YEAR FOUR CURRICULUM PLAN

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, non-fiction 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

Consolidate-finger 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

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 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.

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 two-step 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 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.

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 non-unit 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 two-digit 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 24-hour 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 2-D 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 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.

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.

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