Year 4

Peacock, Pelican and Puffin

Value of the Month


Are you a radiator or a drain? Do you give off energy,  positivity and warmth or do you (excuse me for being blunt) suck the energy from others? Whatever the task, no matter how big or small, it will always turn out better if you put your whole heart into it!



Summer Term Curriculum 2022
YEAR: 4 TERM: Summer 2022

Unit of learning this term:

Mountains and volcanoes

Life before electricity


Core texts:

The Firework Maker’s daughter by Phillip Pullman, Varjak Paw by S.F Said

By the end of year 4, children will be able to independently create written texts which demonstrate an awareness of the reader with accurate and effective use of grammar and vocabulary.  Their writing will be engaging and maintain the reader’s interest.

Composition and effect: Characters are developed through show not tell techniques, using their actions, speech and reactions. Non-narrative writing has a clear purpose and provides the reader with relevant information.

Structure and organisation: In non-narrative texts, paragraphs have a topic sentence which will introduce the content of the paragraph and structure is sustained throughout the text. Narrative writing will be sequenced and paragraphs will indicate a clear change of event, time or place.

Punctuation: Children will know to use commas for most fronted adverbials. They will be using inverted commas as well as punctuate accurately within them. They will also be encouraged to use a comma for a reported clause.

Grammar and sentence structure: Children will be adding detail to their writing using:

Noun phrases which will be expanded before and after the noun with adjectives, prepositional phrases and adverbial phrases.  Children will be encouraged to use verbs to describe to show, not tell. They will also be selecting words deliberately and carefully, including specific and technical vocabulary. Finally, children will aim to write a range of sentence types according to text type, purpose and audience.

Spelling and handwriting:

Will be delivered through the high frequency words and Year 4 spelling list from the curriculum. Children will continue to develop handwriting and aim to be writing fluently with joined letters.


We will be developing the children’s inferencing and questioning skills by ‘reading between the lines’ during ‘Destination Reader’ sessions. This will help them to ask the write questions to gain as much information as possible. The children will also use the text to support their hypothesis and use sentence stems to support their answers.

By continuing to read a wide range of fiction, poetry, and non-fiction books we will be developing the children’s ability to discuss words and phrases that capture the reader’s interest and imagination.


Decimals (continued from Spring): Children make a ‘whole’ from any number of tenths and hundredths. They will use their number bonds to ten and one hundred to support their calculations. Children will be using pictorial and concrete representations to support their understanding. Children shall apply their understanding of place value to order numbers with decimals with up to two decimal places. They will then consolidate and deepen their understanding of 0(zero) as a place holder, the inequality symbols and language such as ascending and descending. Children will write fractions as decimals, using concrete and pictorial representations to support the conversion. Children will also use their knowledge of equivalent fractions to write fractions as hundredths and then write the fractions as halves or quarters.

Money: We will be looking at decimal notation for money. Once children are confident with this, they will move on to convert between different units of money. We will use models, such as the part-whole model, to recognise the total of an amount being partitioned in pounds and pence. Children will be adding two amounts of money using pictorial representations to support them. They will be encouraged to add the pounds first and then add the pence, then exchange the pence for pounds to complete their calculations.

Time: Children will tell the time to the nearest 5 minutes on an analogue clock with particular focus on the language of “past” and “to”, and will recognise and use Roman numerals on a clock face. Attention should be drawn to the differences between the minute hand and the hour hand. This is especially important for times that are close to the next hour, for example, 5 minutes to 12. When telling time ‘to’ the next hour, children may need to count on to find how many minutes are left in the hour. We will spend time looking at analogue and digital clocks at various times throughout the day, in order to compare what is the same and what is different. Once mastered, they will use this knowledge, along with their knowledge of multiplication and division to convert between different units of time. Finally, the children will convert times between analogue and digital times using a 24hour clock

Statistics: Children learn how to use bar charts, pictograms and tables to interpret and present discrete data. They will decide which scale will be the most appropriate when drawing their own bar charts. They will gather their own data using tally charts and then present the information in a bar chart. Questions about the data they have gathered should also be explored so the focus is on interpreting rather than drawing.

Properties of shape: Children will be learning about right angles in shapes, comparing angles, identifying angles and finally, comparing and ordering angles according to size. They will be able to recognise and describe 2-D shapes such as triangles and quadrilaterals. They will then look at horizontal and vertical Lines of symmetry.

Position and direction: The children are introduced to coordinates for the first time and they will be describing positions in the first quadrant and once familiar with this, over 4 quadrants. They will be reading, writing and using pairs of coordinates. Children need to be taught the order in which to read the axes: X-axis first, then Y-axis next. They will become familiar with notation within brackets. They will also be moving shapes and points on a coordinate grid following specific directions using language such as: left/right and up/down.


Children will be introduced to the ‘Teach Computing’ scheme. They will learn to use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.  They will start to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs and systems.


In the unit ‘au café’, children will be learning to order a variety of foods and drinks from a French menu. They will learn to order a French breakfast and traditional French snacks. They will learn how to ask for the bill as well as say please, thank you and goodbye (very important!).


Know what causes an earthquake and tsunami

Label the different parts of a volcano

Know the names of a number of the world’s highest mountains

Know why recycling is important

Understand significance of the location of the Ring of Fire in relation to tectonic plates.


We will be looking at the artist Addona Khare through the medium of pencils and oil pastels where we will:

Record shapes, lines and details from observation

Show where objects overlap

Begin to create a sense of perspective.

Use hatching, cross hatching, lines and other marks to show tone and texture

Use shading to show light and shadow

Use different grades of pencil at different angles to show different tones (including shadows).


We will be exploring what life was like before electricity and how people lived during various era. We will look at how home, transport and fashion has been impacted by this as well as famous scientists who created and developed the use of electricity.


We will be making simple circuits and switches:

Observing conductors and insulators

Identifying common appliances that run on electricity

Constructing a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

Identifying 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


The children will continue to participate in weekly whole class ukulele lessons.


With their class teacher, the children will take part in team games and orienteering. With our specialist PE teachers, the children will learn tennis skills and preparing for sports day.


We will be learning about family relationships, the British Values: Government and rules, freedom and beliefs. We will then be learning how to self-regulate through relaxing, self-reassurance and to keep trying in order to achieve.

Special events/ enrichment opportunities

Phasels Wood overnight trip

How parents can be involved in home learning

Please support your children’s learning by daily reading and times-tables practice and complete any homework set.

English Key Skills
Speaking and Listening

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.


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.


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.


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.


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

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 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.



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.


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
Slugs in Scratch

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!



Wonderful different characters that came to class!! 

Congratulations to the winners of Coldfall’s first ever Pocket Money Pitch Challenge! The children were invited to pitch their inventions to the judges to be in with a chance of winning a year’s supply of pocket money (or an equally fun non-cash prize). We were amazed by the children’s creativity and their excellent Oracy skills. The pitches were engaging, entertaining and very persuasive. The overall winners of the competition were from Peacock Class, with their AutoToy invention. Here they are enjoying their prize, a morning baking cookies! Well done! 

Ms Marshall

Year Team Leader

Miss Coleman

Class Teacher

Miss Winstanley

Class Teacher

Ms Amoako

Teaching Assistant

Mr Hilton

Teaching Assistant

Mr Nuzzoli

Teaching Assistant