Year 4 Autumn Term Curriculum


Successful Learners

Areas of learning

As historians and geographers we will:

  • be learning about how the Tudors came to rule England and the respect demanded by King Henry, and his lack of respect for the Pope.

As scientists we will:

  • be learning about the importance of respecting the habitats of organisms, food chains, teeth and eating.

As artists we will be:

  • we will be learning to make inference from the text and to understand an author’s intentions.

As writers we will

  • we will plan and write a persuasive articles, instructions and factual writing linked to the environment.

Confident Individuals

  • We will use our creative skills when planning and creating our DT pop-up books. We will also consider the needs of the audience.

Responsible Citizens


  • In science we will be looking at the impact of environmental change and the effect it has on the organisms that live there.

Spiritual & Moral

  • We will be asking the question: Is it right to develop at the expense of nature?


  • We will consider how we can protect and improve our local environments.

Year 4 Subject Skills

Literacy Links

  • Creative Writing
  • Mouse, Bird, Snake, Wolf – David Almond
  • The Butterfly Lion – Michael Morpurgo: a child’s life in pre WWI Africa and England, and a soldier’s experiences in the trenches.
  • Lost Happy Endings – Carol Ann Duffy
  • Non chronological reports


Develop positive attitudes to reading and understanding of what they read by:

  • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes
  • using dictionaries to check the meaning of words that they have read
  • identifying themes and conventions in a wide range of books
  • preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • discussing words and phrases that capture the reader’s interest and imagination
  • recognising some different forms of poetry [for example, free verse, narrative poetry]


Plan their writing by:

  • 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

Draft and write by:

  • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
  • organising paragraphs around a theme
  • in narratives, creating settings, characters and plot
  • in non-narrative material, using simple organisational devices [for example, headings and sub-headings]

Evaluate and edit by:·

  • 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-read for spelling and punctuation errors
  • read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.


develop their understanding of the concepts by:

  • extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
  • using the present perfect form of verbs in contrast to the past tense
  • choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
  • using conjunctions, adverbs and prepositions to express time and cause
  • using fronted adverbials

Learning the grammar for years 3 and 4 indicate grammatical and other features by:

  • using commas after fronted adverbials
  • indicating possession by using the possessive apostrophe with plural nouns
  • using and punctuating direct speech

Non chronological reports

  • Discuss the different characteristic genre features, e.g., layout, headings, use of photos, type of writing.
  • Use information about animals as the basis for structuring and writing a non-chronological report, with special emphasis on habitats and the environment.

Numeracy Links

  • • count in multiples of 6, 7, 9, 25 and 1000
  • find 1000 more or less than a given number
  • count backwards through zero to include negative numbers – link to Science
  • solve number and practical problems that involve all of the above and with increasingly large positive numbers
  • 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. •
  • recall multiplication and division facts for multiplication tables up to 12 × 12 – Good Times Challenge!
  • use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
  • compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.
  • identify acute and obtuse angles and compare and order angles up to two right angles by size
  • identify lines of symmetry in 2-D shapes presented in different orientations
  • complete a simple symmetric figure with respect to a specific line of symmetry
  • describe positions on a 2-D grid as coordinates in the first quadrant
  • describe movements between positions as translations of a given unit to the left/right and up/down
  • plot specified points and draw sides to complete a given polygon.
  • interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
  • solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.
  • Make mathematical connections throughout the unit where applicable.
  • Appreciate the need to use numerical skills competently in every day contexts.


Living Things

  • To explain how living things can be classified.
  • To recognise how a simple key helps identify living things.
  • To ask questions that can be used to construct a key
  • To observe key features of living things.


  • To examine invertebrates in their environment.
  • To identify invertebrates with a simple key.
  • To recognise that environments change.
  • To understand some of the human impacts on specific habitats.
  • To make careful observations

Which Kingdom?

  • To understand that living things can be classified using a key.
  • To be able to classify the five vertebrate groups based on physical features.
  • To be able to classify plants as flowering or non-flowering.
  • To ask relevant questions in order to sort and classify.
  •  To devise and use a key to identify common trees from their leaves.

Living with Electricity

  • To identify common appliances that run on electricity.
  • To classify and record appliances as mains or battery operated.
  • To understand the difference between mains and battery-operated appliances.
  • To understand that electricity can be dangerous.


  • To recognise what is needed in order to make a bulb light in a circuit.
  • To recognise and name some of the components that can be used to make a circuit.
  • To explore patterns produced by altering circuits, making comparative tests.
  • To use results to draw simple conclusions.
  • To recognise that some materials conduct electricity.
  • To recognise that some materials do not conduct electricity.
  • To use a simple circuit to create a device.
  • To apply prior learning to a problem or question.


We are Musicians

Working together in a group, children create and refine, through editing, a piece of backing music to accompany work in another medium. This music is then played alongside the work for which it was created as part of a performance or presentation.

By the end of this unit, children will have achieved the following learning objectives:

  • To use one or more music or sound editing programs
  • To develop an understanding of the process of creating and developing their composition, refining their ideas through reflection and discussion
  • To develop collaboration skills, as they share in the process of composing, recording and editing music
  • To develop an awareness of how their composition can enhance work in other media

We are Artists

The children create a number of geometric pieces of art using the computer, including tiling patterns, patterns made with repeated polygons, and work made by varying the properties of lines, curves and shapes over a sequence in one or two dimensions.

By the end of this unit, children will have achieved the following learning objectives:

  • To develop an appreciation of the links between geometry and art, and knowledge of some artists’ work in this area
  • To become familiar with the tools and techniques of a vector graphics package
  • To develop an understanding of turtle graphics and related programming concepts, such as a repeat loop
  • To develop a willingness to experiment with the tools available, refining and developing their work as they apply their own aesthetic criteria to evaluate it and receive feedback from their peers

Art / DT

Designing and creating Tudor pop-up books.

  • Record from first-hand evidence, experience and imagination for a variety of purposes.
  • Collect visual and other information to develop ideas, including a sketchbook.
  • Investigate and combine visual and tactile qualities and match them to the purpose of their work.
  • Design and make images and artefacts that communicate observations, ideas and feelings by using a variety of methods.
  • Artists, craftspeople and designers in different times and cultures.


The Tudors

  • Place events, people and changes into correct periods of time.
  • Use dates and vocabulary relating to the passing of time.
  • Identify and describe reasons for, and results of events and changes.
  • Describe and make links between events, and changes across periods.
  • Use a variety of sources to find out about events, people and changes.
  • Recall, select and organise information.

Tudor Explorers:

  • Place events, people and changes into correct periods of time.
  • Use dates and vocabulary relating to the passing of time.
  • Recognise the past is represented and interpreted in different ways, and give reasons for this.
  • Use a variety of sources to find out about events, people and changes.
  • Use dates and historical vocabulary to describe the period.


Religious Education


  • How is Divali celebrated?
  • How do Hindus worship?
  • How many senses are involved in puja?
  • What is reincarnation?


  • Consolidate existing skills and gain new ones
  • Perform actions and skills with more consistent control and quality
  • Apply rules and conventions for different activities
  • Identify what makes a performance effective.
  • Suggest improvements based on information.


MFL Links

  • To consolidate and extend the topics covered in year 3, including reading and writing.
  • Correctly copy familiar single words

Music Links

NOTE: Wider Opportunities will run throughout year 4 with each class receiving 20 lessons over the year. The music curriculum will thus be reduced.

  • Sing songs in unison and 2 parts
  • Play tuned and un-tuned instruments with control and rhythmic accuracy