Year 4 Curriculum Plan – Summer – second half-term.
Subject
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
English
Newspapers.
Identifying bias
and different
points of view.
Editing skills.
Identifying
features,
annotating, 5 w’s.
Looking at
headlines necessary words,
shortening and
reordering
sentences.
Newspapers.
Writing headlines,
puns, captions and
strap lines.
Direct and
reported speech,
formal vs informal
language.
Writing a
newspaper report.
Historical Texts
Beowulf
Looking at genre
features and ideas
of heroes, loyalty
and generosity.
Old English
language. Reading
and discussion of
the text. Use of
alliteration and
kennings in the
story.
Poetry
Reading, analysing
and writing a range
of poetry, exploring
form and language
choices. Kennings.
Spellings:
Homophones
I-Pads
Looking at and
analysing the
features of blurbs.
Exploring a range of
blurbs – which ones
do we think are most
successful and why?
Comparing blurbs to
film trailers. What
are the similarities
and differences?
Planning our own
trailers for a film
version of Beowulf.
Spellings:
Word etymologies
and word roots.
Latin, Greek, Old
English.
I-Pads
Storyboarding and
scripting our trailers.
Spellings:
Homophones
Historical Texts
Beowulf
Planning and writing
our own adventures
during the reign of
Beowulf as King of
the Geats. Genre and
language features.
Cross curricular
writing opportunity –
showing what we
have learned about
Anglo-Saxon Britain
through details
included in our
writing.
Spellings:
Apostrophes for
contractions.
. Spellings:
Word etymologies
and word roots.
Latin, Greek, Old
English.
Spellings:
Word etymologies
and word roots.
Latin, Greek, Old
English.
English across the
curriculum
Newspaper report
on Boudicca's
revolt / the battle
of Watling Street.
Newspaper report
on Boudicca's
revolt / the battle
of Watling Street.
Links to AngloSaxons with
Beowulf writing.
Links to Anglo-Saxons
with Beowulf writing.
Information texts to
link with science.
Language of trailers
and adverts linked to
our Beowulf films.
Poetry inspired by
Anglo-Saxon and
Viking myths and
poetry.
Maths
(exact objectives
may vary slightly
depending on set)
Enquiry and
reporting solutions.
Review of
calculations.
Review of
calculations.
Enquiry and
reporting solutions
linked to shape and
space.
Measures
Reading scales
Choose and use
standard metric
units and their
abbreviations
when estimating,
measuring and
recording length,
weight and
capacity; know
Interpret intervals
and divisions on
partially numbered
scales and record
readings accurately,
where appropriate
to the nearest tenth
of a unit
Multiplication and
division
Ratio and
Proportion
Puzzles, Problems
and Investigations
Develop and use
written methods
to record, support
and explain
multiplication and
division of twodigit numbers by a
one-digit number,
Use the vocabulary
of ratio and
proportion to
describe the
relationship
between two
quantities (e.g.
'There are 2 red
Represent a puzzle
or problem using
number sentences,
statements or
diagrams; use
these to solve the
problem; present
and interpret the
Suggest a line of
enquiry and
strategies; collect,
organise and
interpret selected
information to find
Spellings:
Apostrophes for
contractions.
Using the ipads to
create our film
trailers. Watching
each other’s trailers
and constructive
feedback.
answers. Report
solutions to
puzzles and
problems, giving
explanations and
reasoning.
Maths across the
curriculum
the meaning of
'kilo', 'centi' and
'milli' and, where
appropriate, use
decimal notation
to record
measurements
(e.g. 1.3 m or 0.6
kg)
Anglo-Saxon
brooches –
reflective and
rotational
symmetry.
Invasion!
including division
with remainders
(e.g.15 × 9, 98 ÷ 6)
beads to every 3
blue beads, or 2
beads in every 5
beads are red')
solution in the
context of the
problem
PE – athletics.
Timing, measuring,
personal bests,
improvements,
averages.
Invasion!
PE – athletics.
Timing, measuring,
personal bests,
improvements,
averages.
Invasion!
Investigation,
collecting and
interpreting data.
Scatter graphs.
Investigation,
collecting and
interpreting data.
Scatter graphs.
Invasion!
Invasion!
Legacy of the
invaders and
settlers, including
language and local
place names.
Children to use and
develop their
knowledge of
invaders and settlers
to create a
settlement, people
and artefacts
appropriate to their
chosen period.
Living and Growing
Investigating a range
of questions /
statements about
ourselves (e.g. do
people with longer
arms throw further?)
