Blackfield Primary School

Year 4

Please click on the below link to view the Integrate Learning Unit (ILU) map for the whole school.

Whole School ILU Map

Below you can find the contents of each curriculum area for your child's year group, which is delivered, in most part, through our integrated learning units. Mathematics, PE and music may be taught discreetly due to the nature of the content.

English

Spoken Language

(The objectives for Spoken Language are common across Key Stages 1 and 2 (Years 1-6))

  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and knowledge
  • use relevant strategies to build their vocabulary
  • articulate and justify answers, arguments and opinions
  • give well-structured descriptions, explanations & and narratives for different purposes, including for expressing feelings.
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • speak audibly and fluently with an increasing command of Standard English
  • participate in discussions, presentations, performances, roleplay/improvisations and debates
  • gain, maintain and monitor the interest of the listener(s)
  • consider and evaluate different viewpoints, attending to and building on the contributions of others
  • select and use appropriate registers for effective communication

 

Reading

Our children will be taught to:

  • apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
  • read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

 

Comprehension

Our children will be taught to:

develop positive attitudes to reading, and an 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
  • increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
  • 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]
  • understand what they read, in books they can read independently, by
  • checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
  • asking questions to improve their understanding of a text
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • identifying main ideas drawn from more than 1 paragraph and summarising these
  • identifying how language, structure, and presentation contribute to meaning
  • retrieve and record information from non-fiction
  • participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

 

Writing - Spelling

Our children will be taught to:

  • spell further homophones
  • spell words that are often misspelt (English Appendix 1)
  • place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
  • use the first 2 or 3 letters of a word to check its spelling in a dictionary
  • write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

 

Handwriting and Presentation

Our children will be taught to:

  • use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

 

Composition

Our children will be taught to:

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

 

Vocabulary, grammar & punctuation

Our children will be taught to:

  • develop their understanding of the concepts set out in English Appendix 2 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 in English Appendix 2
  • indicate grammatical and other features by:
  • using commas after fronted adverbials
  • indicating possession by using the possessive apostrophe with singular and plural nouns
  • using and punctuating direct speech
  • use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

 

Mathematics

Number & Place Value

Our children will be taught to:

  • count in multiples of 6, 7, 9, 25 and 1,000
  • find 1,000 more or less than a given number
  • count backwards through 0 to include negative numbers
  • recognise the place value of each digit in a four-digit number (1,000s, 100s, 10s and 1s)
  • order and compare numbers beyond 1,000
  • identify, represent and estimate numbers using different representations
  • round any number to the nearest 10, 100 or 1,000
  • 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 0 and place value. 

 

Addition & Subtraction

Our children will be taught to:

  • add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
  • estimate and use inverse operations to check answers to a calculation
  • solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

 

Multiplication & Division

Our children will be taught to:

recall multiplication and division facts for multiplication tables up to 12 × 12

  • use place value, known and derived facts to multiply and divide mentally, including:
  • multiplying by 0 and 1; dividing by 1; multiplying together 3 numbers

  • recognise and use factor pairs and commutativity in mental calculations

  • multiply two-digit and three-digit numbers by a one-digit number using formal written layout

  • solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

Fractions

Our children will be taught to:

  • recognise and show, using diagrams, families of common equivalent fractions
  • count up and down in hundredths; recognise that hundredths arise when dividing an object by a 100 and dividing tenths by 10.
  • 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
  • add and subtract fractions with the same denominator
  • recognise and write decimal equivalents of any number of tenths or hundredths
  • recognise and write decimal equivalents to ¼; ½; ¾
  • find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
  • round decimals with 1 decimal place to the nearest whole number
  • compare numbers with the same number of decimal places up to 2 decimal places
  • solve simple measure and money problems involving fractions and decimals to 2 decimal places.

 

Measurement

Our children will be taught to:

  • convert between different units of measure [for example, kilometre to metre; hour to minute]
  • measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
  • find the area of rectilinear shapes by counting squares
  • estimate, compare and calculate different measures, including money in pounds and pence
  • read, write and convert time between analogue and digital 12 and 24-hour clocks
  • solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days

 

Properties of Shapes

Our children will be taught to:

  • 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 2 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.

 

Position & Direction

Our children will be taught to:

  • 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.

 

Statistics

Our children will be taught to:

  • 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.

 

Science

Working Scientifically

During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions and using different types of scientific enquiries to answer them
  • setting up simple practical enquiries, comparative and fair tests
  • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings.

 

Animals including humans
Our children will be taught to:

  • identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
  • identify that humans and some other animals have skeletons and muscles for support, protection and movement.
  • describe the simple functions of the basic parts of the digestive system in humans
  • identify the different types of teeth in humans and their simple functions
  • identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
  • recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
  • describe the ways in which nutrients and water are transported within animals, including humans.

 

All Living Things
Our children will be taught to:

  • recognise that living things can be grouped in a variety of ways
  • describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
  • describe the life process of reproduction in some plants and animals.

 

Electricity
Our children will be taught to:

  • 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.
  • associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
  • compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches use recognised symbols when representing a simple circuit in a diagram.

