Spring TermCurriculum Map Year 4
Literacy / We are learning about:
Focus book: Varjak Paw by SF Said
- Predicting and inferring
- Persuasive writing
- Summarising
- Description writing
- Narratives
- Letter writing
- Character study – Cross curricular with ICT.
- Non- Chronological reports
/ Parents can support learning at home by:
Reading together and asking questions about books and texts
Discussing morals and lessons within a story format
Encouraging children to write their own stories and edit them
Visiting local libraries, museums and places of interest
Reading and performing poetry together
Reading and experiencing a variety of information texts
- Encourage children to write whenever possible, this could be a diary of their weekend.
Maths / •Number and place value
•Problem solving
•Mental and written multiplication, division, addition and subtraction.
•Measurement
•Geometry: properties of shapes
•Mental addition and subtraction
•Area and perimeter
•Recognising and finding equivalent fractions
•Understanding fractions with varying denominators
•Adding and subtracting fractions with the same denominator / •Learning times tables up to x 12
•Asking children questions about time e.g. getting up, dinner time, times of clubs
•Making use of maths in everyday life. E.g. shopping weights and measures sharing, cooking and telling the time.
•Discussing new strategies learnt in school with your child
•Attending school Maths workshops
•Using and experiencing different units of measure.
•Using educational websites including:
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Science / •Eating and Digestion
- To be able to identify and classify carnivores, herbivores and omnivores.
- To be able to construct and interpret a variety of food chains.
- To identify the different types of teeth in humans and identify their functions.
- To explore different ways of keeping teeth healthy.
- To investigate how the digestive system works.
Using educational websites including:
History / Anglo-Saxons
- To study the archaeological evidence at Sutton Hoo to ask and answer questions
- To find out who the Anglo-Saxons were and where they came from.
- To find out who the Picts and Scots were and where they lived.
- To be able to use various historical sources to find out about Anglo-Saxon life.
- To explore Anglo-Saxon culture including art, music, legends and poetry.
- To explore the spread of Christianity in Britain.
Reading books and watching documentaries on this topic.
Learning songs and watching videos, reading books from Horrible Histories.
Geography / Earning a Living
•Understanding different jobs and sectors
•Identifying the industries that the UK provide / Have discussions with your child about your job and what your child might like to be when they are older.
Discuss different jobs that people do around the world to earn a living.
If visiting a new country during a holiday, consider identifying similarities and differences between jobs there and in the UK.
Encourage in engaging with other relatives who do interesting jobs and ask questions to find out more about their job.
Art / Pantomimes
•Investigating sets and props used during pantomimes
•Designing and creating sets using a range of media / / Visit Art galleries
DT / Money containers
Planning, designing, creating and evaluating a money container that can be used by children. / •Researching information on Design and Technology Association website
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ICT / •Internet safety – Responsible internet use and keeping information safe.
•Word processing and PowerPoint
•Children will consider what they can apply to online safety scenarios beyond talking to a trusted adult.
•They will gain an understanding that peer pressure can be a positive and negative influence. Also, that access to the internet is not the same as everyone.
•Understand that because of the internet information can be spread more quickly and reach more people.
•Understand that although information posted on the internet might not be true or accurate, it lasts forever.
•Understand the risks involved in clicking on and opening links on suspicious websites and in emails.
• Understand that hacking can be illegal and has consequences for the hacker.
• Develop awareness of viruses and what to do if they think their account has been compromised.
•Develop a positive and responsible attitude towards technology and internet use. / •Discussing E-Safety with children Attending school e Safety workshops
•Using educational websites including:
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Encourage children to present their learning on to a PowerPoint presentation and bring it to class to share it with the class.
Encourage children to apply their online safety rules at home
Encouraged your child to talk to about any situations where they have felt pressured into doing something by another individual.
Children who play online games at home are encouraged to show parents and carers the list of virtual friends that they play with, and nay online chats they have taken part in.
PSHE / •Show racism the red card
•Helping the community / •Discussing rights and responsibilities
•Discussing the need for rules and boundaries with children
•Identifying ways for children to maintain positive friendships and attitudes
French / Raconte-moiune histoire
(Tell me a story)
Vive le sport
(Our sporting lives) / •Practising familiar words and phrases learnt at school
•Providing opportunities for children to practice skills when on holiday
•Encouraging the use of pen pals
•Using Google Translate or language dictionaries
Outdoor Games / •Invasion Games: Hockey
•Tag Rugby / •Encouraging children to participate in extra-curricular sporting activities
•Watching sport together as a family
•Discussing tactics, techniques and achievements
Indoor PE / •Charleston Dance
•Gymnastics / •Encouraging children to participate in extra-curricular sporting activities
•Watching sport/dance together as a family
•Discussing tactics, techniques and achievements
•Encouraging partnership work and team building
RE / Who inspires us.
How and why do believers show their commitments during their journey of life. / •Using educational websites including:
sharing stories from different religions that give examples of how to
live ‘a good life’.
Sharing and discussing beliefs and morals.