Year Four Curriculum

Dear Parents

This half term in Year 4 we will be looking at:


We will be writing narratives and diaries connected to our topic.


In maths, groups will be learning about fractions, addition and subtraction, multiplication and division, time, shape and data.


In science, we will be learning about evaporation and condensation. We shall be finding out about the water cycle, using scientific names and carrying out an investigation.


Our topic for this half term is ANCIENT CIVILISATIONS. The children will be learning about the achievements of different civilisations, Ancient Egypt, the River Nile and the work of archaeologists.


The unit half term is called We Are Musicians. Children will be learning about how to make and edit music.


Children will be developing striking and fielding skills when playing CRICKET this half term. They will be improving their ability to bowl, field the ball and hit a straight drive. Girls from 4B and 4S will swim on a Wednesday morning as well as develop their TENNIS skills.


In PATHS this half term, we shall continue to learn and think about FRIENDSHIPS.


This half term, the children will be learning about structures in songs and exploring layers.


Children will become familiar with the layout of a simple bilingual dictionary. They will be learning new words linked to leisure activities. We will be learning about hobbies and will read and understand a short paragraph with familiar vocabulary as well as asking and answering questions.


Children will learn about living by rules within a faith and what it means to be temperate, exercise self-discipline and cultivate serene contentment.



Clare Belshaw, Shabnam Saleem, Jabeen Moghul

Year 4 Teachers








 At Park Hill, particularly because many of our pupils begin their school life without the oracy skills appropriate for their age, we recognise the importance of spoken language in the development of reading and writing and, indeed, of the whole individual. The skills of speaking and listening are explicitly taught and children are given a wide range of opportunities to practise these skills and develop confidence and competence.Throughout the School, children talk about their learning, developing ideas and understanding through discussion, asking questions, being able to listen carefully to others’ views and giving them time to respond, sometimes challenging others’ viewpoints, negotiating with others in group work and considering a range of viewpoints. Talk partners are often used as a strategy to encourage discussion in lessons. Relevant vocabulary is explicitly taught in lessons across the curriculum so that our children’s knowledge and understanding of vocabulary increases. Talk for Writing, which is used throughout the school in order to embed key vocabulary in children’s minds, is one such method that is employed on a regular basis.

For younger pupils, opportunities to develop their spoken language include role play within the indoor and outdoor learning environments where children can explore language in contexts such as a garage or a hairdresser’s or a café, for example.  As the children become older, opportunities are extended with the children preparing to speak to an audience using ICT presentations or posters as prompts. Children in Year 6 learn to use spoken language in a formal debate.

Spoken language is also developed through drama activities as children improvise, refine and rehearse scripts and learn to present these to an audience – for example – in their class assemblies.  Rehearsing ideas through role play and spoken language enables children to explore different genres, identify with characters and develop vocabulary: teachers often use this approach as preparation to improve the quality of written work.

During the year we run poetry performance competitions where children of all ages can showcase their ability to learn off texts by heart and perform poems of their choice with expression and actions.

Every week a talk homework topic is sent home for the children to talk about with their families and then come back into school to discuss with their teachers and peers.

We promote respect towards all languages and dialects that children may bring into school with them. We value all languages and recognise home languages as a stepping-stone to progress in the use of English.



At Park Hill, reading is taught as a separate lesson from writing. However, we very much try to link reading and writing activities so that often the same genre is being taught in both lessons. The children are taught reading skills, which are based around progression statements connected with:

  • decoding and blending (for Year 1)
  • recognition of ‘tricky’ words on sight (for Years 1 and 2)
  • retrieval of information from a text
  • interpretation of information
  • prediction of what might happen next
  • commenting on the writer’s use of language, structure and presentation
  • performance of a text
  • discussing what is read and justifying their views
  • identifying the writer’s purpose and viewpoint (for Years 3 upwards)

In Years 1 to 4, reading is taught in five 30 minute sessions, separate from the writing lesson, every week. We use a wide selection of differentiated guided reading books, the class libraries and the two school libraries as a source of books. In Years 3 and 4, some children on the Special Needs Register use the Rapid Reading Scheme.

In the reading lessons, our learning is based around the following cycle:

  • The teaching assistant reads a text with a group.
  • The teacher works with the group on the same text the teaching assistant has prepared with them the day before and the major part of the lesson involves interrogation of a text that the children have been reading. Questioning will relate to a particular progression statement pertinent to that year group and their ability. The teacher sets a follow-up activity for the group on the text they have worked on.
  • The other two days are used for independent reading, including using the Reading Eggs computer program (which is also available to use at home), and reading comprehensions. KS1 pupils (and all those KS2 pupils working on the Special Needs Register) also complete extra phonics and word recognition activities.
  • Every two weeks there is an unseen reading comprehension, which is usually differentiated two ways.

We have close links with our local library, Balsall Heath, and are often involved in projects with them. We make regular visits to the library and the librarians frequently come into school to speak not only to the children but also to their parents to help promote a love of reading and make them aware of the library’s facilities.


 In writing, we base our learning around the Writing Cycle which takes the following format:

  • Immersion in a genre incorporating: Talk for Writing, role play, book talk, class discussion, paired discussion, sentence construction, punctuation and grammar work related to the end piece of writing to be written, modelling of the writing by the teacher, text marking of modelled texts in the same genre as the one to be written and short pieces of writing.
  • Planning for ‘The Big Write’ – this is very much a supported activity involving writing frames and differentiated success criteria.
  • Writing the ‘Big Write’ with the aid of success criteria provided by the teacher. Again, this is a supported activity.
  • Proof reading and evaluating own work. Sometimes, the children proof read together with a partner and evaluate it together.
  • ‘Close the Gap’ lesson – general learning point which the teacher has picked up from marking the books will be taught to the whole class. This is followed by the children working on their own ‘close the gap’ comments which have been highlighted by the teacher in their books.
  • ‘Cold Write’ – the children plan and write an unseen piece in the same genre. Children also write their own success criteria.
  • Again the children spend some time proof reading their own work and then evaluating it.
  • Peer marking – this piece is marked by another child against the success criteria. The marker should state what they have particularly liked about the piece of writing and what they feel could be developed further. Both comments must relate to the success criteria. Sometimes, the children work in pairs whereby they look with a partner at their own piece of writing and then at their partner’s.
  • Performance of their writing might take place at any of these stages listed above. We try hard to make sure there is a real purpose and audience for the children’s writing.


Year 4 – Year group author – Jeremy Strong


Autumn Term Spring Term Summer Term


Letters connected with topic


Biographies connected with Black History Week




Reports connected with RE




Grammar and punctuation points are taught at the beginning of English lessons, where they are relevant to the genre being worked on. There are also discrete lessons in grammar and punctuation from Year 2 upwards.


 We use the Letters and Sounds programme for the teaching of phonics.

Letters and Sounds is a focused teaching strategy that teaches children how the alphabet works for reading and spelling and is taught through 6 phases:

Phase 1 supports the development of spoken language.

Phase 2-5 is a systematic approach to phonics teaching and word recognition skills

Phase 6- focuses on word-specific spellings and the rules for spelling alternatives.

Phonics is taught as a discrete session every day in Nursery, Reception, Year 1 and Year 2. Each lesson is taught by the teacher to the whole class, although the learning is differentiated according to ability within the lesson. Phonics is still taught to those children in Key Stage 2 who do not have a secure phonic knowledge.

Spelling, appropriate to ability and age expectation, is taught for short periods of time on a daily basis in Key Stage 2 in line with statutory guidance. The children are then encouraged to apply the rules they have learned to their independent writing.


 At Park Hill we aim to equip children with the skills to write in a handwriting style that is fluent, joined and legible. Children throughout the school use a cursive script where all letters start with a lead-in from the line and have a tiny hook on the end of them, which makes it easier to join them. Lower case g, y and j are not joined and neither are capital letters. Some children begin to join their letters in Year 2 but it is expected that all children will be joining their letters by Year 4 when every child is must use a pen for all their writing.



  • Letters connected with topic
  • Narratives
  • Any genre connected with Black History Week
  • Any genre connected with RE unit
  • Diaries
  • Reports
  • Poetry
  • Leaflets connected with attendance
  • Narratives: Visual literacy unit
  • Persuasive Letters
  • Reports connected with topic
  • Instructions
  • Play Scripts
  • Narratives
  • Diaries
  • Poetry
  • Leaflets or reports connected with topic
  • Newspaper Reports



(Hamilton Trust Long & Medium Term Planning)

  • Place value
  • Addition & subtraction
  • Geometry/statistics
  • Multiplication & division
  • Place value/addition & subtraction
  • Place value/addition & subtraction
  • Subtraction
  • Time/statistics
  • Multiplication & division
  • Division & fractions

  • Place value, fractions & decimals
  • Addition & subtraction & money
  • Addition & subtraction
  • Measurement & statistics
  • Fractions & decimals
  • Place value, decimals & negative numbers
  • Addition & subtraction
  • Addition & subtraction
  • Time, timetables & Geometry(coordinates)
  • Multiplication & division
  • Multiplication & division
  • Place value
  • Subtraction
  • Addition & subtraction
  • Geometry – Area, perimeter & coordinates
  • Fractions & decimals
  • Fractions, decimals & measurement – length
  • Multiplication & division
  • Geometry – symmetry & angles
  • Time & statistics – graphs
  • Fractions, decimals & division
  • Addition, subtraction, multiplication & division




