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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 4

Year 4 parent/ carer expectation presentation for 2020-21

Still image for this video


Year 4

Autumn Term 1

Key Vocabulary


During Autumn Term 1, we will cover the following Year 3 objectives which were missed during the Summer Term. We will be reading the book ‘Wolves’ by Emily Gravett:


‘Rabbit borrows a book about wolves from the library. He can't put it down! But soon a sinister figure with sharp claws and a bushy tail starts to creep right off the pages. You won't believe your eyes - but if you're a rabbit, you probably should.’


We will focus on writing skills such as:

  • Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
  • Discussing and recording ideas.
  • Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
  • Organising paragraphs around a theme.
  • In narratives, creating settings, characters and plot.
  • In non-narrative material, using simple organisational devices [for example, headings and subheadings].
  • Assessing the effectiveness of their own and others’ writing and suggesting improvements.
  • Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
  • Proof-reading for spelling and punctuation errors.

Packs, wolves, survive, outskirts, retreated, dense fur, harbours, sensitive, alternative, vegetarian, inference, prediction, vulnerable, intimidate, razor-sharp, because, predict, think, ellipsis, illustration, typography, colour, salience (state of being important), placing, framing, colour palette, images, text


















During Autumn Term 1, we will cover the following Year 3 objectives which were missed during the Summer Term:


Numbers and the number system

  • recognise the place value of each digit in a three-digit number (hundreds, tens, ones).
  • read and write numbers up to 1000 in numerals and in words.
  • identify, represent and estimate numbers using different representations.
  • solve number problems and practical problems involving these ideas.


Calculating addition and subtraction

  • add and subtract numbers mentally, including: a three-digit number and ones; a three-digit number and tens; a three-digit number and hundreds.
  • add and subtract numbers with up to three digits, using formal written methods of column addition and subtraction.
  • estimate the answer to a calculation and use inverse operations to check answers.
  • solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.


Calculating multiplication and division

  • recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
  • write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods.
  • solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m.


Calculating fractions and decimals

  • count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.
  • add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7].
  • compare and order unit fractions, and fractions with the same denominators.

Place value, partition, digit, multiple, thousands, hundreds, tens, ones, zero, numeral, dienes, increase, decrease, addition, subtraction, ordering, multiples, place value, mental strategies, formal written, inverse, calculation, column, total, sum, operation












During the first half of the Autumn Term pupils will be learning about sound. In this topic pupils will:

  • 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.


sound, vibration, volume, loud, quiet, absorb, sponge, travel, pitch, higher, lower, amplitude







In our computing sessions this term we will be looking at the topic 'We are Musicians'. We will:

  • Use sequence, selection and repetition in programs; work with variables and various forms of input and output.
  • Understand computer networks, including the internet.
  • 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.


audio, composition, copyright, digital, instruments, pitch, sample, sequencing, software











Pupils will be learning about their local area in geography. Through the sessions pupils will learn to develop their map reading skills, locate familiar buildings using various sources and begin to explore different buildings in Manor Park. Pupils will also:

  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
  • Use the 8 points of a compass, 4 and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Evaporate, condensation, source, environment

Erosion, deposition, confluence , estuary, tributary, current, delta, meander, reservoir



Art and DT

In Design and Technology Year 4 pupils will be making their own story book. They will:

  • Investigate and evaluate products with lever and linkage systems.
  • Experiment with a range of techniques to create moving mechanisms.
  • Explore and experiment with a range of different fonts and graphic techniques.
  • Plan and design a storybook.
  • Make a storybook with moving mechanisms using a design.
  • Evaluate a finished product.




Storybooks, lever, pivot, linkage, rotate, moving mechanism, pop-up, flaps, design, layout, style, techniques, materials, components, purpose, identify, fonts, cross-hatching, dotting, lines, shading, annotate, collage, media, evaluate, modify, enhance.


Our topic for PSHCE will be ‘Dreams and Goals' and ‘Keeping Safe’. Some of the areas we will look at include:

  • How to cope with disappointment and how to help others cope with theirs.
  • I know what it means to be resilient and to have a positive attitude.
  • Learn how to share in the success of a group and how to store this success experience.
  • Knowing myself well enough to have a clear picture of what I believe is right and wrong.


Dream, hope, goal, feeling, determination, perseverance, disappointment, fears, hurt, positive experiences, plans, cope, help, resilience, self-belief, motivation, commitment, review, learning, strengths, success, self-review, celebrate, evaluate, collaboration, reflection


In RE we will start the Autumn Term by finding out how and why Hindus worship at the Mandir. Concepts taught:

  • Having discussions about what the children think God is like.
  • Looking at Hindu worship at home and in the Mandir, including opportunities for the children to compare with their own experiences.
  • Investigating the symbolism behind some of the objects used in Hindu worship.
  • Choosing an aspect of Hindu prayer/worship which has interested them from the past few weeks, and creating a presentation, leaflet or booklet, to explain that area to someone who is not Hindu. E.g. How a Puja tray is used in worship, What to expect in a Mandir, Who is God (from a Hindu perspective) etc.


Aarti, represent, Aum, create, describe, important, express, Ganesha (Ganesh), discuss, Mandir, symbols, values, Murti, distinctive features

Prasad, god, goddess, Puja, worship, influence, Puja tray, incense, beliefs, Deities, perspective, compare.




During the first part of the term, we will focus on Athletics. We will:

  • Use running, jumping, throwing and catching in isolation and in combination.
  • Develop flexibility, strength, technique, control and balance.
  • Compare our performances with previous ones and demonstrate improvement to achieve our personal best.

To achieve the above, we will be taught to:

  • Demonstrate good running posture.
  • Run fast over short distances showing awareness of others.
  • Accelerate and decelerate smoothly.
  • Maintain a good running technique when sprinting over obstacles.
  • Cooperate with others as part of a team.
  • Demonstrate a variety of jumping styles.
  • Jump for distance from two feet to two feet.
  • Perform hop and jump combinations with balance and control.
  • Hop step and jump in the correct sequence.
  • Use a short run to jump from one to two feet.
  • Jump for height from standing.

Posture, arm swing, high knee lift, opposite, vigorous,  angle,  accelerate,  stable, support leg, balance, extend, crouch, fake, change of direction, evade, drive, explosive, power, push, extension



This term in French, we will be using the Euro Stars scheme of work and will focus on the topic “On y va” (All aboard).

In this unit, children will be finding out about travel and the francophone world. They will also learn the days of the week, and some phrases relating to transport and weather.


Children will learn to:

  • 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 we are reading aloud or using familiar words and phrases.
  • Appreciate stories, songs, poems and rhymes in the language.
  • Read carefully and show understanding of words, phrases and simple writing.
  • Engage in conversations; ask and answer questions.


Je vais a l’ecole

a pied

en voiture

en velo

en bus

en train

Ou vas-tu?

Je vais …

en Belgique

en France

Il fait froid

Il fait beau

Il fait mauvais

Il fait du soleil

Il fait du vent

Il pleut

lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche