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Year 4

Teachers will be planning subject specific learning based on national curriculum objectives relevant to the age group.
Children will be encouraged to deepen their subject knowledge through independent and group work designed to promote good thinking and investigative skills.
Where possible, pupils’ own interests will be incorporated into the curriculum in order to make learning relevant and engaging for them.
Cross-curricular links will still be made where relevant.
žFor further information, contact Jill Gosbee: AHT for the curriculum

Curriculum coverage

National curriculum CONTENT coverage – Year 4 - 2016 to 2017




Working scientifically:

Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content. Please use the skills progression document for specific detail in this regard

  • Questioning and enquiring
  • Planning
  • Observing and measuring
  • Pattern seeking
  • Investigating
  • Recording and reporting findings
  • Identifying, grouping and classifying
  • Research
  • Conclusions
  • Vocabulary
  • Understanding

Everyday materials:


  • 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.

Animals, including humans:

  • 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.

Living things and their habitats

  • 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

Light and Sound

  • Identify how sounds are made, associating some of them with something vibrating
  • Recognise that vibrations from a sound 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.


  • 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.


Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

 Pupils should be taught to:

Locational knowledge

  •  On a world map, locate areas of similar environmental regions, either desert, rainforest or temperate regions.
  • Locate and name the main counties and cities in/around one geographical region of the United Kingdom e.g. Dartford

Place knowledge

  • 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 within North or South America.

Human and physical geography

  • Describe and understand key aspects of:
  • Physical geography, including: climate zones, biomes and vegetation belts (link to work on Rainforest)
  • Types of settlements in modern Britain: villages, towns, cities


Geographical skills and fieldwork

  • Use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied
  • Learn the eight points of a compass,  four-figure grid references.
  • Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies

History: Refer to  National curriculum pages attached to progression document for more specific content guidance

Areas of study: Britain’s Settlement by the Anglo-Saxons and Scots & Ancient Egyptians

Chronological understanding

  • Names and places dates of significant events from past on a timeline.
  • Uses words and phrases: century, decade, BC, AD, after, before, during.
  • Divides recent history into present, using 21st century, and the past using 19th and 20th centuries.

Knowledge and understanding of past events, people and changes in the past

  • Gives reasons why changes in houses, culture, leisure, clothes, buildings and their uses, things of importance to people, ways of life, beliefs and attitudes may have occurred during a time period.
  • Identifies some ideas, beliefs, attitudes and experiences of men, women and children from the past.
  • Shows knowledge and understanding by describing features of past societies and periods.
  • Describes how some of the past events/people affect life today.

Historical interpretation

  • Gives reasons why there may be different accounts of history.

Historical enquiry

  • Uses documents, printed sources, the internet, databases, pictures, photos, music, artefacts, historic buildings and visits to collect information about the past.
  • Understands the difference between primary and secondary sources of evidence.
  • Suggests sources of evidence from a selection provided to use to help answer questions.
  • Asks questions such as ‘what was it like for a …… during ……?’

Organisation and communication

  • Presents findings about past using speaking, writing, maths (data handling), ICT, drama and drawing skills.
  • Discusses most appropriate way to present information, realising that it is for an audience.
  • Uses subject specific words such as monarch, settlement, invader.
  • Uses dates and terms correctly.

Computing: Lower KS2 programme of study; USE progression documents for DIFFERENTIATION within each year group

Computer science

  • Design, write and debug programs that accomplish specific goals.
  • Controlling or simulating physical systems
  • Solve problems by decomposing them into smaller parts.
  • Use sequence, selection and repetition in programs; work with variables
  • Work with various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work.
  • Use logical reasoning to detect and correct errors in algorithms and programs
  • Understand computer networks including the internet.
  • Understand how networks can provide multiple services, such as the world wide web.

Information technology

•       Select, use and combine a variety of software (including internet services) on a range of digital devices

  • Design and create a range of programs, systems and content that accomplish given goals.
  • Collecting, analysing, evaluating and presenting data and information
  • Use search technologies effectively
  • Appreciate how search results are selected and ranked

Digital Literacy

  • Use technology safely, respectfully and responsibly.
  • Recognise acceptable/unacceptable behaviour.
  • Know a range of ways to report concerns and inappropriate behaviour. 
  • Be discerning in evaluating digital content.
  • Understand the opportunities networks offer for communication and collaboration.



  • Demonstrate understanding of a range of familiar phrases and opinions, spoken clearly.


  • Answer simple questions. Give basic information using familiar vocabulary. Begin to show awareness of sound patterns.


  • Demonstrate understanding of a range of familiar written phrases. Match sound to print by reading aloud words and phrases.


  • Write a few short sentences with support, giving basic information and using the present tense of frequently-used verbs.
  • Write some familiar words from memory. Spelling and accents may not be accurate, but the meaning is clear.


Understand and use:

  • nouns, adjectives and verbs
  • Subject pronouns
  • Adverbs
  • The present tense of verbs (singular and plural)
  • Simple questions
  • Present-tense verbs
  • Simple conjunctions
  • Intensifiers/qualifiers/quantifiers
  • Dates

Music: These are the end of year ‘expected’ statements. Look at the progression document for ‘emerging’ and ‘exceeding’ statements.

