Skip Navigation
Find us on Facebook Follow us on Twitter

KING'S HAWFORD

YEAR 4 CURRICULUM

King's Hawford Year 4 Curriculum

The following course statements are to provide you with an overview of the year. It is difficult to outline every area in detail and, if there are areas you wish to explore further, please contact your child's teacher.

ENGLISH

TERM 1

Pupils learn to speak clearly, adapting language for different contexts. They take part in discussions and drama activities. The range of work covered in Language and Literacy is as follows:

Range
Fiction and poetry: Historical stories and short novels; play scripts; poems based on common themes, e.g. space, school, animals, families, feelings, viewpoints.
Non-Fiction: A range of text-types from reports and articles in newspapers and magazines, etc.

Handwriting
Use joined writing.
Ensure consistency in size and proportion of letters.

Phonics, spelling and vocabulary
Identify, blend and segment phonemes.
Recall high frequency words.
Identify mis-spelt words.
Use independent spelling strategies.
Use word banks and dictionaries.
Practise new spellings regularly.
Spell two syllable words.
Homophones.
Regular verb endings.
Irregular tense changes.
Suffixes.
Define familiar vocabulary.
Investigate spelling patterns.

Grammar and punctuation
Re-read own writing to check for grammatical sense and accuracy.
Revise work on verbs.
Adverbs.
Commas to mark grammatical boundaries within sentences.

Reading comprehension
Investigate how settings and characters are built up.
Identify main characters.
Explore chronology in narrative.
Prepare, read and perform playscripts.
Compare and contrast poems.
Find out more about popular authors.
Identify different types of text.
Identify features of non-fiction texts.
Select and examine opening sentences.
Understand and use the terms fact and opinion.
Identify the main features of newspapers.
Identify features of instructional texts.

Writing composition
Use different ways of planning stories.
Write character sketches.
Write independently, linking own experiences to situations in historical stories.
Write playscripts.
Newspaper style reports.
A non-chronological report, including the use of organisational devices.

TERM 2

Range
Fiction and poetry: Stories / novels about imagined worlds: sci-fi, fantasy adventures; stories in series; classic and modern poetry, including poems from different cultures and times.
Non-Fiction: (i) explanation. (ii) Research and preparation for public speaking

Speaking and Listening: Preparation for Year Four Public Speaking

Handwriting
Use joined writing.
Build up speed.
Ensure consistency in size and proportions of letters.

Phonics, spelling and vocabulary
Identify, blend and segment phonemes.
Recall high frequency words.
Identify mis-spelt words.
Use independent spelling strategies.
Use word banks and dictionaries.
Practise new spellings regularly.
Suffixes.
Common endings.
Prefixes.
Alternative words to common choices.
Words which imply gender.
Changes in vocabulary over time.
Define familiar words.

Grammar and punctuation
Revise and extend adjectives.
Apostrophe to mark possession.
Word order.
How commas, connectives and full stops are used to join and separate clauses.

Reading comprehension
How writers create imaginary worlds.
How settings influence events.
Expressive and descriptive language.
Figurative language in poetry and prose.
Different patterns of rhyme and verse.
Review a range of stories.
Target audiences of different text types.
Appraise a non-fiction book.
Prepare for factual research.
Scan texts.
Annotate extracts.
Paragraphs.
Explanatory texts.

Writing composition
Develop use of settings.
Poetry based on the structure of poems read.
Collaborate with others to write stories.
Make short notes.
Present information from a variety of sources.
Improve the cohesion of written explanations.
Write explanations of a process.

TERM 3

Range
Fiction and poetry: Stories/short novels, etc. that raise issues; stories by same author; stories from other cultures. Range of poetry in different forms.
Non-fiction: (i) Persuasive writing: adverts, circulars, flyers (ii) discussion texts: debates, editorials

Handwriting
Use joined writing.
Build up speed and consistency.
Use a range of presentational skills.

Phonics, spelling and vocabulary
Identify, blend and segment phonemes.
Recall high frequency words.
Identify mis-spelt words.
Use independent spelling strategies.
Use word banks and dictionaries.
Practise new spellings regularly.
Explore the occurrence of certain letters.
Common letter strings.
Classify words with common roots.
Extending and compounding words.
Suffixes.
Distinguish its and it's.
Diminutives.

Grammar and punctuation
Common punctuation marks.
How the grammar of sentences alters when the sentence type is altered.
Use of connectives.

Reading comprehension
Social, moral and cultural issues in stories.
Stories from other cultures.
Look at paragraphing and chapters.
Poetry effects.
Work by a favourite author.
Review own reading habits.
Evaluate examples of arguments and discussions.
Persuasive writing.
Evaluate advertisements.
Summarise points read.

