Year 4 Curriculum

Reading: Guided reading text: The Iron Man. Children will apply their growing knowledge of root words, prefixes and suffixes to both read aloud and understand the meaning of new words. Exception words will be highlighted and particular attention will be paid to unusual spellings or sounds. Comprehension: Children will continue to develop positive attitudes towards reading by: • Discussing texts, especially words and phrases that capture the reader’s imagination • Using dictionaries to check the meaning of new words • Identifying themes • Showing understanding through intonation, tone and volume • Asking questions • Inferring characters’ thoughts, feelings and motives • Making predictions • Identifying and summarising main ideas


Inference based on The Iron Man: Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence, Predicting what might happen, Summarising main ideas, Identifying how language, structure, and presentation contribute to meaning, Identifying descriptive language, Dictionary skills: synonyms/ ambitious vocab, Predicting what might happen, Identifying themes and conventions in a wide range of books Handwriting: Weekly practise using spellings

Grammar, Punctuation & Spelling: Apostrophes for possession Apostrophies for plural possession Apostrophes for contraction Suffixes: ous, ssion Ee for i sound SPAG bag/SPAG spinner: Word classes, definitions of grammatical terms, examples of punctuation use

Writing Composition:

Composition: writing to entertain (The Write Stuff Iron Man unit). Steps to success: • Short sentences • Adjectives and noun phrase • Similes • Questions • Sounds- onomatopoeia • Repetition for effect • Adverbial phrases • Personification • Feelings and dialogue • Complex sentences The children will record ideas, organise paragraphs around a theme, and evaluate and edit their own work.


Multiplication & Division: 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. Measurement: Find the area of rectilinear shapes by counting squares. Fractions: 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. Maths meetings: Time, shape, fractions, number bonds, rounding, halves, doubles


Follow Paths scheme: Feeling dictionary Feelings intensity Feelings scale My own feelings story Playing by the rules


Objectives: The teacher: Jesus as a teacher. Explore: Jesus’ teachings about prayer: understand the meaning and significance of the Lord’s prayer and why it is so important to Christians. Engage: Create a front cover and blurb for a Parable of your own choice. Express: How can we encourage others to help the needy? Create a poster, leaflet, advert, to highlight a particular concern e.g. local food banks. Enquire: The two greatest commandments: appreciate why Christians have a particular concern for the poor, the sick, the disadvantaged. Evaluate: The Parables and their meanings: reflect upon messages contained in parables and consider their relevance for their own and others’ lives. Judaism: The Torah. Vocabulary: Parable, blurb, prayer, disadvantaged, commandments.


States of matter: 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. Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Observation: Make a mini water cycle to observe the changes in water at different stages. Investigation: Select different materials to insulate an ice cube. How long does it take them to melt? Are there any similarities for the best insulators? Vocabulary: solid, liquid, gas, state, temperature, particles, insulate, insulators, evaporation, condensation, water cycle.


Cool Core Pilates To improve balance and co-ordination. Perform controlled Pilates movements and understand the benefits. To develop balance techniques. Learn new moves. Understand why breathing is important throughout all of the moves. To sustain balance and concentration. Master moves with accuracy and control. Vocabulary: Stretching, breathing, balance, muscles, inhale, exhale, warm up, warm down, relaxation, technique, mountain pose, rock, Siamese pose, giraffe, Pilates, mountain top, pencil point pose.

Skip to the beat -To understand the importance of a warm-up. -To improve fitness, particularly strength and stamina. -To complete a step routine to music to improve fitness. -To develop co-ordination and balance. -Practise and apply a sequence of step moves to the beat of the music. - Create and perform a sequence of step moves. Vocabulary: Heart rate, knee crunch, rhythm, cross step.


