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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 4

Please see the attached curriculum map for details on the topics your child will be learning at school. If you have any queries about any of the topics, please feel free to contact the school or speak to your child's class teacher to find out more.

Year 3 &4 Parent/Carer Information Session

Curriculum Letter:

Please see the below information for more detail about what your child will be learning this term.

 

Year 4

Autumn Term 1

Key Vocabulary

Literacy

During the first few weeks of Autumn 1, we will be focussing on Poetry. Pupils in Year 4 will look at poems from the anthology ‘Dancing in the Rain’ by John Lyons. Main outcomes will be: 

  • To develop a greater appreciation of a range of poetry. 
  • Learning about, and using, different poetic techniques. 
  • To be able to analyse a poem, using correct terminology – write at least one poem analysis. 
  • To write our own poems, based on themes/techniques studied – write at least two original poems. 
  • To increase vocabulary – make a record of new words learnt in poems. 
  • To perform our own and others’ poems. 
  • To learn one of the poems in the collection by heart (or part of a poem, as appropriate). 
 

Following this, we will read ‘Charlotte’s Web’ by E.B. White. The book is about the friendship between a pig named Wilbur and a spider named Charlotte. The book's central theme is friendship; specifically the ways in which true friendship often involves self-sacrifice.

We will focus on:

  • 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.
  • Narratives, creating settings, characters and plot.
  • 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.

Simile, metaphor, alliteration, couplet, half-rhyme, onomatopoeia, blank verse, stanza, rhyme, poet, poem 







 

Determiner, pronoun, possessive pronoun, adverbial, metaphor, suffix, inverted commas, speech marks 

Spider vocab: fangs, arachnid, arachnophobia, abdomen, camouflage, cephalothorax 





 

Maths

During Autumn Term 1, we will cover the following objectives:

Number: Place value

Our main outcomes will be to:

  • Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones).
  • Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.
  • Identify, represent and estimate numbers using different representations.
  • Order and compare numbers beyond 1000.
  • Count in multiples of 6, 7, 9, 25 and 1000.
  • Count backwards through zero to include negative numbers.
  • Compare numbers with the same number of decimal places up to two decimal places. 

Number: Addition and Subtraction

  • Find 1000 more or less than a given number.
  • Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate.
  • Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

Place value, Digit, Thousands, Hundreds, Tens, Ones, Zero, Roman Numeral, Estimate, Number line, Scale, Multiple, More, Less, Zero, Positive, Negative, (One, Two) Decimal Place



 

Addition, Subtraction, Sum, Total, Difference, Minus, Less, Column addition, Column subtraction, Exchange, Operation, Estimate

Science

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





 

Computing

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

Topic: 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. 

PSHCE

Our topic for the first part of the term will be ‘Dreams and Goals’. Pupils will:

  • Tell someone about some of their hopes and dreams.
  • Understand that sometimes hopes and dreams do not come true and that this can hurt.
  • Know that reflecting on positive and happy experiences can help them to counteract disappointment.
  • Know how to make a new plan and set new goals even if I have been disappointed
  • Know how to work out the steps to take to achieve a goal, and can do this successfully as part of a group.
  • Identify the contributions made by themselves and others to the group’s achievement.

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

RE

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.


 

PE

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

  • 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.
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

We will then move onto ‘Net/wall games’.

Space, attacker, defender, forward pass, offside

 


 

French

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

et

Music

During the Autumn Term 1, our theme in music will be ‘Mamma Mia’. 

In music sessions, we will: 

  • Use our voices expressively and creatively by singing songs and speaking chants and rhymes
  • Play tuned and untuned instruments musically
  • Listen with concentration and understanding to a range of high-quality live and recorded music
  • Experiment with, create, select and combine sounds using the inter-related dimensions of music.

We will study the following composers/musicians:

  • Abba

Composition, improvisation, band, dynamics,

ending, introduction, melody/tune, notation,

original, performance, pitch, pulse/beat, rhythm,

solo, style, tempo, verse, chorus.

 

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