Vocal expression

  • Understand how mouth shapes can affect voice sounds           

Listening and movement

  • Demonstrate the ability to recognise the use of structure and expressive elements through dance     

Pulse and rhythm

  • Identify and recall rhythmic and melodic patterns                      

Exploring sounds

  • Explore different melodic patterns          
  • Identify melodic phrases         
  • Create an accompaniment to a known song              

Reading and writing notation

• Make their own symbols for notation as part of a class score                       

Performance skills

  • Recognise how music can reflect different intentions               


KS2: Exploring and developing ideas

Select and record from first hand observations, experiences and imagination, explore idea for different purposes.

Question and make thoughtful observations about starting points and select ideas to use in their work.

Explore the role and purposes of artists/ designers and craftspeople working in different times and cultures.

Evaluating and developing work

Compare ideas, methods and approaches in their own and others work and say what they think and feel about them.

Adapt their work according to their views and describe what they might do to develop it further.

Annotate work in art books.


  • To use a variety of materials to produce line, tone and shade.
  • To experiment with different media and techniques to achieve a specific outcome.


  • To learn about primary and secondary colours with the addition of black and white and other tones.
  • To create different effects by using a variety of tools and techniques such as dots, scratches and splashes.
  • To use different techniques and tools to express moods.


  • To use collage as a means of collecting ideas and information to build a ‘visual vocabulary’.


  • To compare own art with that of famous artists eg William Morris.
  • To make connections and comparisons between own art and patterns in their local environment.
  • To recreate images through relief printing using card.


  • To learn about how slides and photographs are developed.
  • To make a flick book to give the impression of movement.

Design and technology

When designing and making, pupils should be taught to:


  • I can show that my design meets a range of requirements, taking into account the user’s ideas.
  • I can come up with at least one idea about how to create my product.
  • I can put together a step-by-step plan which shows the order and also what equipment and tools I need.
  • I can say how realistic my plan is.
  • I can suggest some improvements and say what was good and not so good about my original design.


  •  I can choose materials and explain why they are being used depending on their characteristics.
  • I can explain what I am making and why.
  • I can use a range of materials and components e.g. textiles, mechanical, constructional kits, electrical and food ingredients.
  • I can measure, mark out, cut and assemble/ join/combine most materials.


  • I can explain how I can improve my original design.
  • I can check if my design is successful.
  • I can evaluate my product, thinking of both appearance and the way it works.

Technical knowledge

  • I can use my learning from science, maths and other subjects to help design and make a template.
  • I understand that materials have functional and aesthetic qualities, so I can present my product in an interesting way.
  • I can create a simple electrical circuit.
  • I can add things to my circuit.

Cooking and Nutrition

  • I know how to use a wide range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
  • I know that a healthy diet is made up of a variety and balance of different foods and drinks.
  • I know that to be active and healthy, food is needed to provide energy for the body.
  • I know that food is farmed, reared, grown elsewhere (e.g home, allotments), exported, imported or caught. This can be on a local, regional and international scale.


Religious education

Key religions: Christianity and Judaism

Term 1

Judaism: Beliefs and practices

Term 2                                                    

Christianity: Christmas: What is the most significant part of the Christmas story?

Term 3

Judaism: Prayer and Bar/Bat Mitzvah

Term 4

Christianity: Easter: Is forgiveness always possible?

Term 5

Judaism and Christianity: The Bible

Term 6

Christianity: Beliefs and practices

School health and Physical education

by end of key stage 2:

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

•                     use running, jumping, throwing and catching in isolation and in combination

•                     play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending

•                     develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

•                     perform dances using a range of movement patterns

•                     take part in outdoor and adventurous activity challenges both individually and within a team

•                     Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Year 4


Pupils should be able to:


Pupils should be able to:


Pupils should be able to:

Key Vocab


  • Use skills effectively to execute simple attack/defence to a range of modified game situations.
  • Use an awareness of space to make good decisions.
  • Describe what they can do well and suggest development targets.
  • Adjust skills and/or tactics to achieve a successful outcome.
  • Identify why one action and/or a series of actions is more effective than another – given criteria for success to be used.
  • Contribute to organisation of roles and responsibilities (small group).
  • Guide a small group through a (simple) task.
  • Identify and describe own strengths and weaknesses.
  • Set themselves appropriate challenges and targets.
  • Select and perform own warm ups and cool down activities.
  • Explain how different activities help to develop different components of fitness.



  • Use fundamental movement skills in combination and with increasing confidence.
  • Combine movements in different ways to produce different outcomes.


  • Use fundamental movement skills in combination and with increasing confidence.
  • Combine movements in different ways to produce different outcomes.

OAA and Swimming

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: swim competently, confidently and proficiently over a distance of at least 25 metres; use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]; perform safe self-rescue in different water-based situations





Building Learning Power

We will continue to introduce ‘new’ muscles from September 2016 until February 2017 in the following order:

Imagining: Resourcefulness

Reasoning: Resourcefulness

Collaboration: Reciprocity

Interdependence: Reciprocity

Empathy: reciprocity

Imitation: reciprocity

Meta-Learning: reflectiveness

Planning: reflectiveness

Distilling: reflectiveness

Revising: reflectiveness