 

States of matter
Our children will be taught to:

  • compare and group materials together, according to whether they are solids, liquids or gases 
  • observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) 
  • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.   

 

Living Things and their habitats
Our children will be taught to:

  • give reasons for classifying plants and animals based on specific characteristics.

Art and Design

 Our children will be taught to:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great artists, architects and designers in history.

Computing

Our children will be taught to:

  • 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 search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

 

Design and Technology

Our children will be taught to:

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes and computeraided design

 

Make
Our children will be taught to:

  • select from and use a wider range of tools and equipment to perform practical tasks accurately
  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

 

Evaluate
Our children will be taught to:

  • investigate and analyse a range of existing products
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • understand how key events and individuals in design and technology have helped shape the world

 

Technological Knowledge
Our children will be taught to:

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use electrical systems [for example, series circuits incorporating switches, bulbs, buzzers and motors] in their products

 

Cooking & Nutrition
Our children will be taught to:

  • understand and apply the principles of a healthy and varied diet
  • become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; using awareness of taste, texture and smell to decide how to combine ingredients; adapting and using their own recipes]

 

Geography

Location Knowledge
Our children will be taught to:

  • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
  • name and locate key topographical features (including rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

 

Place Knowledge
Our children will be taught to:

  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region in a European country

 

Human and Physical Geography
Our children will be taught to:

  • describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, volcanoes and earthquakes
  • describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

 

Geographical Skills and Fieldwork
Our children will be taught to:

  • 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.

 

History

Knowledge & Understanding
Our children will be taught:

  • to develop a chronologically secure knowledge and understanding of British and world history
  • how people's lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, 'peasantry' and ‘civilisation’
  • the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt
  • a non-European society that provides contrasts with British history

 

Historical Skills
Our children will be taught to:

  • Make connections, contrasts and trends over time
  • Develop the appropriate use of historical terms
  • Devise historically valid questions about change, cause, similarity, difference and significance
  • Construct informed responses, selecting and organising relevant historical information
  • Understand how our knowledge of the past is constructed from a range of sources, discerning how and why contrasting arguments and interpretations of the past have been constructed

 

Foreign Languages

Listening & Comprehension

Our children will be taught to:

  • listen attentively to spoken language and show understanding by joining in and responding
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

 

Speaking

Our children will be taught to:

  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
  • speak in sentences, using familiar vocabulary, phrases and basic language structures
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
  • present ideas and information orally to a range of audiences*

 

Reading & Comprehension

Our children will be taught to:

  • read carefully and show understanding of words, phrases and simple writing
  • appreciate stories, songs, poems and rhymes in the language
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

 

Writing

Our children will be taught to:

  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  • describe people, places, things and actions orally* and in writing
  • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

 

Music

Our children will be taught to:

  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • improvise and compose music for a range of purposes using the interrelated dimensions of music
  • listen with attention to detail and recall sounds with increasing aural memory
  • use and understand staff and other musical notations
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • develop an understanding of the history of music.

 

Physical Education

Our children will be taught to:

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], modified where appropriate, and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance [for example through athletics and gymnastics]
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

 

Swimming and water safety

Our children will be taught to:

  • All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:
  • swim competently, confidently and proficiently over a distance of at least 25 metres; use a range of strokes [for example, front crawl, backstroke and breaststroke] effectively
  • perform safe self-rescue in different water-based situations.

 

Religious Education

Why is RE important? 

RE is an important part of a child’s education because it allows them to develop their beliefs and values.  The teaching of RE is also important because it contributes educationally to the spiritual, moral, social and cultural development of all pupils, whether or not they are from a religious tradition.

Which world religions do we study?

Our children are taught a variety of the major world religions.  These may include Buddhism, Christianity, Islam, Hinduism, Judaism and Sikhism, as well as considering the beliefs of those that are not religious

How do we make cross-curricular links?

When planning lessons, teachers at Blackfield Primary consider other subjects and endeavour to make cross-curricular links.   For example, high-quality fictional texts may be incorporated into lessons so that children have an opportunity to learn about religion in context and from here, use it as a vehicle for children to write down their ideas, opinion and views. Teachers also encourage drama work to reinforce teaching points and to allow children to express themselves about a particular topic.  

What is special about RE at Blackfield Primary School?

We aim for our RE curriculum to provide children with challenging questions about the meaning of life, including global issues.  We do this by promoting civilised debate and in-depth discussions. 

Teachers have access to a range of religious artefacts to support their lessons for each religion.  Where possible trips to different places of worship within our local community are encouraged. These opportunities are examples of how we provide our children with hands-on authentic experiences of the diversity of religion and how we value experiential learning and aim to enrich RE.

At Blackfield Primary teachers offer opportunities for pupils to encounter an authentic voice of faith and belief.  This means that we encourage dialogue between pupils and praise those who want to share their own unique and personal religious experiences.  This is particularly beneficial when pupils teach their classmates about particular religious traditions or festivals.  Here, our pupils become the “experts” and we believe that this can not only raise self-esteem but also give a positive image of each faith and enhance the quality of learning in RE.  We can also welcome members of our school community, including parents and relatives, to come and speak to our classes about a particular RE topic.

 

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