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Year 4

  • Art

    Pupils should be taught:

    • Ar2/1.1    to create sketch books to record their observations and use them to review and revisit ideas
    • Ar2/1.2    to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
    • Ar2/1.3    about great artists, architects and designers in history.
  • Computing

    Pupils should be taught to:

    • Co2/1.1    design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
    • Co2/1.2    use sequence, selection, and repetition in programs; work with variables and various forms of input and output
    • Co2/1.3    use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
    • Co2/1.4    understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration
    • Co2/1.5    use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
    • Co2/1.6    select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
    • Co2/1.7    use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
  • D&T

    DT2/1.1    Design

    DT2/1.1a    use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
    DT2/1.1b    generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

    DT2/1.2    Make

    DT2/1.2a    select from and use a wider range of tools and equipment to perform practical tasks accurately
    DT2/1.2b    select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

    DT2/1.3    Evaluate

    DT2/1.3a    investigate and analyse a range of existing products
    DT2/1.3b    evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
    DT2/1.3c    understand how key events and individuals in design and technology have helped shape the world

    DT2/1.4    Technological Knowledge

    DT2/1.4a    apply their understanding of how to strengthen, stiffen and reinforce more complex structures
    DT2/1.4b    understand and use mechanical systems in their products
    DT2/1.4c    understand and use electrical systems in their products
    DT2/1.4d    apply their understanding of computing to programme, monitor and control their products.

    DT2/2.1    Cooking & Nutrition

    DT2/2.1a    understand and apply the principles of a healthy and varied diet
    DT2/2.1b    cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
    DT2/2.1c    become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
    DT2/2.1c    understand the source, seasonality and characteristics of a broad range of ingredients

  • English

    En4/1    Spoken Language
    (The objectives for Spoken Language are common across Key Stages 1 and 2)

    En4/1a    listen and respond appropriately to adults and their peers 
    En4/1b    ask relevant questions to extend their understanding and knowledge
    En4/1c    use relevant strategies to build their vocabulary 
    En4/1d    articulate and justify answers, arguments and opinions 
    En4/1e    give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. 
    En4/1f    maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments 
    En4/1g    use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas 
    En4/1h    speak audibly and fluently with an increasing command of Standard English 
    En4/1i    participate in discussions, presentations, performances, roleplay/improvisations and debates 
    En4/1j    gain, maintain and monitor the interest of the listener(s) 
    En4/1k    consider and evaluate different viewpoints, attending to and building on the contributions of others 
    En4/1l    select and use appropriate registers for effective communication

    (The objectives for Reading are common across Years 3 and 4)

    En4/2.1    Word Reading

    En4/2.1a    apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
    En4/2.1b    read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

    En4/2.2    Comprehension

    En4/2.2a    develop positive attitudes to reading, and an understanding of what they read, by:

    1. listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    2. reading books that are structured in different ways and reading for a range of purposes
    3. using dictionaries to check the meaning of words that they have read
    4. increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
    5. identifying themes and conventions in a wide range of books
    6. preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
    7. discussing words and phrases that capture the reader’s interest and imagination
    8. recognising some different forms of poetry

    En4/2.2b    understand what they read, in books they can read independently, by

    1. checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
    2. asking questions to improve their understanding of a text
    3. drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
    4. predicting what might happen from details stated and implied
    5. identifying main ideas drawn from more than 1 paragraph and summarising these
    6. identifying how language, structure, and presentation contribute to meaning

    En4/2.2c    retrieve and record information from non-fiction
    En4/2.2d    participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

    (The objectives for Reading are common across Years 3 and 4)

    En4/3.1    Spelling

    En4/3.1a    use further prefixes and suffixes and understand how to add them (English Appendix 1)
    En4/3.1b    spell further homophones
    En4/3.1c    spell words that are often misspelt (English Appendix 1)
    En4/3.1d    place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals
    En4/3.1e    use the first 2 or 3 letters of a word to check its spelling in a dictionary
    En4/3.1f    write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

    En4/3.2    Handwriting and Presentation

    En4/3.2a    use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
    En4/3.2b    increase the legibility, consistency and quality of their handwriting

