St Augustines

Year 4 curriculum outline

Communication Language and Literacy
Narrative Stories with historical settings; stories set in imaginary worlds; stories from other cultures; stories which raise issues or dilemmas; plays
Non-fiction recounts: newspapers and magazines; information texts; explanation texts; persuasive texts
Poetry creating images; exploring form

READING
Word reading
Pupils should 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.
Comprehension
Pupils should be taught to:
develop positive attitudes to reading and understanding of what they read by:
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purposes
using dictionaries to check the meaning of words that they have read
increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
identifying themes and conventions in a wide range of books
preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
discussing words and phrases that capture the readers interest and imagination
recognising some different forms of poetry (e.g. free verse, narrative poetry)
understand what they read, in books they can read independently, by:
checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
asking questions to improve their understanding of a text
drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
identifying main ideas drawn from more than one paragraph and summarising these
identifying 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.
Composition
Pupils should be taught to:
plan their writing by:
discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
discussing and recording ideas
draft and write by:
composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See Appendix 2)
organising paragraphs around a theme
in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices such as headings and sub-headings
evaluate and edit by:
assessing the effectiveness of their own and others writing and suggesting improvements
proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences
proof-read for spelling and punctuation errors
read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Vocabulary, grammar and punctuation
Pupils should be taught to:
develop their understanding of the concepts set out in Appendix 2 by:
extending the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although
using the perfect form of verbs to mark relationships of time and cause
choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
using conjunctions, adverbs and prepositions to express time and cause
using fronted adverbials
learning the grammar in column 1 of year 3 and 4 in Appendix 2
indicate grammatical and other features by:
St Augustines
Year 4 curriculum outline
using commas after fronted adverbials
indicating possession by using the possessive apostrophe with singular and plural nouns
using and punctuating direct speech
use and understand the grammatical terminology in Appendix 2 accurately and appropriately when discussing their writing and reading.

Word

Sentence

Text

Punctuation

Terminology for pupils
The grammatical difference between plural
and possessive -s
Standard English forms for verb inflections
instead of local spoken forms (e.g. we were
instead of we was, or I did instead of I done)
Noun phrases expanded by the addition of
modifying adjectives, nouns and
preposition phrases (e.g. the teacher
expanded to: the strict maths teacher with
curly hair)
Fronted adverbials (e.g. Later that day, I heard
the bad news.)









































Use of paragraphs to organise ideas
around a theme
Appropriate choice of pronoun or noun within
and across sentences to aid cohesion and avoid
repetition
Use of inverted commas and other
punctuation to indicate direct speech e.g.
a comma after the reporting clause; end
punctuation within inverted commas (e.g.
The conductor shouted, Sit down!)
Apostrophes to mark singular and plural
possession (e.g. the girls name, the girls
names)
Use of commas after fronted adverbials
determiner
pronoun, possessive pronoun,
adverbial

St Augustines
Year 4 curriculum outline
Mathematical development
Year 4
NUMBER
Number, place value and rounding
read and write numbers to at least 10,000
recognise the place value of each digit in a 4-digit number (thousands,hundreds, tens, and ones)
order and compare numbers up to 10,000
count in multiples of 2, 3, 4, 5, 6, 7, 8, 9, 10, 25, 50, 100 and 1000 from any given number, and 10 or 100
more or less than a given number [139]
round any number to the nearest 10 or 100 [140]
read and write negative numbers; order, count forwards and backwards with positive and negative whole
numbers through zero [141]
read Roman numerals to 100 and understand how Hindu-Arabic numerals included the concept of zero
and place value [142]
solve word problems that involve negative and increasingly large positive numbers. [143]
Addition and subtraction
add and subtract numbers using formal written methods with up to 4 digits [148]
accurately add and subtract numbers mentally including two 2-digit numbers [149]
estimate, within a range, the answer to a calculation and use inverse operations to check answers. [150]
Multiplication and division
recall multiplication and division facts for multiplication tables up to 12 x 12
mentally perform multiplication and division calculations quickly and accurately, including multiplying by 0
and dividing by 1
multiply or divide 2-digit and 3-digit numbers by a 1-digit number using formal written methods; interpret
remainders appropriately as integers
recognise and use factor pairs within 144
solve word problems involving the four operations.
Fractions
identify and name equivalent fractions of a given fraction with denominator not greater than 12
write the equivalent fraction of a fraction given the denominator or the numerator
reduce fractions to their simplest form
add and subtract two fractions with common denominators within one whole.
Decimals
compare numbers with the same number of decimal places up to 2 decimal places [165)
find the effect of dividing a 2-digit number by 10 and 100, identifying the value of the digits in the answer as
units, tenths and hundredths [166]
recognise and write decimal equivalents to 14, 12, 34 and any number of tenths and hundredths.




