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Sir John Heron Primary School

Together we learn. Together we achieve.

Year 4

Year 4

Spring Term 2

Key Vocabulary


This term we will be looking at a book called “I was a Rat” by Philip Pullman. This book has the feel of a Grimm's Fairy Story, but with a thoroughly modern twist. It is a book about a small boy who turns up on Bob and Joan's doorstep unable to say much except 'I was a rat', and the kindly couple adopt him. It seems strange but Bob reads about odder things every day in his newspaper. To them, the sunny little chap is Roger, and he's trying hard to adapt to human life.


We will focus on writing skills such as:

  • Narrative based on the story.
  • Newspaper writing.


In addition to this pupils will:

  • Use of fronted adverbials.
  • Focus on the use of commas after fronted adverbials.
  • Identify common exception words.
  • Learn to spell words ending with the g sound spelt –gue and the k sound spelt –gue (French in origin) and with the s sound spelt sc (Latin in origin).
  • 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


Text-specific: philosopher, orphanage, courtroom, gnaw, pageboy, sewer



In mathematics, we will be focusing on:

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

Pupils will:

  • Convert between different units of measure [for example, kilometre to metre; hour to minute].
  • Solve simple measure and money problems involving fractions and decimals to two decimal places.
  • Identify acute and obtuse angles and compare and order angles up to two right angles by size.
  • Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
  • Add and subtract fractions with the same denominator
  • 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.

place value, tenth, hundredth, decimal, divide, fraction, unit fraction, non-unit fraction, improper fraction, top-heavy fraction, numerator, denominator, add, subtract, notation, decimal point, notation for tenths, hundredths,

horizontal bar for fractions, diagonal bar for fractions, decompose, gather, compile, acquire, appreciate, turn, angle, right angle, acute angle, obtuse angle, greater than, less than,

notation, right angle notation, arc, notation for all other angles


In Science, we will be finding out about electricity. We will focus on:

  • Exploring the importance of electricity and how it enhances our life. 
  • Discussing the dangers linked with electricity and how to stay safe using electrical devices.
  • Investigating a simple electrical circuit including battery and cell.

As part of this pupils will:

  • Select a range of appropriate sources of information including books and internet.
  • Recognise the key factors to be considered in carrying out a fair test.
  • Identify common appliances that run on electricity.
  • Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.
  • Identify whether or not a lamp will light in a simple series circuit, based on
  • whether or not the lamp is part of a complete loop with a battery.
  • Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.
  • Recognise some common conductors and insulators, and associate metals with being good conductors.

Appliances: fridge, freezer, TV, computer, iron, kettle, etc

Series circuit

Components: battery, bulb (lamp), bulb (lamp) holder, buzzer, crocodile clip, leads, wires, switch

Describing words: brighter, duller, slow, fast, quiet, loud

Conductor, insulator

Effects of electricity: Light, sound, movement, heat

Switches – open, close



This term in computing  will be looking at the topic 'We are HTML editors'.

We will:

  • 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 technology safely, respectfully and responsibly; know a range of ways to report concerns and unacceptable behaviour.
  • Use and combine a variety of software (including internet services) to accomplish given goals, including presenting information.





HTTP (hypertext transfer protocol)



web page



As part of their history learning pupils will  learn how WW2 affected the local area that they live in.


Each lesson will focus on:

  • I know what WW2 was and when it began.
  • I understand how our local area was affected by WW2.
  • I know who Jack Cornwall was and where he was from.
  • I understand how our local area has changed since WW2 and the impact the war had on our local area.
  • I know how people in the area were affected by WW2.
  • I know what the Blitz were and which areas were affected by this.
  • I can explore what life was like for a child in WW2.

WW2, damage, war, local area, locality, Battle of Britain,

evacuate, Prime Minister Chamberlain/ Churchill, shelter,

raid, bomb damage, Anderson shelter, affect, inflicted,

deduce, impact

Art and DT

In art this term, Year 4 pupils will study Seurat and Pointillism.


As part of this they will learn:

  • To create an image in the style of Seurat Eiffel Tower based on a London building.
  • About the artists work and identify key features—brush strokes, colour range.
  • How the colour impacts the mood/weather/season etc.
  • To mix and match colours for one of his images.
  • To identify a London landmark building and experiment with different colour ways.
  • To practise mark making.
  • To create a wash background.
  • To select the season they want to portray and colours to represent these using small marks.
  • To avoid drawing before painting.
  • Work directly with the brush.