Sound, electricity (conductors & insulators)

Reversible & irreversible changes


Teeth, variation & habitat


The human body and the digestive system

Evaporation & condensation




Britain’s settlement by Anglo-Saxons and Scots

A study of the Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire; Scots invasions from Ireland to north Britain (now Scotland); Anglo-Saxon invasions, settlements and kingdoms: place names and village life; Anglo-Saxon art and culture


Vikings versus Anglo-Saxons

A Study of Viking raids and invasion; resistance by Alfred the Great and Athelstan, first king of England; further Viking invasions and Dane geld; to Edward the Confessor and his death in 1066


Early Civilizations &

Ancient Egypt

A Study of the achievements of the early civilizations – an overview of where and when the first civilizations appeared and a depth study of

Ancient Egypt



Geographical Links to Topic

Locational Geography: Locating & identifying areas Anglo-Saxons originated from  in Europe and routes

Geographical Links to Topic

Locational Geography: Locating & identifying areas Vikings originated from in Europe and raiding routes

Geographical similarities and differences:

3 localities – U.K, SPAIN & PERU

A study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Geographical Links to Topic

Locational Geography: Locating & identifying areas of importance in Ancient Egypt


The Importance of Water:

A Study of the water cycle &

water conservation



(Rising Stars Scheme)

We are Musicians

Producing digital music

We are software Developers

Developing a simple educational game

We are HTML editors


Writing & editing an HTML

We are co-authors


Producing a wiki

We are Toy Designers

Prototyping an interactive toy



(Music Express Scheme)

Play it again

Exploring rhythmic patterns

The Class Orchestra

Exploring arrangements

Dragon Scales

Exploring melodies & scales

Painting With Sound

Exploring sound colours


Salt, Pepper, Vinegar, Mustard

Exploring signals

Animal Magic

Exploring descriptive sounds





Invasion Games

Simple attack & defence strategies – Football



Invasion Games

Simple attack & defence strategies – Netball



Outdoor  Adventurous Activities



Outdoor  Adventurous Activities

Net/wall Games



Striking & Fielding Games


Net/wall Games






Getting Started & Introduction

Feelings & Relationships

Feelings & Relationships

Making Good decisions

Being Responsible & Caring for Others






(LA Jolie Ronde Scheme)



All about me & establishing phrases & vocabulary for

classroom routines &objects

Understand and say numbers 0-10.

Meet and establish common letter strings.

Participate in a short exchange greeting someone- asking and saying how you are.

Identify rhyming words in a poem.

Follow simple classroom instructions.

Explore auditory differences between un/una.

Ask for and give name.

Recognise a question form.

Christmas lesson- Nativity play/Letter to the three Kings.


Revision of numbers.

Ask for and state age.

Recognise how accents alter pronunciation.


Perform actions to Spanish Song.

Experiment with writing by producing short sentences using verb, adjective and connective.

Easter lesson- Spring time/Weather conditions.

Names of fruit.

Recognise singular and plural items and how they affect the verb.

Reflect on healthy eating habits.

Understand Spanish traditions and customs across the various regions of Spain.

Days of the week.

Join in reading a story.

Match sounds to the written word.

Re-arrange familiar sentences into the correct word order.

Months of the year.

Focus on specific key sounds and letter strings.

Identify social conventions at home and in other cultures.



Metal Embossing

Drawing & scoring: Exploring line, designing & making Anglo-Saxon jewellery

Painting the Rainforest

Paint: A study of the work of painter Henri Rousseau

Egyptian Death Masks

Sculpture & Paint: Using paper mache 7 paint to create a Pharaoh’s death mask


Viking Purses

Textiles: Investigating, designing & making Viking purses

Rainforest Food Technology

Food preparation Peruvian Rainforest style

Egyptian Technology

A study of ingenious Ancient Egyptian technology


(Following Birmingham Agreed Syllabus)

Creativity – Expressing Joy

Creativity – Being Thankful

Contemplation – Being respectful & Self-Critical

Contemplation – Being Curious & Valuing Knowledge

Community – Being Modest & Listening to Others

Community – Cultivating Inclusion, Identity & Belonging

Compassion – Being Merciful & Forgiving

Compassion – Being Regardful of Suffering


Choices – Living by Rules

Choices – Being Temperate, Cultivating Self- Discipline & Contentment

Creativity – Being Imaginative & Explorative/Appreciating Beauty



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