Objectives: The Greeks This unit is structured around 2 sequential history enquiries: 1. How can we find out about the civilisation of Ancient Greece? 2. Can we thank the Ancient Greeks for anything in our lives today? In this unit, children use a range of sources to find about the life and achievements of the Ancient Greeks. Through their investigations they find out about the city states of Athens and Sparta, warfare and seamanship, everyday life, beliefs, culture, and through Greek mythology, some of the key events and individuals from this period. The focus of the second part of this unit is on the continuing legacy of Ancient Greeks and the children explore their influence on education, language, architecture, government and the Olympic Games. Links can be made with other ancient civilisations and societies they have studied. The emphasis throughout the unit is on developing the children’s skills of historical enquiry including how evidence is used to make historical claims, and on developing their understanding of historical concepts such continuity and change, similarity and difference, and significance. Vocabulary Acropolis – An acropolis is a fortified citadel within a larger city. It is usually located on top of a hill and at the centre of the city Assembly – In Athens the Assembly consisted of the group of citizens who showed up to vote Democracy – A form of government where citizens have a say in how they are ruled including choosing their leaders and deciding on laws Oligarchy – A type of government where the power is held by a few people Olympics – An athletic event held by the Ancient Greeks every four years Titans – The Titans were the first Greek gods Tyrant – The ruler of a Greek city-state like a king


Objectives: Writing for different audiences. • To explore how font size and style can affect the impact of a text. • To use simulated scenario to produce a news report. • To use a simulated scenario to write for a community campaign. Vocabulary: Font, size, style, text formatting, news report, community campaign


The best days of your life Focus on verbs and verb endings. Roman games: play a Roman game and make your own. Echo and Narcissus: create a story board to retell the tale. Vocabulary: Latin: verbs, nouns, adjectives, adverbs, pronouns, interrogatives, exclamations


Objectives: Greek pottery Appraise and annotate a selection of Ancient Greek pottery examples. Design own bowl/jug/vase in the style of Ancient Greek pottery and annotate. Develop confidence working with clay adding greater detail and texture, Add colour once clay is dried, Investigate ways of joining clay - scratch and slip, Create work on a larger scale as a group, Use pipe cleaners/wire to create sculptures of human forms. Vocabulary: coil: rolling out long snakes of clay between your hands or on the table Pinch: using your fingers to pinch and poke a single lump of clay into any form Slab: rolling the clay into flat sheets with a rolling pin to cut apart and assemble Wedging: gets air bubbles out of your clay by pushing and compressing your clay on the table Scoring: a technique used in which criss-cross marks are incised onto the surface of two pieces of clay before joining with slip Slip: wet clay used to fasten pieces of clay together so that they don't fall apart in the kiln leather hard: a damp condition of the clay when it is too firm to bend yet soft enough to be carved plastic stage: clay is easily manipulated and bent bone dry stage: no visible moisture, no dampness to touch


Objectives: Charanga Stop Listen and Appraise the song Stop! and other songs: Stop! - Grime, Gotta Be Me performed by Secret Agent 23 Skidoo, Radetzky March by Strauss, Can’t Stop The Feeling! by Justin Timberlake, Libertango by Astor Piazzolla, Mas Que Nada performed by Sergio Mendes and the Black Eyed Peas. Musical activities - learn and/or build on your knowledge and understanding about the interrelated dimensions of music through: Warm up games, flexible games, to sing/rap the song and compose your own lyrics with the song. Perform the song - perform and share your learning as you progress through the Unit of Work. Vocabulary: Pulse – the regular heartbeat of the music; its steady beat. ● Rhythm – long and short sounds or patterns that happen over the pulse. ● Pitch – high and low sounds. ● Tempo – the speed of the music; fast or slow or in-between. ● Dynamics – how loud or quiet the music is. ● Timbre – all instruments, including voices, have a certain sound quality e.g. the trumpet has a very different sound quality to the violin. ● Texture – layers of sound. Layers of sound working together make music very interesting to listen to. ● Structure – every piece of music has a structure e.g. an introduction, verse and chorus ending. ● Notation – the link between sound and symbol.