Primary, secondary, wash, shapes, colours, objects, background, light, dark


In our topic ‘Relationships,’ children will be learning:


  • To be able to identify the web of relationships that I am part of, starting from those closest to me and including those more distant.
  • To be able to identify someone I love and can express why they are special to me.
  • To be able to tell you about someone I know that I no longer see.
  • To be able to explain different points of view on an animal rights issue.
  • To be able to understand how people feel when they love a special pet.
  • To be able to show love and appreciation to the people and animals who are special to me.

Relationship, Close, Distant, Contribute, Mutual benefit, Belonging, Caring, Loss, Strategy, Shock, Disbelief, Numb, Denial, Anger, Guilt, Sadness, Pain, Despair, Hopelessness, Relief, Acceptance, Depression, Souvenir, Memento, Memorial, Loss, Memories, Special, Remember, Sight, Literal, Figurative, Sight, Impairment



In RE pupils will learn to explore why Easter is important to Christians.


They will:

  • Investigate Easter symbols from around the world. Children decide which symbol they like best and why.
  • Find out about the events on Palm Sunday, making palm crosses and thinking about why Christians remember this particular Sunday.
  • Think about disappointment through the story of Jesus in the garden of Gethsemane.
  • Explore how we can handle disappointment well in our lives.
  • Film a report on Easter or create a piece of drama.

Palm Sunday, Easter, The Last Supper, Procession, Eucharist, Holy week, resurrection, Holy communion,

sacrament, blessed of sacrament, twelve apostles, disciples, crucifixion, procession, Jesus, commemoration, Christian, northern spring equinox,

consecration of bread & church



The topic in music this term is ‘Lean on Me.’


 Pupils will:

  • Continue to recognise style indicators.
  • Have a good understanding of pulse.
  • Use correct musical language.
  • Identify voices used.
  • Identify instruments heard.
  • Express opinions on music heard and respect other ideas.
  • Recognise and repeat created patterns.
  • Carefully choose and order different sounds to create desired effect.
  • Build an awareness of layers within composition.
  • Be aware that improvisation leads to composition.
  • Perform with an awareness of others.
  • Perform simple rhythmic and melodic lines.
  • Learn repertoire in a variety of ways.
  • Perform with shown care of an instrument.
  • Learn and perform with others.
  • Develop confidence to perform alone.
  • Begin to show control over breath.
  • Use voice to experiment with different sounds.
  • Sing from memory.
  • Sing with others.
  • Show control over pitch matching.

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


In PE, year 4 pupils will focus on Dance.


As part of this they will learn:

  • To explore and create moods, characters and narratives in response to a range of stimuli.
  • To use simple choreographic principles to develop motifs and create compositions.
  • To perform more complex dance phrases and dances that communicate mood, character and narrative.
  • To know and describe what you need to do to warm up and cool down for dance.
  • To describe, interpret and evaluate their own and others dances taking into account mood and narrative.

Control, Space, Direction, Hop, Jog, Jump, Leap,Run, Skip, Walk, Safe, react, accurate, underarm, strike




In French this term we will be focusing on the topic of ‘L’argent de poche.’ The purpose of this unit is to offer children the opportunity to manipulate numbers, introduce them to euros, and allow them to express likes and dislikes.


This will entail:

  • Listening attentively to spoken language and show understanding by joining in and responding.
  • Exploring patterns and sounds of the French language through songs and linking the spelling, sound and meaning of words.
  • Engaging in conversations, asking and answering questions, and expressing opinions and responding to those of others.
  • Speaking in sentences, using familiar vocabulary, phrases and basic language structures.
  • Presenting ideas and information orally to a range of audiences.
  • Reading carefully and showing understanding of words, phrases and simple writing.


je deteste


21-30: vingt et un, vingt-deux, vingt-trois, vingt- quatre, vingt-cinq, vingt-six, vingt-sept, vingt-huit, vingt-neuf, trente

c’est combien

un euro

c’est super/magnifique/fantastique


je n’ai pas de