Year 4
Y4

Autumn

 

Spring

 

Summer

Science

Forces and Magnets
• compare how things move on different surfaces
• notice that some forces need contact between two objects, but magnetic forces can act at a distance 
• observe how magnets attract or repel each other and attract some materials and not others
•  compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials 
• describe magnets as having two poles 
• predict whether two magnets will attract or repel each other, depending on which poles are facing.

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.
• (see notes and guidance.)

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

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Rocks
• compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
•  describe in simple terms how fossils are formed when things that have lived are trapped within rock
•  recognise that soils are made from rocks and organic matter.
• (see notes and guidance)

Sound
• identify how sounds are made, associating some of them with something vibrating 
• recognise that vibrations from sounds 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.

 

 

Geography

Locational knowledge

• Wales - name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
Geographical Skills and fieldwork
Use maps and atlases, globes and digital/computer mapping to locate countries and describe features studied.

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Geographical Skills and fieldwork
• Use maps and atlases, globes and digital/computer mapping to locate countries and describe features studied.
• Use four –figure grid references, symbols and key (including the use of Ordnance Survey maps.)

Locational knowledge
locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities  ( North America USA, Canada, Jamaica, Haiti, Cuba)

 

History The Roman Empire and its impact on Britain
• Julius Caesar’s attempted invasion in 55-54 BC 
• the Roman Empire by AD 42 and the power of its army
•  successful invasion by Claudius and conquest, including Hadrian’s Wall
•  British resistance, for example, Boudica 
• ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

 

A local history study
• a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

 

A study of an aspect or theme in British history that extends

P.E • 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.
• Swim confidently, competently, proficiently over a distance of at least 25 metres
• Use a range of strokes effectively (for example, front crawl, backstroke and breast stroke)
• Perform safe self-rescue in different water-based situations.


 
Art • Use sketch books to collect, record and evaluate ideas.
 
• Improve mastery of techniques such as drawing, painting and sculpture with varied materials. • Learn about great artists, architects and designers.
D.T

Textiles – 2d shape to 3d product
Design
• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
What will y4 use for making Roman purses Sarah?
Make
• select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Food-  healthy and varied diet

Cooking and nutrition
• understand and apply the principles of a healthy and varied diet
• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

Mechanical systems – levers to linkages
Design
• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
• select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
• understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

P.S.H.E

Class and school rules
Developing a healthy, safer lifestyle
g. school rules about health and safety and where to get help.
Anti– bullying week
Developing confidence and responsibility and making the most of their abilities
1. Pupils should be taught:
a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society
b. to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals

 

Economic wellbeing
1 e. about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future
f. to look after their money and realise that future wants and needs may be met through saving.
Unit on particular class needs
e.g friendship and relationships  from SEAL.

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Developing confidence and responsibility and making the most of their abilities
c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action

Unit on particular class needs
e.g Going for goals or changes from SEAL.

Sex education curriculum: see separate document.

Music MUSIC EXPRESS
1. Poetry (3 lessons)
2. Environment (3 lessons)
3. Sounds (3 lessons)
4. Recycling (3 lessons)
MUSIC EXPRESS
1. Building (3 lessons)
2. Around the World (3 lessons)
3. Ancient Worlds (3 lessons)
4. Singing Spanish (3 lessons)
 
MUSIC EXPRESS
1. Communication (3 lessons)
2. Time (3 lessons)
3. In the Past (3 lessons)
4. Food and Drink (3 lessons)
R.E Teachings and authority
Christianity
Knowledge, skills and understanding in relation to Jesus, with a focus on the authority of his words and actions and the impact they had through an exploration of
the following key question:
Who was Jesus and why did people
follow him?

Symbols and religious
Expression
Christianity & Hinduism
Knowledge, skills and understanding in relation to how and why Christians and Jews, Hindus or Muslims celebrate religious
festivals through an exploration of the following key question:
How do religious believers express
meaning through festivals?

 

Religion and the individual
Christianity & Islam
Knowledge, skills and understanding in relation to principles for living within
Christianity and Judaism or Islam and their practical application in everyday life through an exploration of the following key
question:
How should believers live? What do religions say?
 

Computing

 
• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.