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Curriculum Overview - Year 4

We are following the International Primary Curriculum in Year 4. This involves a cross-curricular approach to all foundation subjects and sees the children studying the following topics:

Saving the world

Scavengers and Settlers

Living Together

As with all year groups, pupils have the opportunity to share their work with parents in creative end of unit presentations.

We know that children learn best from having exciting challenges that nurture their creative abilities and we strive to provide them with such activities. Lessons allow for the children to develop as creative thinkers, speakers, readers and writers. Pupils are taught to: listen and respond to adults and peers, ask relevant questions and articulate and justify their own ideas and opinions, speak audibly and fluently in a wide range of settings and with an ever increasing command of Standard English.

Maths, English and Science all follow a specific curriculum to help children develop key foundational skills. Whenever possible, children are given opportunities to develop their investigative skills within these lessons.

Download the Spring Year 4 curriculum map here



  • Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
  • Read books that are structured in different ways and reading for a range of purposes.
  • Become more familiar with a wide range of books, including fairy stories, myths and legends and retelling some of these orally.
  • Identify themes and conventions in a wide range of books.
  • Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
  • Recognise some different forms of poetry.
  • Use dictionaries to check the meaning of words that pupils have read.
  • Check the text makes sense, discussing understanding and explaining the meaning of words in context.
  • Ask questions to improve understanding of a text.
  • Identify main ideas drawn from more than one paragraph and summarise these.
  • Draw inferences relating to a variety of different aspects such as a character’s feelings, thoughts and motives for their actions, justifying inferences with evidence.
  • Predict what might happen from details stated and implied.
  • Discuss words and phrases that capture the reader’s interest and imagination.
  • Identify how language, structure and presentation contribute to meaning.
  • Retrieve and record information from non-fiction.
  • Participate in discussion about books that are read to them and those they can read for themselves.
  • Take turns to contribute to discussion and listening to what others say.



Spellings are taught through the RWI programme which develops the children’s phonic knowledge to allow them to segment words when reading and build words when spelling.

  • Spell further homophones.
  • Spell words that are often misspelt (e.g. tension, enough).
  • Use further prefixes and suffixes and understand how to add them.
  • Place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals.
  • 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.


Plan writing by:

  • Discussing and recording ideas.
  • Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.

Draft writing by:

  • Organising paragraphs around a theme.
  • In narratives - creating settings, characters and plot.
  • In non-narrative material - using simple organisational devices.

Edit and evaluate writing 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.

Grammar and Punctuation


  • Grammatical difference between plural and possessives.
  • Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was; I did instead of I done).


  • Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to the strict maths teacher with curly hair).
  • Fronted adverbials (e.g. Later that day, I heard the bad news.).


  • Use of paragraphs to organise ideas around a theme.
  • Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition.


  • Use of inverted commas and other punctuation to indicate direct speech (e.g. a comma after the reporting clause; end punctuation with inverted commas: The conductor shouted, “Sit down!”).
  • Apostrophes to mark plural possession (e.g. the girl’s name, the girls’ names).
  • Use of commas after fronted adverbials.

Terminology for pupils

  • Determiner.
  • Pronoun, possessive pronoun.
  • Adverbial.


Using and Applying

  • 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.
  • Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.
  • 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.
  • Solve simple measure and money problems involving fractions and decimals to two decimal places.
  • Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.


  • Count in multiples of 6, 7, 9, 25 and 1,000.
  • Find 1,000 more or less than a given number.
  • Count backwards through zero to include negative numbers.
  • Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones).
  • Order and compare numbers beyond 1,000.
  • Identify, represent and estimate numbers using different representations.
  • 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.
  • 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.
  • 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 three numbers.
  • 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.
  • 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 one hundred and dividing tenths by ten.
  • Add and subtract fractions with the same denominator.
  • In contexts, deciding which operations and methods to use and why.
  • 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 one decimal place to the nearest whole number.
  • Compare numbers with the same number of decimal places up to two decimal places.
  • 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.

Shape, Space and Measure

  • 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.
  • 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 converting from hours to minutes; minutes to seconds; years to months; weeks to days.
  • 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.

Data Handling

  • 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.


Living things and their habitat

  • Recognise that living things can be grouped in a variety of ways.
  • Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
  • Recognise that environments can change and that this can sometimes pose dangers to living things.
  • Children will begin to understand the concept of a habitat, how it provides organisms found there with conditions for life and how animals depend on plants or other animals that eat plants for food.


  • Identify how sounds are made, associating some of them with something vibrating.
  • Recognise that vibrations from sounds travel through a medium to the ear.
  • Find patterns between the pitch of a sound and features of the object that produced it.
  • Find patterns between the volume of a sound and the strength of the vibrations that produced it.
  • Recognise that sounds get fainter as the distance from the sound source increases.


  • Identify common appliances that run on electricity.
  • Construct simple series circuits to make devices work.
  • Be able to change the number of components in a circuit to have a different effect.
  • Know which materials conduct electricity.
  • Know that some materials conduct heat more effectively than others.
  • Know about the principals of magnets and magnetic and non-magnetic materials.
  • Know about the dangers of electricity.

Animals, including humans

  • Describe the simple functions of the basic parts of the digestive system in humans.
  • Identify the different types of teeth in humans and their function.
  • Construct and interpret food chains and food webs.
  • Know about the human skeleton.