GEOMETRY AND MEASURES
Properties of shapes
identify lines of symmetry in 2-D shapes presented in different orientations [170]
compare and classify geometric shapes, including squares, rectangles and triangles based on their properties
and sizes [171]
identify acute and obtuse angles and compare the size of different angles.
Position, direction, motion
describe positions, and movements between positions, on a 2-D grid, and as coordinates in the first quadrant
[174]
plot specified points and draw sides to complete a given polygon [175]
recognise a symmetric figure and complete a symmetric figure with respect to a specific line of symmetry. [176]

Measures
convert between different units of measure, for example: kilometre to metre; metre to centimetre; centimetre to
millimetre; kilogram to gram; litre to millilitre; hour to minute; minute to second; year to month; week to day
[179]
measure and calculate the perimeter of a rectilinear figure, where each side is labelled in centimetres and
metres
find the area of squares and rectangles and related composite shapes
read and convert time between analogue and digital 12- and 24- hour clocks
estimate, compare and calculate different measures, including money in pounds and pence.
Data
read, interpret and solve problems using information in bar graphs, including reading scales on the axes. [186]


St Augustines
Year 4 curriculum outline
ICT STU CD
Create text, images and sounds for specific audience (capturing images from
range of sources). Use in presentation.
Make branching database.
Create questionnaire: record, analyse data and answer questions.
Use spreadsheets (linked to maths).
Create animation with small toy.
Make and edit a simple film; including title scenes.
Draw regular shapes using control technology: using range of angle turns.
Use personal favourites to access range of web sites.
Select relevant information from websites.
Open, edit and send email attachments.

Add attachments to email.
Upload a document to the web/portal/VLE.

Principles of scientific enquiry should be taught through the following content:
All living things
Animals including humans
Evolution and inheritance
States of matter
Sound
Electricity
Technology Include switches and ICT in products to begin to test and improve
product select materials / ingredients to create a product to meet an identified need
collect user views of design, change design under these influences-produce step by
step design and identify potential problems-ensure product is fit for purpose-measure
with increasing accuracy and precision, mm ensure pieces produced are accurate
and reject those that are not make holes by punch, drill-finish product to greater
level link to persuasive writing why is product good? consider presentation of
product mould materials with increasing accuracy to produce effect add stitching
to product to join or give effect develop design change product
Develop range of ideas for artwork try out and see collect info and ideas as a
result of stimulus or idea investigate visual and tactile qualities of materials and
processes communicate ideas using range of materials and processes design and
make images and artefacts for different purposes similarities and differences
between art works adapt and improve work use series of sketches and collection
to inform work shades and tones, shadow and light, using pencil of varying grades
accurately mix and match colours create effects using paint thickness and
different brushes 2 colour print using printing blocks use stitches to add detail
texture and effect work with life size materials popups mosaic and montage
modify another artists work using ICT tools art of other cultures and periods
HSEU UPHWB Spirituality
Geog human and physical characteristics of UK counties land use human
and physical characteristics of European countries and cities Equator,
Northern / Southern hemispheres, Tropics, similarities and differences of
location and UK region 4 figure grid references OS map symbols read and
create maps using symbols and keys explain how county has changed over
time with regard to physical and human features describe position of locality
using 8 point compass suggest changes and improvements to locality
identify key reasons for settlement


Hist plot recent history on timeline showing centuries and periods; dates and
historical language; why did people act as they did; how historical events have
shaped now; differences between lives in past and now; reasons to support
historical arguments; describing historical events from different periods;
changes and similarities between historical periods; look at two different
versions of same event and compare; life for a child in the past








See separate overview Festivals
What are the special days/festivals for:
Jews
Christians
Muslims
Hindus
QCA Unit 2C Celebrations
QCA Unit 3B How and why do Hindus celebrate Divali?

Codes for living
Compare codes for living from different religions religious teaching
What are the similarities?
Rites of passage birth, marriage, death, other
How are these events celebrated in different religions?
What are the golden rules in different religions?
What are the golden rules in your life?
Exploring The Journey of Life and Death
Exploring Codes for Living

Signs and Symbols
What is the difference between a sign and a symbol?
Compare and contrast the way that signs and symbols are expressed in different
religions
What do symbols like light, wind, water or flowers stand for in different religions?
QCA Unit 3A What is a sign or symbol and why are they important?

Beliefs
What does believe mean?
What do Muslims, Hindus, Christians and Jews believe?
How do they show these beliefs when they worship?

What artefacts are special in different religions and why?