integer scaling
problems and harder correspondence problems such as n objects are
connected to m objects.
Calculating
Add and subtract numbers with up to 4 digits using the formal written
methods of columnar addition and subtraction where appropriate
Estimate and use inverse operations to check answers to a calculation
Solve addition and subtraction two-step problems in contexts, deciding which
operations and methods to use and why.
Recall multiplication and division facts for multiplication tables up to 12 × 12
Use place value, known and derived facts to multiply and divide mentally,
including: multiplying by 0 and 1; dividing by 1; multiplying together three
numbers
Recognise and use factor pairs and commutatively in mental calculations
Multiply two-digit and three-digit numbers by a one-digit number using formal
written layout
solve problems involving multiplying and adding, including using the
distributive law to multiply two digit numbers by one digit, integer scaling
problems and harder correspondence problems such as n objects are
connected to m objects.
Measures:
Convert between different units of measure [for example, kilometre to metre;
hour to minute]
Measure and calculate the perimeter of a rectilinear figure (including
squares) in centimetres and metres.
Find the area of rectilinear shapes by counting squares
Estimate, compare and calculate different measures, including money in
pounds and pence
Read, write and convert time between analogue and digital 12- and 24hour clocks
Solve problems involving converting from hours to minutes; minutes to
seconds; years to months; weeks to days
Understanding shape
Compare and classify geometric shapes, including quadrilaterals and triangles,
based on their properties and sizes
Identify acute and obtuse angles and compare and order angles up to two
right angles by size
Identify lines of symmetry in 2-D shapes presented in different orientations
Complete a simple symmetric figure with respect to a specific line of symmetry.
Describe positions on a 2-D grid as coordinates in the first quadrant
Describe movements between positions as translations of a given unit to
the left/right and up/down
Plot specified points and draw sides to complete a given polygon.
Data Handling:
Interpret and present discrete and continuous data using appropriate
graphical methods, including bar charts, time/line graphs.
Solve comparison, sum and difference problems using information presented
in bar charts, pictograms, Venn Diagram ,Carroll diagram tables and other
graphs.
Science
TERM 1
ANIMALS INCLUDING HUMANS- Digestive system and teeth
 Identify that humans and some other
animals have skeletons and muscles for
support, protection and movement.
 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
ELECTRICITY
 identify common appliances that run on electricity
 construct a simple series electrical circuit, identifying and naming its basic parts,
including cells, wires, bulbs, switches and buzzers
 identify whether or not a lamp will light in a simple series circuit, based on whether or
not the lamp is part of a complete loop with a battery
 recognise that a switch opens and closes a circuit and associate this with whether or
not a lamp lights in a simple series circuit
 recognise some common conductors and insulators, and associate metals with being
good conductors.
Term 2
THINGS AND THEIR HABITAT
 recognise that living things
can be grouped in a variety of
ways
 construct and
interpret a variety of
food chains,
identifying producers,
predators and prey.
 explore and use
classification keys to help
group, identify and name a
variety of living things in
their local and wider
environment
 recognise that
environments can change
and that this can
sometimes pose dangers to
living things.
STATES OF MATTER
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Compare and group materials together, according to whether they are
solids, liquids or gases.
Observe that some materials change state when they are heated or
cooled, and measure or research the temperature at which this
happens in degrees Celsius (°C)
Identify the part played by evaporation and condensation in the
water cycle and associate the rate of evaporation with temperature
TERM 3
SOUND
 Identify how sounds are made, associating some of them with something
vibrating
 Recognise that vibrations from sounds travel through a medium to the ear
 Find patterns between the pitch of a sound and features of the object that
produced it
 Find patterns between the volume of a sound and the strength of the
vibrations that produced it
 Recognise that sounds get fainter as the distance from the sound source
increases.
ICT
Humanities
TERM 1
History
Invaders and Settlers
Celts

On the move

Celtic, ways of life
Invaders – The Romans

The Roman Army – Hadrian`s Wall

Roman roads and trade

Everyday life in Roman Britain

Iceni Tribe
TERM 2
Geography
What’s in the news?
Village Settlers

Rural and Urban Life

Mapping skills – symbols, keys

Location – direction

Map – reading

Natural Disasters

Earthquakes – Tsunami

Volcanoes

Leisure

Weather Conditions
Our Environment

Pollution – effects

Recycling Waste

Saving Energy and the Environment
The Winchester School - Curriculum Summary for Parents – Year 4
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TERM 3
History
Invaders – The Anglo Saxons

