New National Curriculum 2014: Years 3 and 4
English
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Theme: Roman Empire
Maths
Formation of nouns using a range of prefixes [for example super–, anti–, auto–]
Use of the forms a or an according to whether the next word begins with a
consonant or a vowel [for example, a rock, an open box]
Word families based on common words, showing how words are related in form and
meaning [for example, solve, solution, solver, dissolve, insoluble
Expressing time, place and cause using: •conjunctions [for example, when,
before, after, while, so, because], adverbs [for example, then, next, soon,
therefore], *prepositions [for example, before, after, during, in, because
of]
Introduction to paragraphs as a way to group related material
Headings and sub-headings to aid presentation
Use of the present perfect form of verbs instead of the simple past [for
example, He has gone out to play contrasted with He went out to play]
Introduction to inverted commas to punctuate direct speech
The grammatical difference between plural and possessive –s
Standard English forms for verb inflections instead of local spoken forms
[for example, we were instead of we was, or I did instead of I done]
Noun phrases expanded by the addition of modifying adjectives, nouns and
preposition phrases (e.g. the teacher expanded to: the strict maths
teacher with curly hair)
Fronted adverbials [for example, Later that day, I heard the bad news.]
Use of paragraphs to organise ideas around a theme
Appropriate choice of pronoun or noun within and across sentences to aid
cohesion and avoid repetition
Use of inverted commas and other punctuation to indicate direct speech
[for example, a comma after the reporting clause; end punctuation within
inverted commas: The conductor shouted, “Sit down!”]
Apostrophes to mark plural possession [for example, the girl’s name, the
girls’ names]
Use of commas after fronted adverbials
• count in ones, tens, hundreds and thousands, and read and write their
corresponding numbers and number words
• recognise concrete representations of numbers to 10 000
• recognise that 10 hundreds = 1 thousand
• translate numbers from
(i) models to words and figures
(ii) figures to words
(iii) words to figures
• recognise and interpret sentences associated with tens and ones
• represent numbers as thousands, hundreds, tens and ones in a place
value chart
• use a place value chart to show concrete representations of
thousands, hundreds, tens and ones given a number to 10 000
• read and write numerals in a place value chart given a set of concrete
representations and vice versa
• state the place and value of each digit in a number
• write a 4-digit number in terms of thousands, hundreds, tens and ones
• write a 4-digit number as the sum of the values of each digit in the
number
• use the ‘comparing thousands, hundreds, tens and ones’ strategy to
compare numbers to 10 000
• compare numbers to find ‘greater/smaller than’ and the
‘greatest/smallest’
• identify the number which is 1/10/100/1000 more/less than a number
compare numbers and arrange them in ascending or descending
order
• compare numbers by place value to look for a pattern to complete
the number series
• relate the word ‘sum’ to the addition operation
• add within 1000 with or without regrouping
• add within 10 000 without regrouping
• add using concrete representations and place value charts
• begin column addition by adding the ones, tens, hundreds and
thousands in order
• add without using concrete representations and without place value
charts
• add two 4-digit numbers with regrouping in hundreds using concrete
representations
• show regrouping of hundreds to thousands and hundreds
• carry out column addition by adding the hundreds first, then the
thousands with regrouping in the hundreds place
• add without place value charts
Humanities
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History
 To develop a chronologically secure knowledge and understanding of
world history, establishing clear narratives within the periods they
study.
 To understand how our knowledge of the past is constructed from a
range of sources.
 Begin to learn about Iron Age culture.
 Ask relevant questions to extend their understanding and
knowledge.
 To know about entertainment during Roman times.
 To note connections, contrasts and trends over time and develop
the appropriate use of historical terms.
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Science
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To ask and address historically valid questions about change, cause,
similarity and difference and significance.
Learn about the power of the Roman army.
Understand Roman art and the power of the Roman army.
To begin to understand the legacy left by the Romans on Britain
and its impact on our subsequent history.
Geography
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Use maps, atlases, globes and digital/computer mapping to locate
countries and describe features.
To describe key aspects of human geography, including: settlements
and land use.
Religious Education
Identify common appliances that run on electricity
Beliefs & practices
Identify and name the basic parts of a simple series electric circuit, including cells,
 investigate key teachings of faith founders and make
wires,
links with key religious beliefs
bulbs, switches and buzzers
 identify key events in the lives of faith founders
Identify whether or not a lamp will light in a simple series circuit, based
 give examples of the teaching of a faith founder
on whether or not the lamp is part of a complete loop with a battery
 reflect on the impact of the faith founders on those
Recognise that a switch opens and closes a circuit and associate this with
around them
whether or not the lamp is part of a complete loop with a battery
 express thoughts and feelings about why the teaching of a
Recognise some common conductors and insulators and associate metals
faith founder influences followers
with being good conductors
Identity & values
 explore how values provide rules for living and may be
influenced by religious belief
 give examples of beliefs and values from different
faiths and consider how they influence rules for
living
 consider the beliefs, values and rules in their lives which
may be similar to religious rules
Creative arts
Music
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To know what a recorder is; how to look after and clean it and the
different parts.
To experiment with making sound using the recorder.
To use the ‘ta’ method when playing
To use my tongue to make my notes clear and consistent.
To listen carefully to a rhythm and clap in the correct time.
To be able to play and recognise the notes B, A and G.
To play notes in time with a given rhythm.
To begin to recognise the notes B, A and G on sheet music.
PSHE
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To recognise opportunities to make choices about food
To reflect on and celebrate achievements
To deepen understanding of good and not so good feelings
To recognise increasing independence brings increasing
responsibility
School rules about health and safety