Woolhampton CE Primary School, Woolhampton Hill, Upper Woolhampton, Berkshire, RG7 5TB 0118 9712270
Below is the National Curriculum content for Year 4. Select a subject to view information about the areas of content that our children will be taught and learning about.
The National Curriculum for English in Year 4.Spoken Language(The objectives for Spoken Language are common across Key Stages 1 and 2 (Years 1-6))•listen and respond appropriately to adults and their peers•ask relevant questions to extend their understanding and knowledge•use relevant strategies to build their vocabulary•articulate and justify answers, arguments and opinions•give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.•maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments•use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas•speak audibly and fluently with an increasing command of Standard English•participate in discussions, presentations, performances, roleplay/improvisations and debates•gain, maintain and monitor the interest of the listener(s)•consider and evaluate different viewpoints, attending to and building on the contributions of others•select and use appropriate registers for effective communicationReading(The objectives for Reading are common across Years 3 and 4)Word ReadingOur children will be taught to:•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•read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.ComprehensionOur children will be taught to:•develop positive attitudes to reading, and an understanding of what they read, by:olistening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooksoreading books that are structured in different ways and reading for a range of purposesousing dictionaries to check the meaning of words that they have readoincreasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orallyoidentifying themes and conventions in a wide range of booksopreparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and actionodiscussing words and phrases that capture the reader’s interest and imaginationorecognising some different forms of poetry [for example, free verse, narrative poetry]•understand what they read, in books they can read independently, byochecking that the text makes sense to them, discussing their understanding and explaining the meaning of words in contextoasking questions to improve their understanding of a textodrawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidenceopredicting what might happen from details stated and impliedoidentifying main ideas drawn from more than 1 paragraph and summarising theseoidentifying how language, structure, and presentation contribute to meaning•retrieve and record information from non-fiction•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.Writing(The objectives for Reading are common across Years 3 and 4)SpellingOur children will be taught to:•use further prefixes and suffixes and understand how to add them (English Appendix 1)•spell further homophones•spell words that are often misspelt (English Appendix 1)•place the possessive apostrophe accurately in words with regular plurals [for•example, girls’, boys’] and in words with irregular plurals [for example, children’s]•use the first 2 or 3 letters of a word to check its spelling in a dictionary•write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.Handwriting and PresentationOur children will be taught to:•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•increase the legibility, consistency and quality of their handwriting [for example, by•ensuring that the downstrokes of letters are parallel and equidistant; that lines of•writing are spaced sufficiently so that the ascenders and descenders of letters do not•touch].CompositionOur children will be taught to:•Plan their writing by:odiscussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammarodiscussing and recording ideas•Draft and write by:ocomposing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See English Appendix 2)oorganising paragraphs around a themeoin narratives, creating settings, characters and plotoin non-narrative material, using simple organisational devices [for example,oheadings and sub-headings]•Evaluate and edit by:oassessing the effectiveness of their own and others’ writing and suggesting improvementsoproposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences•proofread for spelling and punctuation errors•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.Vocabulary, Grammar & PunctuationOur children will be taught to:•develop their understanding of the concepts set out in English Appendix 2 by:oextending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, althoughousing the present perfect form of verbs in contrast to the past tenseochoosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetitionousing conjunctions, adverbs and prepositions to express time and causeousing fronted adverbialsolearning the grammar for years 3 and 4 in English Appendix 2•indicate grammatical and other features by:ousing commas after fronted adverbialsoindicating possession by using the possessive apostrophe with singular and plural nounsousing and punctuating direct speech•use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.
The National Curriculum for Maths in Year 4.Number & Place ValueOur children will be taught to:•count in multiples of 6, 7, 9, 25 and 1,000•find 1,000 more or less than a given number•count backwards through 0 to include negative numbers•recognise the place value of each digit in a four-digit number (1,000s, 100s, 10s and 1s)•order and compare numbers beyond 1,000•identify, represent and estimate numbers using different representations•round any number to the nearest 10, 100 or 1,000•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 0 and place value.Addition & SubtractionOur children will 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.Multiplication & DivisionOur children will 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 3 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 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.Fractions (including decimals)Our children will 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 a 100 and dividing tenths by 10.•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 ¼; ½; ¾•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 1 decimal place to the nearest whole number•compare numbers with the same number of decimal places up to 2 decimal places•solve simple measure and money problems involving fractions and decimals to 2 decimal places.MeasurementOur children will 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 daysProperties of ShapesOur children will 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 2 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.Position and DirectionOur children will 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.StatisticsOur children will 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.
