Year 4
Peacock, Pelican and Puffin
WHAT IS MY CHILD LEARNING?
CURRICULUM PLAN
Autumn Term Curriculum 2023
YEAR FOUR CURRICULUM PLAN
Week beginning: 

Monday 4th –Tuesday 5th TAD Wednesday 6th September 
In English, we will be writing ‘all about me’ in the form of an autobiography. In Maths Place Value. We will start by representing and partitioning numbers to 1000. In History, this term we will be asking the question: How did Britain change between the end of the Iron Age and the end of the Roman occupation? This week will introduce the unit by completing a ‘knowledge harvest’ then start to explore why Romans came to Britain in the first place. Science, we will be learning about states of matter 
Monday 11th September 
In English, we will be exploring narrative poetry In Maths– Place Value. We will continue to partition then flexibly partition numbers to 10, 000. We will be finding 1, 10, 100, 1000 more or less, as well as marking numbers on a number line and estimating on a number line to 10,000 In History, we will learn how Romans changed the landscape of Britain and the most important changes they made to Britain. Science, we will continue to learn about states of matter 
Monday 18th September 
In English, we will be exploring and performing narrative poetry In Maths– Place Value we will compare and order numbers to 10,000 and learn to read Roman Numerals! In History, we will be asking and researching with the ipads why there was some resistance to the Roman occupation Science, we will continue to learn about states of matter 
Monday 25th September 
In English, for the next two weeks of the term, we will be writing a narrative based on Zombierella by Joseph Coelho. We will focus on using exciting vocabulary to develop the character and mood. In Maths– Place Value. We will conclude this unit this week by rounding numbers to the nearest 10, 100 and 1000 In History, we will research why the Romans left Britain and close off this unit of learning by updating our ‘knowledge harvests’ Science, we will continue to learn about states of matter 
Monday 2nd October

In English, we will be writing a narrative based on Zombierella. We will focus on using exciting vocabulary to develop the character and mood. In Maths Addition and Subtraction In RWE, what does it mean to belong to a religion Science, we will continue to learn about states of matter 
Monday 9th October 
In English, we will be learning about what makes a discussion text. By the end of this nonfiction writing unit we will be able to consider different sides of an argument, decide on a course of action and summarise our reasons using formal vocabulary and contrasting connectives In Maths, Addition and Subtraction Science, we will b continue to learn about states of matter 
Monday 16th October Trip to The British Museum date tbc 
In English, we will be learning about what makes a discussion text. By the end of this nonfiction writing unit we will be able to consider different sides of an argument, decide on a course of action and summarise our reasons using formal vocabulary and contrasting connectives In Maths, Addition and Subtraction In DT, Design Technology: Food and a Healthy Varied Diet. Create a Mac N Cheese that can be designed as part of a healthy and balanced diet. We find out about a healthy and balanced diet and understand how to read food labels. We will learn how high fat ingredients can be substituted for low fat ingredients, know how to prepare pasta for a pasta bake, learn how to make a basic cheese sauce and most importantly, make a healthier version of a Mac N Cheese. Science, we will continue to learn about states of matter 
Wider Curriculum In Reading (DR), the children will use our core text of Zombierella by Joseph Coelho to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will then read The Last Bear by Hannah Gold which links with our Golden Thread to be environmentally responsible. In Music we will be learning the ukuleles with Ms Vetch In PE Fitness/Circuits the class teacher will be teaching tag rugby With Mr Browning the children will be taught basketball and netball In Computing Computing systems and networks – The Internet. We will recognise how networked devices make up the internet. Be able to outline how websites can be shared via the World Wide Web (WWW). Describe how content can be added and accessed on the World Wide Web (WWW). Children will recognise how the content of the WWW is created by people and be able to evaluate the consequences of unreliable content In PSHE, we will be covering the units: Respect, Problem Solving & Resourcefulness Leadership In French Je Me presente, learning how to introduce ourselves and ask others questions In Green School, we will explore water conservation, linking this to Roman aqueducts. We will learn ways that we can have a positive impact on the environment, including through transport and energy choices. We will also work on the allotment. 