    En4/3.3    Composition

    En4/3.3a    Plan their writing by:

    1. discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
    2. discussing and recording ideas

    En4/3.3b    Draft and write by:

    1. composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See English Appendix 2)
    2. organising paragraphs around a theme
    3. in narratives, creating settings, characters and plot
    4. in non-narrative material, using simple organisational devices

    En4/3.3c    Evaluate and edit by:

    1. assessing the effectiveness of their own and others’ writing and suggesting improvements
    2. proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

    En4/3.3d    proofread for spelling and punctuation errors
    En4/3.3e    read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

    En4/3.4    Vocabulary, grammar & punctuation

    En4/3.4a    develop their understanding of the concepts set out in Appendix 2 by:

    1. extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
    2. using the present perfect form of verbs in contrast to the past tense
    3. choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
    4. using conjunctions, adverbs and prepositions to express time and cause
    5. using fronted adverbials
    6. learning the grammar for years 3 and 4 in Appendix 2

    En4/3.4b    indicate grammatical and other features by:

    1. using commas after fronted adverbials
    2. indicating possession by using the possessive apostrophe with singular and plural nouns
    3. using and punctuating direct speech

    En4/3.4c    use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading.
    Appendix 2

  • Geography

    Ge2/1.1    Locational Knowledge

    Ge2/1.1a    locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities 
    Ge2/1.1b    name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
    Ge2/1.1c    identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

    Ge2/1.2    Place Knowledge

    Ge2/1.2a    understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America

    Ge2/1.3    Human and Physical Geography

    Ge2/1.3a    describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
    Ge2/1.3b    describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

    Ge2/1.4    Geographical Skills and Fieldwork

    Ge2/1.4a    use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
    Ge2/1.4b    use the 8 points of a compass, 4 and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
    Ge2/1.4c    use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

  • History

    Hi2/1.1    Pre-Roman Britain

    Pupils should be taught about changes in Britain from the Stone Age to the Iron Age

    This could include:

    1. late Neolithic hunter-gatherers and early farmers, for example, Skara Brae 
    2. Bronze Age religion, technology and travel, for example, Stonehenge
    3. Iron Age hill forts: tribal kingdoms, farming, art and culture

    Hi2/1.2    Roman Britain

    Pupils should be taught about the Roman empire and its impact on Britain

    This could include:

    1. Julius Caesar’s attempted invasion in 55-54 BC
    2. the Roman Empire by AD 42 and the power of its army
    3. successful invasion by Claudius and conquest, including Hadrian’s Wall
    4. British resistance, for example, Boudica
    5. "Romanisation" of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

    Hi2/1.3    Anglo-Saxons & Scots

    Pupils should be taught about Britain’s settlement by Anglo-Saxons and Scots

    This could include:

    1. Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire
    2. Scots invasions from Ireland to north Britain (now Scotland)
    3. Anglo-Saxon invasions, settlements and kingdoms: place names and village life
    4. Anglo-Saxon art and culture
    5. Christian conversion – Canterbury, Iona and Lindisfarne

    Hi2/1.4    Anglo-Saxons & Vikings

    Pupils should be taught about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
    This could include:

    1. Viking raids and invasion
    2. resistance by Alfred the Great and Athelstan, first king of England
    3. further Viking invasions and Danegeld
    4. Anglo-Saxon laws and justice
    5. Edward the Confessor and his death in 1066

    Hi2/2.1    Local History

    Pupils should be taught about an aspect of local history

    For example:

    1. a depth study linked to one of the British areas of study listed above
    2. a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)
    3. a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

    Hi2/2.2    Extended chronological study

    Pupils should be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

    For example: 

    1. the changing power of monarchs using case studies such as John, Anne and Victoria
    2. changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century
    3. the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day
    4. a significant turning point in British history, for example, the first railways or the Battle of Britain

    Hi2/2.3    Ancient Civilizations

    Pupils should be taught about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following:

    1. Ancient Sumer;
    2. The Indus Valley;
    3. Ancient Egypt; or
    4. The Shang Dynasty of Ancient China

    Hi2/2.4    Ancient Greece

    Pupils should be taught a study of Greek life and achievements and their influence on the western world

    Hi2/2.5    Non-European Study

    Pupils should be taught about a non-European society that provides contrasts with British history - one study chosen from: 

    1. early Islamic civilization, including a study of Baghdad c. AD 900;
    2. Mayan civilization c. AD 900; or

    Benin (West Africa) c. AD 900-1300

  • Languages

    Note that the curriculum aims state that: Teaching may be of any modern or ancient foreign language and should focus on

    enabling pupils to make substantial progress in one language.

