Year 4 Curriculum
Autumn Term
| Subject | Overview of Topic |
| English: Writing |
Writing to entertain: Character description Narrative Performance Poetry
Writing to Persuade: Poster/brochure Letter |
| Maths |
Place Value Addition and Subtraction Multiplication and Division Length and Perimeter |
| Science |
Living things and their habitats - food chains Animals, including humans - digestion and teeth |
| Computing |
Online safety Effective searching Logo hardware Investigators |
| History | None in this topic |
| Geography |
Locational knowledge of Europe Physical and human features |
| Art and Design |
Sculpture Gargoyles and grotesques Architect: Eugene Violet le Duc |
| Design Technology |
Structures Money Containers
Cooking and nutrition |
| PE |
Agility, balance and co-ordination Hockey Lacrosse Tag Rugby |
| Music |
Mama Mia Glockenspiel Stage 2 |
| RE |
What do Hindus believe God is like ? What is the trinity and why is it important to Christians ? |
| PSHE |
What strengths, skills and interests do we have ? How do we treat each other with respect ? |
| French | Likes and dislikes |
Europe and The Europeans
During this topic, following their in-depth study of the UK in Year 3, the children will broaden their understanding of the UK’s place in Europe, followed by Europe’s place in the world. The children will explore the names and locations of European countries using atlases and globes to focus on their locations using the 8 points of the compass.
They will concentrate on environmental regions and the key physical and human characteristics of a variety of different European countries including major cities, flags and currency.
The children will develop their understanding of physical geography by studying climate zones, biomes and vegetation belts.
In Art and Design, the children will study the work of European architect Eugene Viollet-le-Duc who designed and restored a number of significant medieval landmarks in France. The children will develop their sculpting skills with clay focusing on his design of gargoyles and grotesques.
Spring Term
| Subject | Overview of Topics |
| English: Writing |
Writing to entertain Narrative Character Description Smile and Metaphor (Poetry)
Writing to inform Recount (diary) Non-Chronological report |
| Maths |
Multiplication and Division Length and Perimeter Fractions Decimals |
| Science | States of Matter |
| Computing |
Writing for different audiences Coding |
| History | none in this topic |
| Geography |
Locational knowledge of Europe Mountains, volcanoes, earthquakes The Water Cycle |
| Art and Design |
Painting Weather-scapes Artist: JMW Turner; Katsushika Hokusai |
| Design Technology |
Mechanisms Storybooks |
| PE |
Basketball Gymnastics Netball Dance |
| Music |
Stop ! Spring Production |
| RE |
What does it mean to be a Hindu in Britain today ? Why do Christians call the day that Jesus dies "Good Friday" ? |
| PSHE |
How can we manage our feelings ? How can we help in an accident or emergency ? |
| French |
Pass-times |
Extreme Earth
Building on their geographical knowledge of the UK and Europe they gained in KS1 and Year 3, the children will find out about a variety of weather types, understanding key aspects of the water cycle, linking to their scientific understanding of states of matter.
Developing their geographical understanding of mountains (particularly within Europe), the children will learn about the processes that lead to earthquakes and volcanoes. This links with the work in Science on states of matter.
In Art and Design, the children will study the work of a number of artists who have depicted extreme weather in their work. The children will develop their skills in painting pieces based on these works.
Summer Term
| Subject | Overview of Topics |
| English: Writing |
Writing to inform Recount (newspaper) Non-Chronological report Writing to entertain Free Verse Poetry Narrative |
| Maths |
Decimals Money Time Shape Statistics Position and Direction |
| Science |
Sound Electricity |
| Computing |
Animation Spreadsheets Making music |
| History |
Britain from Anglo Saxon to Viking times Viking invasions, including Lindisfarne Viking life and the impact of the invasion The fall of the Vikings Edward the Confessor and the Battle of Hastings |
| Geography | Locational Knowledge of Europe and the UK |
| Art and Design |
Printing - repeating patterns Artists: Hiberno-Saxon (Lindisfarne Gospels) |
| Design Technology |
Electrical Control Torches
Cooking and nutrition |
| PE |
Cricket Fielding Skills Swimming Rounders Athletics |
| Music |
Blackbird Reflect, rewind and replay |
| RE |
For Christians, when Jesus left, what was the impact of Pentecost ? How and why do people mark the significant events of life ? |
| PSHE |
How can our choices impact on others and the environment ? How can we manage risks in different places ? |
| French |
France |
Anglo-Saxons Vikings and Seds
Following on from their topic on The Romans in Year 3, the children will continue to learn that people from other societies have been invading and settling in Britain for a long time. Links will be made to how Saxons and Scots contributed to the formation and development of the ways of life in the UK. The children will understand where Anglo-Saxons and Scots originated from as well as how, when and why they invaded Britain.
The main focus of the topic is on the Vikings, finding out who they were and, building on their geographical knowledge of Europe, where they came from. They will explore how and why they invaded Britain as well as understanding what happened during their invasions and what Viking warriors were like.
The children will learn how the Vikings lived and worked, making comparisons with modern-day life.
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