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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 4

Year 4

Spring Term 1

Key Vocabulary


This term we will be reading ‘The Iron Man’, an enchanting science fiction novella written by Ted Hughes. 

This will involve writing a narrative based on the text as well as a newspaper report based on an event in the story. When writing the narrative children will identify and create expanded noun phrases that add detail to a story for characters or settings. In their newspaper report, children will identify and explain the features of newspaper reports, e.g. headline, written in past tense, first paragraph answers who, what, when, where, why, information gets less important as the report goes on, quotes from people involved, final paragraph brings the story up to date.


Children will also focus on grammar, punctuation, spelling and handwriting. This will involve:


Grammar focus: Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition.


Punctuation focus: apostrophes to mark possession, e.g. the girl’s name, the girls’ names.


Spelling focus:

  • Common exception words.
  • Words with the k sound spelt ch (Greek in origin), e.g. scheme, chorus, chemist.
  • Words with the soft ch sound (mostly French in origin), e.g. chef, chalet, machine.


Handwriting focus:

  • Increase the legibility, consistency and quality of handwriting, ensuring joins are used correctly and consistently.
  • Know which letters are best left unjoined.

Determiner, pronoun, possessive pronoun, adverbial, suffix, inverted commas, inverted commas, apostrophe

Brink, infra-red, glowed, iron, torso, constellation, fuel, oil



We will be using the Kangaroo Scheme of Work and will be focusing on:

  • Exploring time as a measurement and understanding what time actually means.
  • Exploring money.
  • Investigating fractions, decimals and percentages.

Pupils will:

  • Read, write and convert between analogue and digital 12- and 24-hour clocks.
  • Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.
  • Estimate, compare and calculate different measures, including money in pounds and pence.
  • Recognise and show, using diagrams, families of common equivalent fractions.
  • Recognise and write decimal equivalents of any number of tenths or hundredths.
  • Recognise and write decimal equivalents to 1/4, 1/2, 3⁄4.

Analogue, Digital, 12-hour, 24-hour, Second, Minute, Hour,

Day, Week, Month, Year, Pound (£), Pence (p), Length, Mass,

Volume, generate, define, discern, interpret, determine

fraction, numerator, denominator, equivalent (fraction),

family, tenth, hundredth, decimal

expand, produce, develop, achieve, associate, organise, sort



In science we will be finding out about animals including humans. We will:

  • 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.





Digestive system, oesophagus, stomach, acid, small intestine.


Protein, vitamin, mineral, carbohydrate, fats, energy, growth, repair, saliva


Teeth – Incisors, canines, premolars, molars


Food chain – producer, consumer, predator, prey








In computing pupils will study the topic of 'archery.' This will require pupils to:

  • Design, write and debug programs that accomplish specific goals, including controlling 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.


Sprite, code, debug, algorithm, 

route, instructions, robot,

predict, Scratch blocks,

efficient, problem, command




This term pupils will study a local history linked to WW2. This will include children learning about how WW2 affected the local area that they live in.


Pupils will:

  • Know what WW2 was and when it began.
  • Understand how our local area has changed since WW2 and the impact the war had on our local area.
  • Know how people in the area were affected by WW2.
  • Know what the Blitz was and which areas were affected by this.
  • Explore what life was like for a child in WW2.


WW2, damage, war, local area, locality, Battle of Britain, evacuate, Prime Minister Chamberlain, shelter, raid, bomb damage, Anderson shelter, affect, inflicted, deduce, impact












Next half term we will be investigating where our food comes from. We will:

  • Explore which foods come from temperate and tropical zones.
  • Explain how land is used to produce food in the United Kingdom and other countries.
  • Investigate the trade links that enable food from around the world to be sold in the United Kingdom.
  • Know and understand that the food in our country might not have been produced in this country and that some food products have been imported.
  • Understand that the climate zones have an impact on the production of food.
  • Explore from where the different places where food comes from.