Anglo Saxons kingdoms

Anglo Saxon villages – Offa`s
Dyke/Sutton Hoo

Anglo Saxon way of life –
Clothing/housing
Invaders – The Vikings

Vikings Origin

Viking ships

Viking people – Alfred the Great
The Winchester School - Curriculum Summary for Parents – Year 4
12
French
Book: Alex et Zoe 1
Term 1
Greetings
Numbers 1 – 20
How old are you?
The negative form (Je n’ai pas de….)
Stationery (the pencil box)
 Colours
 Animals/Verbs
Term 2
What do you like to eat?
* Fruits
* What do you know?
* Clothes
Term 3
What do you eat for breakfast ?
What time is it?
 Days of the week
The Winchester School - Curriculum Summary for Parents – Year 4
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Personal, Social, Health, Citizenship and
Economic / Enterprise Education (P.S.H.C.E.E)
Social and emotional aspects of learning (S.E.A.L.)
Term 1
 New beginnings – creating a community (a learning classroom), the problem‐solving process, our class charter, welcoming people to our group, joining a new group, calming down  Taking part – developing skills of communication and participation – Developing our communication skills, working together  Road Safety  Dreams and Aspirations  Children’s rights – human rights – What are our rights? That’s not fair! Taking responsibility  Getting on and falling out – key qualities in a friend, understanding anger, working together 
Say no to Bullying ‐ focus on the witnesses, ‘watching it’, what is bullying, similarities and differences between us, proud to be different, feelings of a bullied child, being kind to them, when you feel sad it affects the way you behave and how you think, who to talk to in and out of school if you are feeling unhappy or being bullied, what to do if you are bullied