Half Term 

Monday 30th October Assessment week 
In English we will start looking at historical narratives In Maths we will be learning about area In Geography, we will consider – Why so many British people go to the Mediterranean for their holiday? We will learn to locate the Mediterranean on a map and globe as well as identify the countries which are on the Mediterranean coast. They will consider the climate of the UK and that of the Mediterranean each month and be able to compare and contrast a holiday resort on the Mediterranean with that of one in the UK. By the end of the unit of learning, they will be able to identify similarities and differences of food, language, lifestyle and especially jobs. Science, we will continue to learn about states of matter 
Monday 6th November 
In English, we will be writing our own historical narrative based on a simple plot. In Maths, we will be learning about area In Geography, we will continue to learn about the Mediterranean Science, we will continue to learn about states of matter 
Monday 13th November

In English, we will be writing our own historical narrative based on a simple plot. In Maths we will be learning about area In Geography, we will continue to learn about the Mediterranean Science, we will continue to learn about states of matter 
Monday 20th November Wednesday 22nd and Thursday 23rd November Parents evening

In English, we will be exploring report writing by annotating various types of reports and looking at the main features of a report as well as what’s the same and what is different. In Maths we will be learning about multiplication and division In Art, we will be learning about 3d sculpture Science, we will continue to learn about states of matter 
Monday 27th November

In English we will be planning and writing our own report ensuring we include features of a report such as writing in second person, writing chronologically using headings and subheadings. In Maths we will be learning about multiplication and division In Art, we will be learning about 3d sculpture Science, we will continue to learn about states of matter 
Monday 4th December 
In English, we will be studying limericks and writing our own In Maths we will be learning about multiplication and division In RWE, what does it mean to belong to a religion Science, we will continue to learn about states of matter 
Monday 11th December 
In English, we will be studying limericks and writing our own In Maths, we shall continue to explore hundredths as fractions, decimals and on a place value chart. Finally, to the unit, we will be dividing a 1 or 2digit number by 100. In RWE, what does it mean to belong to a religion Science, we will continue to learn about states of matter 
Monday 18th December 
In English, we will be publishing our work In Maths we will be learning about multiplication and division RWE, what does it mean to belong to a religion Science, we will continue to learn about states of matter 
Wider Curriculum In Reading (DR), the children will use our core text of The Ancient Egypt Sleep over by Stephen Davies to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore nonfiction texts during our science week. In PE– with the class teacher dodgeball and with Mr Browning indoor athletics In Computing audio editing In PSHE, we will be covering the units: Bullying Keeping My Body Safe Being Responsible In French we will be learning to talk about our families In Green School, we will develop our understanding of sustainability, and how fossil fuels affect the environment. We will look at ways to reduce waste, and create green gifts and decorations for the winter holidays. We will also learn about road safety and the environmental benefits of walking to school. 