The National Curriculum for Science in Year 4.Working ScientificallyDuring 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:•asking relevant questions and using different types of scientific enquiries to answer them•setting up simple practical enquiries, comparative and fair tests•making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers•gathering, recording, classifying and presenting data in a variety of ways to help in answering questions•recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables•reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions•using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions•identifying differences, similarities or changes related to simple scientific ideas and processes•using straightforward scientific evidence to answer questions or to support their findings.All Living ThingsOur children will be taught to:•recognise that living things can be grouped in a variety of ways•explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment•recognise that environments can change and that this can sometimes pose dangers to living things.Animals including humansOur children will be taught to:•describe the simple functions of the basic parts of the digestive system in humans•identify the different types of teeth in humans and their simple functions•construct and interpret a variety of food chains, identifying producers, predators and prey.States of MatterOur children will be taught to:•compare and group materials together, according to whether they are solids, liquids or gases•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)•identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.SoundOur children will be taught to:•identify how sounds are made, associating some of them with something vibrating•recognise that vibrations from sounds travel through a medium to the ear•find patterns between the pitch of a sound and features of the object that produced it•find patterns between the volume of a sound and the strength of the vibrations that produced it•recognise that sounds get fainter as the distance from the sound source increases.ElectricityOur children will be taught to:•identify common appliances that run on electricity•construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers•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•recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit•recognise some common conductors and insulators, and associate metals with being good conductors.
The National Curriculum for Computing in Year 3 to 6.Our children will be taught to:•design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts•use sequence, selection, and repetition in programs; work with variables and various forms of input and output•use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs•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•use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content•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.•use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
The National Curriculum for Design Technology in Year 3 and 4.DesignOur children will be taught to:•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•generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided designMakeOur children will be taught to:•select from and use a wider range of tools and equipment to perform practical tasks accurately•select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualitiesEvaluateOur children will be taught to:•investigate and analyse a range of existing products•evaluate their ideas and products against their own design criteria and consider the views of others to improve their work•understand how key events and individuals in design and technology have helped shape the worldTechnical KnowledgeOur children will be taught to:•apply their understanding of how to strengthen, stiffen and reinforce more complex structures•understand and use mechanical systems [for example, gears, pulleys, cams, levers and linkages] in their products•understand and use electrical systems [for example, series circuits incorporating switches, bulbs, buzzers and motors] in their products•apply their understanding of computing to programme, monitor and control their products.Cooking & NutritionOur children will be taught to:•understand and apply the principles of a healthy and varied diet•cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet•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]•understand the source, seasonality and characteristics of a broad range of ingredients
The National Curriculum for History in Year 3 to 6The National Curriculum for History in Years 3 to 6.Examples in italics are not statutory.Pre-Roman BritainOur children will be taught about changes in Britain from the Stone Age to the Iron AgeThis could include:•late Neolithic hunter-gatherers and early farmers, for example, Skara Brae•Bronze Age religion, technology and travel, for example, Stonehenge•Iron Age hill forts: tribal kingdoms, farming, art and cultureRoman BritainOur children will be taught about the Roman empire and its impact on BritainThis could include:•Julius Caesar’s attempted invasion in 55-54 BC•the Roman Empire by AD 42 and the power of its army•successful invasion by Claudius and conquest, including Hadrian’s Wall•British resistance, for example, Boudica•“Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early ChristianityAnglo-Saxons & ScotsOur children will be taught about Britain’s settlement by Anglo-Saxons and ScotsThis could include:•Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire•Scots invasions from Ireland to north Britain (now Scotland)•Anglo-Saxon invasions, settlements and kingdoms: place names and village life•Anglo-Saxon art and culture•Christian conversion – Canterbury, Iona and LindisfarneAnglo-Saxons & VikingsOur children will be taught about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the ConfessorThis could include:•Viking raids and invasion•resistance by Alfred the Great and Athelstan, first king of England•further Viking invasions and Danegeld•Anglo-Saxon laws and justice•Edward the Confessor and his death in 1066Local HistoryOur children will be taught about an aspect of local historyFor example:•a depth study linked to one of the British areas of study listed above•a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)•a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.Extended chronological studyOur children will be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066For example:•the changing power of monarchs using case studies such as John, Anne and Victoria•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•the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day•a significant turning point in British history, for example, the first railways or the Battle of BritainAncient CivilizationsOur children will 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:•Ancient Sumer;•The Indus Valley;•Ancient Egypt; or•The Shang Dynasty of Ancient ChinaAncient GreeceOur children will be taught a study of Greek life and achievements and their influence on the western worldNon-European StudyOur children will be taught about a non-European society that provides contrasts with British history – one study chosen from:•early Islamic civilization, including a study of Baghdad c. AD 900;•Mayan civilization c. AD 900; or•Benin (West Africa) c. AD 900-1300