Climate zones, biomes and vegetation belts, rivers, mountains, water cycle,

Source, environment, tides, vegetation, relief, landscape, features, bay,

headland, industry, manufacture, raw material, labour, employment, fuel/

power, energy, market, natural resources, cargo, export/ import


grid reference, distribution, region, political map, physical map, aerial photograph, scale, cardinal point, key, routes


Art and DT

Our topic in Design and Technology is 'Alarms.' As part of this topic children will:

  • Evaluate existing systems of alarms and decide on their own design.
  • Learn about the components necessary in making alarms and discuss their aesthetic properties.
  • Create their own system of alarm using their knowledge.
  • Improve the mastery of design techniques, including drawing, designing, annotating and evaluating a specific product.
  • Identify the features of an alarm.
  • Identify different electrical circuits—symbols and how to control a circuit, understand the dangers of mains electricity.
  • Make an alarm and make sure it works safely.
  • Evaluate the product.

circuit, toggle switch, push-to-break, push-to-make, reed switch, tilt switch, rocker switch, slide switch,


micro switch, feedback, am, pm, timer, control, sensor, input, output, switch on/off, wait, insulator, conductor



The topic under study this term is'Celebrating Differences.'

In each lesson the pupils will learn the following:

  • To be able to understand that, sometimes, we make assumptions based on what people look like.
  •  To be able to understand what influences me to make assumptions based on how people look.
  • To be able to know that sometimes bullying is hard to spot and I know what to do if I think it is going on but I’m not sure.
  • To be able to know that tell you why witnesses sometimes join in with bullying and sometimes don’t tell.
  •  To be able to identify what is special about me and value the ways in which I am unique.
  •  To be able to tell you a time when my first impression of someone changed when I got to know them.

Character, assumption, judgement, surprised, different, appearance,

accept, first impressions,

misleading, assumption, influence, opinion, attitudejudgement,



In RE this term pupils will in the unit called 'What religions and worldviews are represented in our neighbourhood:'

  • Identify religious buildings in the pupil’s local area.
  • Rank reasons why people go to places of worship.
  • Learn about what happens at a range of religious buildings, and then have the opportunity to visit their local area.
  • Investigate local places of worship or community based charities in the local area, and consider similarities and differences between them.
  • Ask questions and be able to discuss beliefs and ideas.
  • Connect ideas between religions seeing similarities and differences.
  • Link different points of views about religions and the role they take within the community.

Mosque, church, Gurwara, Mandir/Hindu temple, Synagogue, Buddhists Vihara, meditation centre, langar, Guru, murti, Madrasah.



In music this term our topic is 'Stop.'


Through this unit pupils will:

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.
  • Improvise and compose music for a range of purposes using the inter-related dimensions of music.
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and understand staff and other musical notations.
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians.
  • Develop an understanding of the history of music.


Cover, composition, improvisation, band, chord, dynamics, ending, introduction, melody/tune, notation, original, performance, pitch, pulse/beat, rhythm, solo, style, tempo, verse,




Through the unit of competitive games, which involves striking and fielding, pupils will learn :

  • To hold a bat correctly.
  • To adopt the correct stance when batting.
  • To swing a bat correctly.
  • To be able to bowl a ball underarm.
  • To catch the ball at a variety of different heights.
  • To throw a ball accurately using an overarm throw.
  • To be able to play a range of competitive with a partner and against an opponent.
  • To play a team striking and fielding game.
  • To be able to evaluate my own and others performance.



Wicket, over, wide, no ball, boundary,

stumps, bails,  a run, Bowling, batting, grip, stance, backswing, high ball, flat, throw, straight drive, target, post,

“Watch, cup, Wrap”, innings



In French this term, our topic is ‘Raconte-moi une histoire!’ (Tell me a story!). We will:

  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Explore patterns and sounds of language, and link the spelling, sound and meaning of words.
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
  • Appreciate stories, songs, poems and rhymes in French.
  • Understand basic grammar appropriate to the language being studied, including (where relevant) feminine and masculine forms.
  • Read carefully and show understanding of words, phrases and simple writing.

Regardez, répétez, écoutez, numbers 40-90 quarante, cinquante, soixante, soixante-dix, quatre-vingts, quatre-

vingt-dix, cent, grand/e, petit/e, vrai, faux; look, repeat, listen, 40-90, big, small, true, false.


Levez-vous, asseyez-vous, levez la main, taisez-vous, charmant/e, méchant/e; stand up/get up, sit down, put your hand up, be quiet, charming, wicked/bad.