Living in a diverse world – What are communities like?
Term 2
 Going for goals – knowing myself, feelings and learning, barriers to reaching learning goals, evaluation and review, perseverance, planning to meet a goal  Healthy lifestyles – Eating healthily, being active – Keeping fit, leisure activities Risk‐taking and dealing with pressure ‐ Why take risks? The pressures and influences on us, smoking – weighing up the risks (the dangers of smoking), resisting unhelpful pressure or influences)  Choices – What kind of decisions do I make? How do I make decisions? What influences our choices? How do we make informed choices in our everyday lives?  The environment – A carbon footprint and how to reduce it The Winchester School - Curriculum Summary for Parents – Year 4
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 Good to be me – feeling good about myself, hopeful and disappointed, hiding feelings, being assertive, fight or flight  Careers 
Financial capability – Looking after my money ‐ Spending and saving, Luxury or necessity? 
Enterprise education 
Electrical safety Term 3
 Relationships – special people, loss, let’s not forget  How do rules and laws affect me? – Why do we need rules? Who makes the rules? How does a parliament make laws? How can we take responsible action?  Changes – imposed or unwelcome change, our responses to change The Winchester School - Curriculum Summary for Parents – Year 4
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UAE Social Studies
TERM 1
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Explore and understand what the terms of New and Old Dubai are.
Explore parks of Dubai with its facilities
Children explore the facilities available in the different beaches in Dubai.
Students explore the buildings and artefacts of the UAE in the past.
To present/ display presentations on the buildings and artefacts of the UAE in the past.
To explore the clothes, food and jobs of the people of the UAE in the past.
To discuss about the climate during winter in the UAE and to discuss about the activities that people
involve themselves during winter.
 To discuss about the key tourist attractions of the seven Emirates of the UAE.
TERM 2
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Mountains, deserts and oasis of the UAE
Various events related to the DSF.
To plan for a visit (for a relative) to Dubai.
To share with the class the email which elaborates the plan for a friend/relative for a one day visit to
Dubai. To compare and compile information on the places most recommended by people in Dubai.
To discuss about mangrove swamps and creeks.
To explore the flora and fauna of the UAE.To motivate students about wildlife conservation
To discuss about capes, peninsulas and islands of the UAE
To present a prezi or PPT on the physical features of the UAE.
To explore the location, climate and population of the UAE.
TERM 3
 To discuss about the importance of wildlife sanctuaries using the Ras-al-Khor sanctuary as an example.
 Students present their PPT or prezis with information about the Ras Al Khor wildlife sanctuary and
other sanctuaries from around the world.
 To discuss about the Dubai metro.
 To make their own version of a metro train inspired by the Dubai metro.
The Winchester School - Curriculum Summary for Parents – Year 4
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Music
1st Term:
Develops ability to create, combine and perform rhythmic
and melodic material as part of a class
Performance.
2nd Term:
Develops children’s ability to create,
perform, and analyse expressive music
3rd Term:
Consolidates their sense of pulse and ability to perform
with others
The Winchester School - Curriculum Summary for Parents – Year 4
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Physical Education
Term 1
FOOTBALL
THROWBALL
SPORTS DAY PRACTICE
Term 2
VOLLEYBALL
CRICKET
ATHLETICS
Term 3
BASKETBALL
BOARD GAMES
The following activities/programmes will take place over the school year. You will
be informed of the same closer to the dates on which it will take place.
 Assembly
 Class field trips
 Sports Day
 Literacy Week
 Numeracy Week
 Events incorporating GEMS core values
The Winchester School - Curriculum Summary for Parents – Year 4
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FINAL TERM ASSESSMENT SAMPLE QUESTIONS
ENGLISH
1.
CAT
Judith Nicholls
My cat’s tail
can dance or beckon
whilst he sleeps,
can wave or threaten,
fall or rise.
Warily
it lies awake,
all on it’s own;
he wakes,
it lies forgotten.
It lies alone,
quite separate or so it seems.
Could it be the place
where, secretly,
his life goes on?
A space to hide for ever
a million catty dreams?
2.
These questions are about the poem Cat.
1.
What part of the cat is the poem about?
......................................................................................................................
1 mark
2.
What happens when the cat is asleep?
the cat
purrs
its whiskers
twitch
its tail
moves
The Winchester School - Curriculum Summary for Parents – Year 4
its tongue
comes out
1 mark
19
3.
Find and copy three words from the first verse that tell you how its tail moves.
1 ..................................................................................................................
2 ..................................................................................................................
3 .................................................................................................................. 1 mark
4.
Warily
it lies awake,
all on its own;
Explain what these lines in the second verse mean.
......................................................................................................................
......................................................................................................................
...................................................................................................................... 2 marks
5.
Look at the last verse.
Explain what the author thinks the cat’s tail could be for.
...................................................................................................................... ...................................................................................................................... 2 marks
6.
Why do you think the poem ends with two questions?
......................................................................................................................
......................................................................................................................
2 marks
7.
Did the poem make you think differently about cats?
Explain your answer.
......................................................................................................................
......................................................................................................................
......................................................................................................................
2 marks
Winchester School - Curriculum Summary for Parents – Year 4
The
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MATHEMATICS
1.
Calculate
56 ÷ 4
1 mark
2.
Here are four diagrams.
On each one put a tick ( ) if it is a net of a cube.
Put a cross ( ) if it is not.
2 marks
3.
This grid is made of hexagons.
Draw the reflection of the shaded shape on the grid.
1 mark
4.
A fruit pie costs fifty-five pence.
What is the cost of three fruit pies?
5.
Calculate the perimeter of a rectangle which is eleven metres long and four metres wide.
Winchester School - Curriculum Summary for Parents – Year 4
The
21
SCIENCE
1.
Separating materials
(a)
Hannah mixes sand and water together. The mixture can be separated using
the equipment below.
What name is given to this method of separating?
....................................................................................................................
...........
1 mark
(b)
Explain why sand can be separated from water using this method.
....................................................................................................................
...........
........................................................................................................................
.......
1 mark
(c)
Hannah wants to separate some different mixtures.
Winchester School - Curriculum Summary for Parents – Year 4
The
22
Complete the table below to show how Hannah could separate each mixture
quickly.
Mixture
Method of
separating
How is the mixture
separated?
sugar and
water
flour and
rice
steel nails
and brass
screws
...................................
...................................
The flour ………………….………………
………………………………………………
The rice ………………………………....…
…………………………………………….…
The steel nails………..……………………
………………………………………………
The brass screws...…………………….…
…………………………………………….…
4 marks
2.
Forces
(a)
Sarah is exploring forces.
She uses a forcemeter to lift or pull several objects.
She records her findings in a table.
Sarah has not written the name of the units in her
table.
Write the name of the units used to measure force.
Activity
Force needed to make it
start to move
...............................
Pulling a door open
3
Lifting a pencil case
1
Lifting a bucket of sand
5
Pulling a box across the
floor
2
Winchester School - Curriculum Summary for Parents – Year 4
The
23
1 mark
(b)
Look at the table of results.
Which of these objects was easiest to move?
……………………………………..…………………………………………
1 mark
(c)
The forcemeter is pulling the bucket up.
What is the name of the force pulling the bucket down?
……………………………………..…………………………………………
1 mark
(d)
Sarah tries pulling the box across different kinds of floors.
Sarah finds it harder to pull the box on the carpet than on the wooden floor.
Name the force that increases when Sarah pulls the box on the carpet.
……………………………………..…………………………………………
1 mark
3.
Ice Cubes
(a)
Patrick used ice cubes to find the warmest classroom in school.
He put one ice cube on each of four plates and put each plate in a
different classroom.
He measured the time it took for each ice cube to melt completely.
Winchester School - Curriculum Summary for Parents – Year 4
The
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Look at the graph.
Which classroom was the warmest?
Class ………………….. 1 mark
(b)
Describe how the temperature of a room affects the time taken for an ice
cube to melt.
……………………………………..…………………………………………
………………………………………………………………….…………….
Winchester School - Curriculum Summary for Parents – Year 4
The
2 marks
25