Writing composition
Explore the main issues of a story.
Write alternative endings.
Assemble and sequence points.
Use writing frames.
Present a point of view in writing.
Summarise.
Design an advert.

 

MATHEMATICS

Download a parents' guide for Year 4 here
The approach to teaching Maths in all years is as follows:

  • maths lesson every day
  • interactive oral work with whole class
  • emphasis on mental calculation and using and applying mathematics
  • clear progression of calculation strategies

Learning Objectives are organised under 7 core strands of learning: Using and applying maths, Counting and understanding number, Knowing and using number facts, Calculating, Understanding shape, Measuring and Handling data.

The yearly teaching programme is then set out within 5 'teaching blocks':

Block A: Counting, partitioning and calculating

Block B: Securing number facts, understanding shape

Block C: Handling data and Measures

Block D: Calculating, measuring and understanding shape

Shape E: Securing number facts, calculation and relationships

Each block is covered 3 times, once each term in this order, thus building up children's individual understanding at each visit. Each teaching block contains at least 3 of the 7 core strands of learning with 'Using and applying' being central to each block. Below are some of the 'Key Learning Objectives' covered within each term:

Autumn/ Spring/ Summer Terms

Block A: Counting, partitioning and calculating 

Report solutions to puzzles and problems, giving explanations orally and in writing using diagrams and symbols

Partition, round and order four-digit numbers use positive and negative numbers in context and position them on a number line state inequalities using the symbols < >

Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000

Add or subtract mentally pairs of two-digit whole numbers

Recognise and continue number sequences formed by counting on or back in steps of constant size 

Derive and recall multiplication facts up to 10 x 10, the corresponding division facts and multiplies of numbers to 10 up to the tenth multiple

Multiply and divide numbers to 1000 by 10 and then 100 understanding the effect, relate to scaling up and down

Identify the doubles of two digit numbers; use these to calculate doubles of multiples of 10 and 100 and derive corresponding halves

Use a calculator to carry out one- step and two-step calculations involving all four operations; recognise negative numbers in the display, correct mistaken entries and interpret the display correctly in the context of money

Use knowledge of rounding, number operations and inverses to estimate and check calculation

Block B: Securing Number facts, understanding shape

Identify and use patterns, relationships and properties of numbers or shapes, investigate a statement involving numbers and test it with examples

Solve one-set or two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations using calculator methods where appropriate

Use knowledge of rounding, n umber operations and inverses to estimate and check calculations

Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000

Derive and recall multiplication facts up to 10 x 10, the corresponding division facts and multiplies of numbers to 10 up to the tenth multiple

Identify the doubles of two-digit numbers; use these to calculate doubles of multiples to 10 and 100 and derive corresponding halves

Draw polygons and classify them by identifying their properties including their line symmetry

Visualise 3d objects from 2d drawings, make nets of common solids

Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols

 

Block C: Handling data and measures

Suggest a line of enquiry and the strategy needed to follow it. Collect, organise and interpret selected information to find answers 

 

Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate 

 

Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols 

 

Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of 'kilo'; 'centi' and 'milli' and, where appropriate, use decimal notation to record measurements 

 

Interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit 

 

Compare the impact of representations where scales have intervals of differing step sizes 

 

Use time, resources and group members efficiently by distributing tasks, checking progress and making back-up plans 

 

Block D: Calculating, measuring, understanding shape

 

Solve one step and two step problems involving number, money or measures, including time, choosing and carrying out appropriate calculations using calculator methods where appropriate 

 

Add or subtract mentally pairs of two-digit whole numbers

Derive and recall multiplication facts up to 10 x 10, the corresponding division facts and multiplies of numbers to 10 up to the tenth multiple

Develop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number including division with remainders

 

Recognise horizontal and vertical lines, using eight compass points to describe direction; describe and identify the position of a square on a grid of squares 

Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of 'kilo'; 'centi' and 'milli' and, where appropriate, use decimal notation to record measurements

Know that angles are measured in degrees and that one whole turn is 360°; compare and order angles less than 180°

Interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit

Read time to the nearest minute; use am, pm and 12 hour clock notation; choose units of time to measure time intervals; calculate time intervals from clocks and timetables

Block E: Securing number facts, calculations and relationships

Represent a puzzle or a problem using number sentences, statements or diagrams; use these to solve a problem; present and interpret the solution in the context of the problem

Derive and recall multiplication facts up to 10 x 10, the corresponding division facts and multiplies of numbers to 10 up to the tenth multiple

Use diagrams to identify equivalent fractions

Recognise the equivalence between decimals and fraction forms of one half, quarters, tenths and hundredths

