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Year Group 4 

SPring Term

Year Group: 4  

Classroom displays: there are two RE displays for the Spring term; one to explore Epiphany and the other focused around the Easter narrative; both are based on the work of Jan Richardson. The display should be a mix of a whole class piece of art work and written reflections/ thoughts:


Classroom displays:

Behaviour class rules: use one of the parables as a discussion point from which you build and agree your class rules.

Bloom’s Taxonomy display: this should be clearly be displayed and referred to throughout the year helping pupils to identify the different ways in which they can use what they have learnt in order to progress in their learning.

Religious Education:

Salvation: The programme looks at how the concept of salvation is portrayed through   Jesus’ death and resurrection, affecting the rescue or salvation of humans by opening the way back to restoration with God through the forgiveness of sins. Pupils will also have opportunity to learn about how this concept and other important features of world religions are celebrated through Holy Weeks, including that of Ramadan in Islam. As they get older pupils will be encouraged to follow their own interests, finding out about figures of salvation from different world religions. 


Developing: The learner will know that Christians see Holy Week as the culmination of Jesus’ earthly life, leading to His death and resurrection. That this week is celebrated by Christians.

Secure: The learner will be able to demonstrate understanding that the various events of Holy Week, such as the Last Supper, were important in showing the disciples what Jesus came to do. The learner knows that Christians interpret Jesus’ death in variety of ways: • a sacrifice for sin • victory over sin, death and the devil • paying the punishment as a substitute for everyone’s sins • rescuing the lost – leading them to God • leading from darkness to light, slavery to freedom …and celebrate His sacrifice through Holy Communion, (also called The Last Supper, the Eucharist or Mass).

Mastery: The learner knows that belief in Jesus’ resurrection confirms to Christians that Jesus is the incarnate Son of God and that death is not the end; giving hope for new life with God, now and in the after-life. The learner will know that Christians read the ‘big story’ of the Bible as pointing out the need for God to save people; the ongoing restoration of human relationship with God.



English Assessments:

§  STAR reading test – on Accelerated Reader x3.

Jan/ End of each half term. SL to organise dates and inform staff at the beginning of the year.

§  NFER Single word spelling test x 2.

Jan and end of Spring term. Please send updated results to SL.

§  Rising stars – Grammar, Punctuation And Spelling tests x 2.

End of each half term. Please check the content of each test at the beginning of term to ensure the content is taught. Results recorded on Excel sheet and sent to SL.


Other procedures:

§  Daily spelling practise –Early Morning Work and weekly spelling test. (Should include spelling patterns identified from SWST and spellings from the NC programmes of study for the relevant year group.)

§  Regular use of Accelerated Reader. Pupils taught to choose their book from their z.p.d. and complete a quiz when finished; use their reading record to write the book/ when they read/score of quiz.

§  Guided reading – Cracking comprehension used to teach pupils vocabulary and specific reading skills with follow up tasks x 4-5 sessions a week.

§  Read and response lesson x 1 a week plus homework. Teachers guide pupils through whole book – vocabulary development; themes; reading beyond the literal etc.

§  Handwriting- 1 EMW a week to teach letter formation; 2 x other in week to practise handwriting at the start of an English lesson. (Link to spelling – with use of Charles Cripps handwriting scheme.)

§  Priority reading list – identifying those pupils needing adult intervention more often.

§  Weekly idiom.

§  CGP Grammar, punctuation and spelling homework book.

§  Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

Independent reading- pupils taught to sustain a period of reading up to 30 mins.


Read and Respond text: The Twits

Guided Reading: Cracking Comprehension

4 sessions a week. 25 - 30 mins.


Writing Genres for assessment:

Playscripts – story of Rama and Sita.

Write and perform a play, based on a familiar story.

(2-3 weeks.)

Grammar focus to improve writing:

W2, S1, S2, S3, T2, P3.


Story settings.

Write a section of a narrative or several narratives, focusing on setting.

(3 weeks)

Grammar focus to improve writing:

W2, S1, S2, S3, T1, T2, P3, P1.


Persuasion – link to courageous advocacy – plastic pollution.

Assemble and sequence points in order to plan the presentation of a point of view. Use graphs, images, visual aids to make the view more convincing.

(3 weeks.)

Grammar focus to improve writing:

W2, S1, S2, S3, T1, T2, P3.


Vocabulary building.

Read, write and perform free verse.