Throughout the year, the children will have the opportunity to plan and carry out scientific investigations. They will:

  • Suggest ways of collecting evidence.
  • Know how to make the investigation a fair test by changing only one factor.
  • Predict the outcomes of the investigation.
  • Use simple scientific enquiry.
  • Test their ideas.
  • Record and communicate their observations and findings in a variety of ways.
  • Use the evidence to draw conclusions and explain their findings.


Scavengers and Settlers

  • Know about the main characteristics of people and cultures that existed during the Stone Age, Bronze Age and Iron Age.
  • Know about the lives of people and the main similarities and differences between societies that existed in the above periods.
  • Understand that we can learn about the past using different sources.

Living Together

  • Learn about the history of our school and its community.
  • Learn about someone who has been significant to the local community.
  • Learn a historical event that has had an impact on a community.


General skills

  • Be able to use geographical terms.
  • Be able to use maps at a variety of scales to locate the position and geographical features of particular localities.
  • Be able to use secondary sources to obtain geographical information.
  • Be able to express views on the features of an environment and the way it is being harmed or improved.
  • Be able to communicate geographical knowledge and understanding to ask and answer questions about geographical and environmental features.

Saving The World

  • Know how rainforests have been affected by human activities.
  • Know how the nature of rainforests affects the lives of people.
  • Understand how rainforests fit into a wider geographical context.
  • Understand that the quality of a rainforest environment can be sustained and improved.

Living Together

  • How our school meets the needs of the community.
  • Learn about the buildings and services in our local area.
  • Learn about communities in a different country.
  • Learn how to identify the places and area of interest in our local area.



  • Story of King Solomon.
  • Rastafarian beliefs, music and poetry.
  • Moral and ethical basis of behaviour.

Creation linking to the Rainforest

  • Hebrew Bible creation narrative.
  • Stewardship and the moral and ethical basis for care for the world.
  • Comparison to other faith groups.


Ongoing ICT skills
Basic computer skills – logging on, saving, printing etc

  • Keyboard skills.
  • Internet safety.
  • Developing Digital Arts skills – using digital cameras & recorders.
  • Cross-curricular ICT – VLE use, regular access to online computer packages.

In addition to the ICT that is used across the curriculum, the children will also be studying ‘Computing’. This will involve the following units of work:

  • Children using software development using Scratch to create and debug a mathematical game.
  • Students becoming ‘Toy designers’ and using Scratch to model a new interactive toy design.
  • Children becoming Music Editors with the children editing audio tracks in Audacity.
  • Children becoming HTML editors using HTML to create a web page.
  • Children producing a Wiki page (presenting information for others as online digital content).
  • Children becoming meteorologists where they will be collecting and presenting data.


  • Learn to play notes C to G on the trumpet and achieve a clear and accurate sound. 
  • Read, perform and compose rhythmic notation.
  • Play individually and in groups following musical instruction.
  • Learn Kodaly methodology and use it to sight sing simple melodies.
  • Sing songs with a good sense of pitch in unison and in parts.


  • Observational drawing of rainforest leaves using pencil sketches and then adding colour.
  • Paint mixing skills developed in order to create shade and tone when creating a rainforest landscape.
  • Know how a number of artists and craftsmen – from the Stone Age to the Iron Age- used forms, materials and processes to suit their purpose.
  • Create a cave painting.
  • Create a piece of Stone Age pottery.
  • Represent ideas about community through art.


Pupils will consolidate existing skills and gain new ones in athletics, football, gymnastics, dance, rugby, tennis and cricket recognising the positive impact of physical exercise on health.

  • In football, children will be able to dribble and pass with the inside and outside of the foot; control a ball while moving; demonstrate correct stance; and use communication when giving or receiving the ball.
  • In gymnastics and dance pupils will memorise routines; perform a selection of moves in the correct order; and, using a strong stance, control moves and improve timing. They will also identify the different body parts used, and be able to perform to an audience.
  • In rugby, pupils will develop their understanding of the rules of tag rugby and their ability to handle a rugby ball using two hands; hold the ball in the correct position; pick up the ball correctly and place the ball on the try line; pass the ball backwards; use the correct communication; and be able to find the correct space to support teammates.
  • In tennis, children will be able to play a forehand and backhand after drop feeding to themselves; understand the different positions and stances, including recovering to the centre after a shot is played; under arm serve; and be able to side step across the court.

In the summer, pupils will receive coaching in cricket and athletics.

  • In cricket, children will refine their skills and develop a greater understanding of arm positioning when rolling and throwing; stop a bouncing ball; catch a cricket ball using two hands and one hand from a low height; and begin to play more attacking shots when batting and understand the need for defensive shots.
  • In athletics, there are opportunities for children to experience a wide range of track and field events - learning the key techniques needed in order to run faster or jump/throw further and for them to challenge themselves to beat their personal bests. They will be able to jump a hurdle, handle a baton with one hand, pass on the baton into a teammate’s hands and understand the need to conserve energy when running.


  • Parts of the body (Jean petit).
  • Animals and Adjectives and conjugating the verb “Etre”.
  • Members of the family.
  • Pets and conjugating the verb “Avoir”.
  • Hobbies and opinion phrases.
  • Enrichment activities will be centred around holidays and numbers 12-31.