Identify pairs of fractions that total 1

Find fractions of numbers, quantities or shapes

SCIENCE

Click here for a PDF overview of the Science Curriculum

ART AND DESIGN TECHNOLOGY

DT

Autumn Term: Design and make a purse or mobile phone MP3 case

Key Learning Objectives

- understand that products are designed for different purposes and different users

- to evaluate products and identify criteria that can be used for their own designs

- to make labelled drawings from different views showing specific features

- learn to sew using a range of different stitches and add details with simple embroidery

- understand that some joining techniques are stronger/weaker than others

- understand that fabric can be joined in temporary and permanent ways

- learn how to model ideas with paper or inexpensive fabric

- develop ability to use simple decorative techniques

Activities

  • Evaluate a range of purses and MP3 cases, investigating whether they are fit for purpose
  • Learn/recap how to tie a knot, begin a line of stitching and finish off
  • Recap running stitch and learn backstitch, over stitch etc.
  • Test stitches for effectiveness
  • Learn how to make a variety of fastenings using buttons, Velcro etc.
  • Learn how to make a simple paper pattern
  • Design and make purse or mobile phone case

Art

Spring Term: Sculpture: make a carnival dancer in a bird costume

Key Learning Objectives

- explore ideas about birds using variety of pictures provided

- consider dancing poses and record from observation

- consider proportion of human figure when making armature of figure

- understand need for sculptures to balance

- use pose to show mood and energy of dancer

- use paper mache to strengthen and bulk out figure

- consider effect of colour and shape on sculpture

- adapt and improve sculpture as it progresses

Activities

  • Place wooden figure in dancing pose and draw
  • Using variety of bird pictures, design costume for dancer based on particular chosen bird
  • Make wire armature and fix to base
  • Bulk out figure using paper bandage
  • Harden sculpture by adding a layer of paper mache
  • Dress figure in line with design by using paper and card
  • Add colour and feathered effects to sculptures using coloured papers

Art

Summer Term: Arts Week preparation

Activities

Drawing and painting activities linked to this year's Arts Week theme.

MUSIC

Title

Description

Key Learning Objectives

4.1

Composing Module III

'Four Seasons'

Appraisal of Vivaldi's 'Four Seasons'. Learning & performing a simplified version of the movement III of 'L'autunno'. Composing activity based on the leap of a fifth on glockenspiels. A freer 'brief' will be given for 'Winter' compositions, whereby students will be given the chance to experiment on the glockenspiels.

This unit explores learners' ability to depict abstract objects, such as the seasons and the weather, through composition. After learning and performing the third movement of 'Autumn', devices such as the leaping fifth can be used as a reference to Vivaldi's original in their own versions. After studying the second movement of 'L'inverno', a freer 'brief' will be given for 'Winter' compositions, exploiting parallel thirds representing falling snow.

4.2

Preparation for Christmas Musical

Auditions will take place just before half term so that scripts can be given out and lines can be learned during the break. Singing, dramatic improvisation and acting will all take place during the lessons.

This unit enables all learners from Years 3 & 4 to come together and 'belong'. The ethos is an inclusive one and creates a sense of community. This unit also develops learners' performing skills through the singing of Christmas vocal music.

4.3

Performing Module III

Performing on the recorder from notation. A revision of Yr. 3. Sight-reading using E, G, A, B & C. Practise & rehearse pieces for assessment (see marking policy).

This unit develops learners' ability to perform with confidence on the recorder, through progressively more difficult exercises & carefully selected repertoire.

4.4 Composing Module IV

'Carnival of the Animals'

Appraisal of Saint Saens' 'Carnival of the Animals', in particular, 'The Elephant', 'Kangaroos' & 'Aquarium'. Learning & performing a simplified version of the 'Fossils' on the keyboards. Composing their own version of 'The Tortoises' exploiting use of appropriate timbres, tempo, tessitura and note lengths.

This unit provides learners with another opportunity to learn a piece of music from a well-known body of works. It also equips them with more advanced compositional techniques. Specific ICT devices such as selecting appropriate tone and even style functions are introduced for the first time.

4.5

Performing Module IV 

Performing on the recorder from notation. Extending to high D and low F#. By the end of this scheme, students should be coming to the end of the 'Beginning Recorder' books in order to move on to the more challenging 'Abracadabra Recorder' books. Students will now be playing in two independent parts. Performances should be extended by adding a 'B' section to create a ternary structure.

This unit continues to develop learners' ability to perform with confidence on the recorder, through progressively more difficult exercises & carefully selected repertoire. This unit also continues to develop learners' confidence in composition by creating an additional section to pre-existing material to create an 'A-B-A' structure.

4.6

Preparation for

Summer Concert

Highlights of the year to be revised for Grandparents' Day. The Summer Concert which will include recorder items and choral items.

