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Year 4 Curriculum

Year 4



Key Stage 1 and 2

The Programmes of study for mathematics are set out year by year for Key Stages 1 and 2 in the new National Curriculum (2014). The programmes of study are organised in a distinct sequence and structured into separate domains. Pupils should make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Lower Key Stage 2

The principal focus of mathematics teaching in lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.


Literacy promotes the important skills of reading, writing, and speaking and listening.


Children write in a range of genres. They write their own stories set in an historical setting , a story set in an imaginary world, information texts, explanations, persuasive adverts and descriptive poetry. The children are taught to use a range of punctuation including commas in list, speech marks and exclamation marks and begin to use semi-colons and colons. Emphasis is placed upon adding more detail to writing through the use of adjectives, adverbs and a range of sentence openers. Sentence structures are worked on so that the children use both simple and compound sentences and complex sentences. Handwriting is taught and children are encouraged to join when their letters are correctly and clearly formed.

Reading skills and Comprehension

Reading skills are an integral part of daily English lessons. Each week children read as part of a group in guided reading, which will be recorded in the child’s diary. We also encourage children and parents/carers to log any reading at home. Children are given the opportunity to change their books in most days and the library is open during lunch time so that your child can change books and also take out some of our non-fiction titles. Children are taught to be able to use a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their reading and correct their own mistakes.


Spelling is taught in class 4 as part of the daily 15 minute Grammar, Spelling and punctuation sessions. Class 4 follow a long term plan based on support for spelling objectives and spellings required in the new national curriculum.

Grammar and Punctuation

Grammar and Punctuation is taught in class 4 as part of the daily 15 minute Grammar, Spelling and punctuation sessions. Class 4 follow a long term plan based on Grammar for writing. All Grammar and punctuation work is linked to work done in independent writing.


During year 4, children are taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content. They are encouraged to pursue questions about the world around them and explore the areas of life processes and living things, physical processes, and materials and their properties. They develop their skills of observation, prediction, asking questions, measurement and recording, to acquire new factual information and use materials and simple instruments confidently. Science is practical and the children carry out investigations developing fair testing. They are supported to use the correct scientific vocabulary and draw logical conclusions. Over the year they are taught to construct a simple series electrical circuit, identifying and naming its basic parts and to recognise some common conductors and insulators, and associate metals with being good conductors. Children are taught to describe the simple functions of the basic parts of the digestive system in humans. They learn 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. Children are taught to: identify how sounds are made, associating some of them with something vibrating, to recognise that vibrations from sounds travel through a medium to the ear. They compare and group materials together, according to whether they are solids, liquids or gases.


The work covered is of a cross-curricular nature and includes word processing, graphics and design, data handling/interrogation, control and simulations.. We encourage the responsible use of the internet and ICT. Units include: We are co-authors- children work collaboratively to produce a Wikipedia linked to history. Manipulating Digital Images – This unit links to the Art and design unit viewpoints children work with film and photographs they have taken. We are animators- using Scratch to produce a game for younger children to play. Modelling effects – using Crystal rainforest, control and sensing equipment. We are Meteorologists- using data loggers, radio equipment and excel to produce weather forecasts. We are Historians – children interrogate databases and create their own in a unit linked to work on local history.

Religious Education

Within Religious Education the children are involved in discussion, storytelling and written work. Artwork, music and drama can all be vehicles to learn from and about Religion. They explore a range of religious stories, which will enable them to gain insight into the different celebrations, worship and rituals that exist, and how these affect their lives. Christianity and Islam are the religions focussed on. Units include: Why do Muslims make the journey to Makkah at least once in their lifetime? Festivals and celebrations, children compare the celebrations of Christmas and Eid. What can be learned from prayers and meditations? Where do people worship? Comparisons with the Christian church and Muslim Mosque. How do Christians and Muslims view the world around them?

Design and Technology

D & T includes the designing, planning and making of various artefacts. Children study a range of themes including Control, Mechanisms, Textiles and Food. As the children develop they are given more opportunities to identify their own tasks for activity. Design and Technology work involves investigating existing artefacts; the designing and planning process; making and evaluation. Units include: – Designing Alarms, a stage coach enterprise project and Cooking and nutrition.


Children learn to describe and understand key aspects of physical geography, including: volcanoes and earthquakes. The Year 4 topics cover a variety of areas and skills such as global and local map work are continuous throughout the year. Physical and human geography is covered through a study of regions within North America and the county of Cornwall in the United Kingdom. The children cover a range of geographical skills including using correct geographical vocabulary, developing enquiry skills, making maps and plans of real and imaginary places, using pictures and symbols, using globes, maps and plans, using secondary sources to obtain information, comparing places within the local area and the wider world and forming views and opinions about the environment.


Our work in History is based on the National Curriculum. Children study a variety of periods from British and World History. Themes covered in history include a sense of chronology, how peoples’ lives have changed, understanding different sources of information and recognising that the world today reflects events from the past. They learn to develop empathy and to question sources and find out what is a fact and what is an opinion.  The History curriculum in Year 4 explores the Roman Empire and its impact on Britain and involves learning about invasions, British resistance and life in Roman Britain.  The children also learn about the local history of Chesterfield and the surrounding area including a study of Bess of Hardwick.  In the Summer the class study the railways and their significant impact on British history.  This helps to extend their chronological knowledge beyond 1066.

Modern Foreign Languages

Children learn to appreciate different countries, cultures, communities and people. By making comparisons, they gain insight into their own culture and society. The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure in this country and throughout the world. Units include: learning numbers 11-31, the months of the year, our family, feelings and ‘what is in my pencil case?’


In Year 4 Music develops children’s ability to create, perform and analyse expressive compositions and extend their sound vocabulary. They also develop their ability to recognise, and use pentatonic scales and create short melodies and accompaniments. Improve their singing and performing skills.

Art and Design

Children are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Children are taught: to create sketch books to record their observations and use them to review and revisit ideas and to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] They learn about great artists, architects and designers in history. Units include viewpoints, Containers and Journeys. Artists studied include Rene Magritte, Paul Klee and Andy Goldsworthy.

Physical Education

Through our PE curriculum we seek to encourage children to manage and control their bodies with increasing skill and confidence. Children will be encouraged to use their imagination and initiative to solve problems. Units include: Invasion Games: Hockey, Tudor Dance Gymnastics – Balance and Travelling, Striking and Fielding – Cricket and Athletics.


The PSHE/C follows SEAL scheme of work and the Derbyshire Curriculum. Units include: Going for goals- I find it hard to concentrate, what can I do? Citizenship- Why do we have to have rules? Feeling safe- What does a bully look like? Relationships- What makes a good friend? Getting on and falling out- Why do I sometimes feel angry? Proud to be me- What does proud mean? Drug education- Which drugs are the most dangerous? Staying healthy- I don’t like vegetables so why do I have to eat them? Difference and Diversity- Should boys cry? Growing up and changing- Where do babies come from? Money Matters – does money make us happy? Changes- Are all changes bad?

For further information on any of the above please speak with your child’s class teacher.

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