Collecting, recording
and analysing data.
Control and
programming
Using written
Science – body
proportions.
Roman Numerals
Invasion!
Boudicca – revolt,
march on London,
Colchester and St
Albans and
eventual defeat.
Roman Legacy.
Comparison of life
before and after
Roman rule.
Invasion!
Why the Romans left
Britain. Maths links
– Roman numerals.
Introducing the
Saxons.
Where did the
Anglo-Saxons come
from and why?
Comparing life in
Anglo-Saxon and
Roman Britain.
Introduce the Vikings.
Geography of
migration and origins
of settlers.
Geography of
settlements. Roman,
Anglo Saxon and
Viking place names.
Comparison of live of
Vikings to those of
Anglo -and our lives
today.
Viking language and
runes.
Compound words.
Viking traders. Map
work looking at
Viking trade routes
and links and why
these were so
important.
(Viking trading
game?)
Science
Living and Growing
Investigating the
human body –
measurements and
proportions.
Living and Growing
The human skeleton.
Looking at our
skeletons, its
purpose and learning
some of the main
bones in our bodies.
Living and Growing
Comparing human
to animal skeletons,
looking at
similarities and
differences.
Investigating why
differences exist.
Living and Growing
Finding out more
about the main
organs in the human
body and their
purpose.
ICT
Research and
presentation skills.
Refining searches
Research and
presentation skills.
Selecting important
Control and
programming
Turtle. Using a
Living and Growing
Exploring the
different types of
muscles in the human
body, their
importance and how
they work. Creating a
working model of our
arm muscles.
Control and
programming
Turtle. Exploring
Living and Growing
Investigating a range
of questions /
statements about
ourselves (e.g. do
people with longer
arms throw further?)
Collecting, recording
and analysing data.
Control and
programming
Using written
International
Creative Curriculum
Control and
programming
Begin to input
and verifying
information.
information for
presentation.
basic command
interface.
PSHE
Changes and
relationships
Setting ground rules
and introducing the
unit.
Music
Composing simple
melody to the
rhythm of some
Viking chants. Know
where to find the
notes CDEGA with
confidence on the
keyboards and
glockenspiels.
Islam: being a
Muslim
Enquiry led unit.
Entry point / engage.
Spanish for the
names of different
sports.
Changes and
relationships
Looking at changes
in our lives since we
were born.
Understanding
change is a normal
part of growing up.
Perform simple
rhythms to the notes
of the pentatonic
scale. Know where
to find the white
notes with
confidence on
keyboards and
glockenspiels.
Islam: being a
Muslim
Enquiry led unit.
Question.
Spanish for the
names of different
sports. Conversation
work – what is your
favourite sport?
R.E.
Spanish
commands using the
relevant computer
language.
commands and
procedures to guide
the Turtle through a
maze.
commands and
procedures.
Changes and
relationships
Puberty and
changes.
more detailed
commands.
Investigating repeat
commands and
modifying and
refining to produce
given effects.
Changes and
relationships
Looking at different
relationships.
Changes and
relationships
How babies are
made. Looking at the
development of
babies and how they
are born.
Changes and
relationships
Consolidation of
work so far.
Problem pages.
Changes and
relationships
Consolidation of
work so far.
Problem pages.
Be able to compose
a melody using the
pentatonic scale to
the words of the
‘magic potion’
chant.
Be able to compose
and perform a
melody using the
pentatonic scale to
the words of the
‘magic potion’ chant.
Be able to compose
and perform
melodies using the
pentatonic scale to
accompany the story
of Mogan-le-Fay as
musical interludes.
Be able to compose
and perform
melodies using the
pentatonic scale to
accompany the story
of Mogan-le-Fay as
musical interludes.
Be able to compose
and perform
melodies using the
pentatonic scale to
accompany the story
of Mogan-le-Fay as
musical interludes.
Islam: being a
Muslim
Enquiry led unit.
Investigate
Revision and
consolidation. Key
words and phrases.
Conversation work.
Islam: being a
Muslim
Enquiry led unit.
Investigate
Revision and
consolidation. Key
words and phrases.
Conversation work.
Islam: being a
Muslim
Enquiry led unit.
Investigate
Revision and
consolidation. Key
words and phrases.
Conversation work.
Islam: being a
Muslim
Enquiry led unit.
Conclude
Revision and
consolidation. Key
words and phrases.
Conversation work.
Islam: being a
Muslim
Enquiry led unit.
Reflect
Revision and
consolidation. Key
words and phrases.
Conversation work.