This unit creates a sense of expectation of the learner, as all children in Prep are involved in the Summer Concert. This unit requires learners to perform at their very best and brings together everything they have learned over the year.


PHYSICAL EDUCATION


Click Here for a Curriculum Overview

AUTUMN 1 - Gymnastics - Weight on the Hands

Pupils will learn how to perform skills such as leap frogs, cartwheels, handstands and Arab springs. They will then be transferred onto low apparatus and integrated into a partnered floor routine.

AUTUMN 2 - Dance - Dance Athletes

Pupils will use sporting actions as a stimulus for movement to create a warm up. This will then be developed into a 3 phase routine in pairs.

SPRING 1 - Short Tennis

Pupils will be developing cooperative rallies. They will be introduced to the backhand as well as working in different areas of the court. They will use the scoring system more frequently and begin to work in pairs.

SPRING 2 - Outdoor and Adventurous Activities

Pupils will take part in orienteering and problem solving activities around the school grounds. They will be working in pairs to develop team work and communication skills.

SUMMER - Athletics

Sprinting, middle and long distance running. Throwing techniques. Jumping for height and distance.

SUMMER - Swimming

Stroke techniques and water safety

INFORMATION COMMUNICATION TECHNOLOGY

Autumn Term - Writing for different audiences and Developing images using repeating patterns
The children will be taught to enter and store information in a variety of forms. They will be taught to use text, tables, images and sound to develop their ideas and how to present their completed work effectively. The children will be taught how to gather information from a variety of sources and how to share their ideas by presenting information in a variety of forms.

Spring Term - Branching databases
The children will be taught how to retrieve information that has been stored and how to review what they have done to help them develop their ideas.

Summer Term - Collecting and presenting information
Questionnaires and pie charts and Modelling effects on screen. The children will be taught how to plan and give instructions to make things happen.

RELIGIOUS EDUCATION

Autumn Term:

Unit 1. How and why do Hindus worship at home and in the mandir?

  • What do Hindus teach their children about God?
  • One God who takes many forms.
  • What is a shrine and why is it important in a Hindu home?
  • What are the main activities in an act of worship in the home?
  • What happens in a mandir?
  • What have we learnt about worship in a Hindu family?

Unit 2. How and why do Hindus celebrate Divali?

  • Who were Rama and Sita?
  • Why do Hindus have divas?
  • How do Hindus prepare for Divali?
  • How do Hindus celebrate Divali?

Spring Term:

Why is Easter important for Christians?

  • What is Palm Sunday?
  • Special Meals with Jesus.
  • Why was Jesus disappointed with his disciples?
  • The Crucifixion.
  • The Resurrection.
  • Ascension Day.
  • Pentecost.

Summer Term:

How are the rites of passage celebrated in various religions?

  • What are rites of passage and why are they important?
  • What is a Christian baptism?
  • How do Muslims welcome babies to their faith?
  • What are Bar Mitzvahs and Bat Mitzvahs and why are they important to Jewish people?
  • What are the Three Jewels and why are they important to Buddhists?
  • How do Sikhs celebrate marriages?
  • How do Jews celebrate marriages?
  • What happens to a Hindu person when they die?
  • What happens to a Muslim when they die?

PSHE

Autumn

Emotional well-being

Managing risk - friendships, feelings and risky situations

Managing change - loss, separation and new situations

Spring

Drugs - keeping safe

Tobacco and alcohol

Identifying and reducing risk

Summer

Safety - the dangers of fire, water and sun

Personal safety

Dealing with bullying

Helping and getting help

FRENCH

Year 4 French - Expo 1 Module 1 - C'est parti!

Greetings
School objects
The alphabet
Counting up to 20
Saying how old you are and asking someone's age
Saying when your birthday is
Talking about the classroom
Saying what colour items are

 

Year 4 French - Expo 1 Module 2 - Famille et copains

Talking about brothers and sisters
Talking about your family
Talking about your pets
Describing yourself and others
Talking about hair and eyes

 

Year 4 German - Echo 1 - Module 1 - Hallo!

 Introducing yourself
Learning how to use some everyday expressions
Counting to 19
Understanding classroom instructions
Saying where you live
Countries
Spelling in German
Describing what you have in your school bag
Learning the numbers from 20-69
Saying when your birthday is

 

Year 4 German - Echo 1 - Module 2 - Hallo!

 Saying which is your favourite subject
Asking for help in class without using English
Saying which days you have different subjects
Giving your opinion
Talking about the school timetable
Telling the time
Talking about what you eat and drink at break
Describing what you wear to school
Learning about life in German-speaking countries
Understanding longer texts