Year 4 Grammar and Spellings - see detailed English medium term plan Year 4


Week 1 -3: Calculations: Further multiplication and division

Week 4: Statistics: graphs

Week 5 – 7: Fractions, Decimals and Percentages: Fractions

Week 8: Measurement: Time

Week 9: mid-year (A) Tests and Remediation

Week 10 – 12:  Fractions, Decimals and Percentages: Decimals


Working Scientifically:

· Can set up practical enquiries, comparative fair tests

· Can make systematic observations and measurements

· Can record and classify and present helpful data

· Can use results to make predictions, suggest improvements and raise further questions

· Can identify similarities and differences between scientific ideas

· Can present the process and findings of an enquiry to others


Physics based - Sound

  • To know how sounds are made and how they travel through air
  • Can link pitch of a sound with the feature of the object that produced it
  • Can link volume of a sound with the feature of the object that produced it
  • Knows that sound gets fainter as the distance from the source increases


Chemistry based - States of Matter

  • Can compare materials as to whether they are solids, liquids or gases
  • Knows that some materials change state at certain temperatures
  • Understands the role of evaporation and condensation in the water cycle and can link evaporation with temperature


Key vocab








Design and Technology:

Nutrition: the provision of nourishment through the food that we eat.

Remembering and Understanding:  The learner understands that a healthy diet is made up from a variety of different drinks and foods; that these provide different substances required for health, namely nutrients (carbohydrate, protein, fat, vitamins and minerals), water and fibre.

Applying:  The learner can apply an increasing range of food preparation skills, e.g. accurate weighing, measuring and appropriate storage.

Analysing, Creating & Evaluating:  The learner can create informative food labels providing an audience with appropriate nutritional and life style information.

Key vocab:





Programming – the automation of a process.

Remembering and Understanding: A learner can use sequences and commands in order to programme a simple scripted animation, turtle graphic or musical composition.

A learner can write a program to produce output on screen.

Applying:  A learner can apply sequences of commands, block instructions and repetition to a program in order to make a game.

A learner can write a program that accepts typed input to produce an on-screen output. (e.g. If space button is pressed the sprite moves 10 steps).

Analysing, Creating & Evaluating: A learner can create a program with sequences of commands, block, repetition and selection.

Physical Education:

Teamwork – the ability to work appropriately, skilfully and in attitude, with others to achieve a common goal.

Competition – to work actively, through teams or individually, in order to overcome opponents, whilst working within a set of guidelines and rules.

Health – to recognise how exercise and nutrition can contribute to a healthy lifestyle


Space: The area inside, around or between flat objects on the same plane or between foreground and background objects.

Focus artists: Tang Yau Hoong, Shannon Keller and MC Escher

Remembering and Understanding: A learner can select and use relevant resources and references to develop their ideas to show positive and negative space and the composition of their work.

A learner can use sketchbooks, purposefully to improve understanding, inform ideas and plan for an outcome using deliberate composition of positive and negative space (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome).

Applying: A learner can investigate the nature and qualities of different compositions of positive and negative space and the materials required to create these.

A learner can apply the technical skills they are learning to improve the quality of their work.

Analysing, Creating & Evaluating:  A learner can regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve their composition of positive and negative space.  A learner can describe the key ideas, techniques and working practices of a variety of artists, crafts makers, architects and designers that they have studied in relation to space.


Composing - creating a melody or rhythm or a combination of these with voice or instruments either individually or in a group.

Remembering and Understanding: A learner can improvise a simple rhythm phrase or a simple pitched phrase.

Applying: A learner can respond with a rhythm phrase that is different to an initial phrase. A learner can improvise on tuned percussion, a pitch element to a given rhythm.

Analysing, Creating & Evaluating:  A learner can compose a melody, creating their own rhythm.

Time and Place – 1st half-term:

Topic: The Tudors

History: Interpretation – how someone might explain or understand a specific event

Remembering and Understanding: The learner can differentiate between fact and opinion.

Applying: The learner can give a reason why two accounts of the same historical event might differ.

Analysing, Creating & Evaluating:  The learner can comment on a range of possible reasons for differences in a number of accounts.


Geography:  Interconnections – understanding the links, networks and effect that places and people have with one another

Remembering and Understanding: The learner can identify the advantages and disadvantages of living somewhere.

Applying: The learner can describe how some physical processes can cause hazard to people.

Analysing, Creating & Evaluating: The learner can produce a pros and cons argument for why someone might choose to live in a hazard prone area.

Modern Foreign Language:


Remembering and Understanding:   The learner gives mostly accurate pronunciation when reciting familiar rhymes and songs.

Applying:  The learner can accurately pronounce rhymes and songs as well as words and phrases.

Analysing, Creating & Evaluating:  The learner can have an accurate conversation using familiar words, asking and responding to questions.