    FL2/1.1    Listening & Comprehension

    FL2/1.1a    listen attentively to spoken language and show understanding by joining in and responding
    FL2/1.1b    explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

    FL2/1.2    Speaking

    FL2/1.2a    engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
    FL2/1.2b    speak in sentences, using familiar vocabulary, phrases and basic language structures
    FL2/1.2c    develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
    FL2/1.2d    present ideas and information orally to a range of audiences*

    FL2/1.3    Reading & Comprehension

    FL2/1.3a    read carefully and show understanding of words, phrases and simple writing
    FL2/1.3b    appreciate stories, songs, poems and rhymes in the language
    FL2/1.3c    broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

    FL2/1.4    Writing

    FL2/1.4a    write phrases from memory, and adapt these to create new sentences, to express ideas clearly
    FL2/1.4b    describe people, places, things and actions orally* and in writing
    FL2/1.4c    understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

  • Mathematics

    Ma4/2.1    Number & Place Value

    Ma4/2.1a    count in multiples of 6, 7, 9, 25 and 1,000
    Ma4/2.1b    find 1,000 more or less than a given number
    Ma4/2.1c    count backwards through 0 to include negative numbers
    Ma4/2.1d    recognise the place value of each digit in a four-digit number (1,000s, 100s, 10s and 1s)
    Ma4/2.1e    order and compare numbers beyond 1,000
    Ma4/2.1f    identify, represent and estimate numbers using different representationsMa4/2.1g    round any number to the nearest 10, 100 or 1,000
    Ma4/2.1h    solve number and practical problems that involve all of the above and with increasingly large positive numbers
    Ma4/2.1i    read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of 0 and place value.

    Ma4/2.2    Addition & Subtraction

    Ma4/2.2a    add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
    Ma4/2.2b    estimate and use inverse operations to check answers to a calculation
    Ma4/2.2c    solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

    Ma4/2.3    Multiplication & Division

    Ma4/2.3a    recall multiplication and division facts for multiplication tables up to 12 × 12
    Ma4/2.3b    use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together 3 numbers
    Ma4/2.3c    recognise and use factor pairs and commutativity in mental calculations
    Ma4/2.3d    multiply two-digit and three-digit numbers by a one-digit number using formal written layout
    Ma4/2.3e    solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

    Ma4/2.4    Fractions (including decimals)

    Ma4/2.4a    recognise and show, using diagrams, families of common equivalent fractions
    Ma4/2.4b    count up and down in hundredths; recognise that hundredths arise when dividing an object by a 100 and dividing tenths by 10.
    Ma4/2.4c    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
    Ma4/2.4d    add and subtract fractions with the same denominator
    Ma4/2.4e    recognise and write decimal equivalents of any number of tenths or hundredths
    Ma4/2.4f    recognise and write decimal equivalents to ¼; ½; ¾
    Ma4/2.4g    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
    Ma4/2.4h    round decimals with 1 decimal place to the nearest whole number
    Ma4/2.4i    compare numbers with the same number of decimal places up to 2 decimal places
    Ma4/2.4j    solve simple measure and money problems involving fractions and decimals to 2 decimal places.

    Ma4/3.1    Measurement

    Ma4/3.1a    convert between different units of measure
    Ma4/3.1b    measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
    Ma4/3.1c    find the area of rectilinear shapes by counting squares
    Ma4/3.1d    estimate, compare and calculate different measures, including money in pounds and pence
    Ma4/3.1e    read, write and convert time between analogue and digital 12 and 24-hour clocks
    Ma4/3.1f    solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days

    Ma4/3.2    Properties of Shape

    Ma4/3.2a    compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
    Ma4/3.2b    identify acute and obtuse angles and compare and order angles up to 2 right angles by size
    Ma4/3.2c    identify lines of symmetry in 2-D shapes presented in different orientations
    Ma4/3.2d    complete a simple symmetric figure with respect to a specific line of symmetry.