Supporting Learning at Home Please make sure that you spend time reading with your child at home. As well as listening to your child read, we recommend reading aloud to your child as a regular story time session. Please help your child practise their weekly spellings and help them practise their number bonds and/or times tables. Homework is set on Fridays and is due on Wednesdays. You may wish to use this overview to see what your child is learning each week so that you can discuss this learning with your child at home. 
English Key Skills
I can listen and respond appropriately to adults and my peers.
I can ask a range of relevant questions to extend my understanding.
I can answer questions using full sentences and can begin to justify my answers.
I can listen to and remember important points in discussions and stories
I can participate in conversations staying on topic, initiating and responding to comments.
I can use talk to develop understanding through speculating, imagining and exploring ideas.
I have an increasing command of Standard English.
I can participate in discussions, presentations, performances, role play and debates.
Reading
I can read and understand all key words for Y4.
I can read independently for sustained periods of time.
I can listen to and read a wide range of fiction, poetry, plays, nonfiction and reference books.
I can distinguish between fact and opinion and recognise the point of view being presented in a text.
I can use scanning as a tool for summarising a text.
I can read for a range of different purposes.
I can mark extracts of a text by annotating and selecting key headings, words or sentences.
I can use a dictionary, index, glossary and thesaurus.
I can read with understanding, a range of texts and discuss: themes, events, characters, feelings.
I can predict, infer, and deduce a given text.
I can explain characters’ actions.
I can identify and summarise evidence from a text to support a hypothesis.
I can ask questions to improve my understanding of a text.
I can discuss words and phrases that capture the reader’s interest and imagination.
I can analyse and evaluate texts, looking at language, structure and presentation.
I can select and discuss a favourite author.
I can learn a range of poems by heart.
Writing (composition and grammar)
I can write a t least 2 sides of A4.
I can experiment with a wide range of punctuation including apostrophes, inverted comma, commas to mark clauses, colons and hyphens.
I can plan what I want to write in a variety of different ways.
I can compose sentences orally building on varied and rich vocabulary.
I can increase the range of sentence structure I include in my writing.
I can use interesting, varied and ambitious words choices.
I can use conjunctions, adverbs and prepositions to express time and cause.
I can vary the way I start my sentences (similes, ed clause, expanded ing clauses, fronted adverbials) e.g. Grinning menacingly, he slipped the treasure into his rucksack.
I can compose compound sentences using coordinating conjunctions (and, or, but, so, for, nor, yet)
I can write complex sentences with a main and subordinate clause. (The tornado swept across the city, destroying the houses.)
I can complete a whole piece of writing in a range of styles (playscripts, poetry, stories, reports, information text, explanations, persuasive writing)
I can identify and use collective nouns (e.g. The bundles of clothes were thrown on the bed.)
I can use paragraphs with increasing accuracy to organise and sequence my work.
I can plan, edit, proof read and produce a final version.
Spellings
I can spell accurately all key words for Y4.
I can use a range of spelling strategies (rhymes, mnemonics, and kinaesthetic strategies)
I can apply spelling rules for adding suffixes –sion, ssion, cian (as well as consolidating suffix list from Y3)
I can begin to use and apply spelling rules for adding prefixes sub, inter, super, anti, auto (as well as consolidating suffix list from Y3)
I can spell homophones and near homophones (accept/except, affect/effect, ball/bawl…)
I can apply a range of spelling rules to unfamiliar words.
I can write from memory sentences dictated to me by my teacher containing spellings and punctuation learnt.
Handwriting
I can hold a pencil correctly; sit with good posture, steadying my work.
I can form all letters and break letters consistently and fluently.
I can use lined paper and be able to use guidelines in writing.
I can work towards presenting writing using a handwriting pen.
I can use correctly formed cursive script in all areas of the curriculum.
Terminology
Consolidatefinger spaces, letter, word, sentence, statement, question, exclamation, command, full stops, capital letter, question mark, exclamation mark, speech bubble, speech marks, direct speech, inverted commas, bullet points, apostrophe, colon –instruction, singular/plural, suffix/prefix, word family, consonant/vowel, adjective, noun, noun phrase, adverb, imperative verbs, tense, connective, conjunction, prepostition, determiner, generalise, clause, subordinate clause, relative clause, relative pronoun, alliteration, simile, synonyms.
Introduce – Pronoun, possessive pronoun, adverbial, fronted adverbial, apostrophe – plural/possession
Maths Key Skills
Number – number and place value
Pupils should be taught to:
 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 fourdigit 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.
Number – addition and subtraction
Pupils should be taught to:
 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 twostep problems in contexts, deciding which operations and methods to use and why.
Number – multiplication and division
Pupils should be taught to:
 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 commutativity in mental calculations
 multiply twodigit and threedigit numbers by a onedigit 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.
Number – fractions (including decimals)
 Pupils should be taught to:
 recognise and show, using diagrams, families of common equivalent fractions
 count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
 solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number
 add and subtract fractions with the same denominator
 recognise and write decimal equivalents of any number of tenths or hundredths
 recognise and write decimal equivalents to 1/4, 1/2, 1/3
 find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
 round decimals with one decimal place to the nearest whole number
 compare numbers with the same number of decimal places up to two decimal places
 solve simple measure and money problems involving fractions and decimals to two decimal places.
Measurement
Pupils should be taught to:
 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.
Geometry – properties of shapes
Pupils should be taught to:
 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 2D shapes presented in different orientations
 complete a simple symmetric figure with respect to a specific line of symmetry.
Geometry – position and direction
Pupils should be taught to:
 describe positions on a 2D 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.
Statistics
Pupils should be taught to:
 interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
 solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.
Learn at Home
If you want to try the slug scratch game at home, below is a link to Scratch online, and the Youtube tutorial that tells you how to make it. PLEASE REMEMBER to switch Youtube to Restricted mode to keep you safe online!
SCRATCH – https://scratch.mit.edu/projects/editor/?tip_bar=home
SLUG VIDEO – https://www.youtube.com/watch?v=OYPOkSWa9Ak
Mrs Hohl
Miss Minton
Class Teacher
Miss Roberts
Class Teacher
Mr Coetzee
Teaching Assistant
Ms Danisi
Teaching Assistant