    Ma4/3.3    Position & Direction

    Ma4/3.3a    describe positions on a 2-D grid as coordinates in the first quadrant
    Ma4/3.3b    describe movements between positions as translations of a given unit to the left/right and up/down
    Ma4/3.3c    plot specified points and draw sides to complete a given polygon.

    Ma4/4.1    Statistics

    Ma4/4.1a    interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs
    Ma4/4.1b    solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

  • Music

    Pupils should be taught to:

    • Mu2/1.1    play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
    • Mu2/1.2    improvise and compose music for a range of purposes using the interrelated dimensions of music
    • Mu2/1.3    listen with attention to detail and recall sounds with increasing aural memory
    • Mu2/1.4    use and understand staff and other musical notations
    • Mu2/1.5    appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
    • Mu2/1.6    develop an understanding of the history of music.
  • PE

    PE2/1.1    Sport & Games

    PE2/1.1a    use running, jumping, throwing and catching in isolation and in combination
    PE2/1.1b    play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending
    PE2/1.1c    develop flexibility, strength, technique, control and balance
    PE2/1.1d    perform dances using a range of movement patterns 
    PE2/1.1e    take part in outdoor and adventurous activity challenges both individually and within a team
    PE2/1.1f    compare their performances with previous ones and demonstrate improvement to achieve their personal best.

    PE2/1.2    Swimming and water safety

    All schools must provide swimming instruction either in key stage 1 or key stage 2.

    In particular, pupils should be taught to:

    PE2/1.2a    swim competently, confidently and proficiently over a distance of at least 25 metres
    PE2/1.2b    use a range of strokes effectively
    PE2/1.2c    perform safe self-rescue in different water-based situations.

  • Science

    Sc4/1    Working Scientifically
    During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

    Sc4/1.1    asking relevant questions and using different types of scientific enquiries to answer them
    Sc4/1.2    setting up simple practical enquiries, comparative and fair tests
    Sc4/1.3    making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
    Sc4/1.4    gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
    Sc4/1.5    recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
    Sc4/1.6    reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
    Sc4/1.7    using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
    Sc4/1.8    identifying differences, similarities or changes related to simple scientific ideas and processes
    Sc4/1.9    using straightforward scientific evidence to answer questions or to support their findings.

    Sc4/2.1    All Living Things

    Sc4/2.1a    recognise that living things can be grouped in a variety of ways
    Sc4/2.1b     explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
    Sc4/2.1c    recognise that environments can change and that this can sometimes pose dangers to living things.

    Sc4/2.2    Animals including humans

    Sc4/2.2a    describe the simple functions of the basic parts of the digestive system in humans
    Sc4/2.2b    identify the different types of teeth in humans and their simple functions
    Sc4/2.2c    construct and interpret a variety of food chains, identifying producers, predators and prey.

    Sc4/3.1    States of Matter

    Sc4/3.1a    compare and group materials together, according to whether they are solids, liquids or gases
    Sc4/3.1b    observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
    Sc4/3.1c    identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

    Sc4/4.1    Sound

    Sc4/4.1a    identify how sounds are made, associating some of them with something vibrating
    Sc4/4.1b     recognise that vibrations from sounds travel through a medium to the ear
    Sc4/4.1c    find patterns between the pitch of a sound and features of the object that produced it
    Sc4/4.1d    find patterns between the volume of a sound and the strength of the vibrations that produced it.
    Sc4/4.1e    recognise that sounds get fainter as the distance from the sound source increases

    Sc4/4.2    Electricity

    Sc4/4.2a    identify common appliances that run on electricity
    Sc4/4.2b    construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
    Sc4/4.2c    identify 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
    Sc4/4.2d    recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
    Sc4/4.2e    recognise some common conductors and insulators, and associate metals with being good conductors.

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