Banner 6
Home » Year 4 » Year 4 Curriculum
Year 4 Curriculum


The Teaching Targets are in line with the New British National Curriculum

Nine periods of Literacy are taught every week. These include:

  • 2 periods of Reading Skills
  • 2 periods of Writing Skills
  • 1 Spelling/Handwriting
  • 2 Grammar
  • 1 Shared/ Guided Reading
  • 1 Library

Pupils learn to change the way they speak and write to suit different situations, purposes and audiences. They read a range of texts and respond to different layers of meaning in them. They explore the use of language in literary and non-literary texts and learn how language works.

Reading Skills

Children undertake an in depth study of a range of extracts and texts.  These are read, discussed and questions are then answered in writing.

Writing Skills

Children develop their writing by building on what they have been taught, to expand the range of their writing to understand and consolidate what they have read or heard.

Writing Genres Include:


  • Stories involving people from other cultures and issues
  • Fantasy Stories and Narratives
  • Traditional Stories
  • Descriptions of Setting
  • Dialogues and Playscripts

B. Non-fiction

  • Recounts
  • Newspaper articles
  • Instructions
  • Explanations
  • Information texts
  • Persuasive texts
  • Biographies
  • Letter writing
  • Diaries

C. Poetry

  • Acrostic
  • Cinquains
  • Haikus
  • Rhyming Couplets
  • Alliteration


  • Parts of Speech (Nouns, Verbs, Adjectives, Adverbs)
  • Up-levelling sentences using VCOP (Vocabulary, Connectives, Openers and Punctuation)
  • Direct and Reported Speech
  • Paragraphs
  • Verbs (past and future tense)

Below is a list of objectives covered in each area of Literacy


Word Reading

  • apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) 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


  • Develop positive attitudes to reading and 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
  • 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 one 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.



  • use further prefixes and suffixes and understand how to add them
  • spell further homophones
  • spell words that are often misspelt
  • 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 two or three 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


  • 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


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

Vocabulary, Grammar and Punctuation

  • extend 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
  • choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
  • use conjunctions, adverbs and prepositions to express time and cause
  • use fronted adverbial
  • indicate grammatical and other features by:
    • using commas after fronted adverbials
    • indicating possession by using the possessive apostrophe with plural nouns
    • using and punctuating direct speech
  • use and understand the grammatical terminology

Speaking and Listening

  • 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, role play, 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

Our aim in Year 4 is to encourage the children to read as wide a range of books, at their reading level, as possible. The children begin the year on a reading level and progress throughout the year. It is hoped that by the end of Year 4 most children will become independent readers who are able to gain pleasure from their reading.

To encourage reading, children undertake the following activities:

ERIC (Everyone Reading in Class)

For approximately 10 minutes the whole class read their own books silently.

Shared Reading

The whole class read the same book together.  The children take it in turns to read aloud and are read to.  Time is also taken to discuss the text in depth.

Guided Reading

Children read age appropriate material in small groups. These include fiction and non-fiction texts, which they will discuss as a group together with an adult.

For more information and a detailed programme of study please refer to the link below:


In Year 4 children receive seven periods of Numeracy each week, one of these lessons is devoted to problem solving. Throughout the school the children are taught mathematics through the “Big Maths” framework which is a fun, lively programme that has been developed in the U.K. which is fully in line with the New National Curriculum.

The Big Maths lesson is split in 4 parts:

  1. Counting – children learn to count forwards/backwards in steps.
  2. Learn Its – children memorise core essential facts using addition/subtraction/multiplication/division.
  3. It’s Nothing New – children learn how to apply learned facts to solve more complex calculations and problems.
  4. Calculation – children learn mental and formal methods for the 4 operations.

Outlined below are the areas of Big Maths that are covered in Year 4.


  • Learn to count forwards and backwards in 6s, 7s, 8s and 9s and then to apply this when counting in numbers ten times bigger and hundred times bigger eg: to be able to count in 6s, 60s and 600s.
  • Learn to count in 25s, 250s and 2500s
  • Learn to count in 0.2s, 0.5s and apply this to equivalent fractions.

Learn Its

Please follow the link on The Junior School website for Big Maths where you will find the Learn Its for Year 4 (facts to memorise).

It’s Nothing New

  • Multiplying/dividing whole numbers and decimals by 10 and 100
  • Calculating missing number calculations to 1000 and above.
  • Doubling and halving of 5 digit numbers.
  • Mental methods for multiplication of up to 3 digit by 2 digit numbers.
  • Understanding the reverse operations of the 4 operations.(fact families)
  • Finding equivalent fractions, simplifying and ordering fractions.


  • Formal and informal methods for addition, subtraction, multiplication and division of whole numbers up to 5 digits, decimals and fractions.

Alongside the above essential “Core Numeracy” children are also taught “Outer Numeracy” which in Year 4 incorporates:

Using and applying mathematics

  • Solving one-step and two-step problems involving numbers, money and measures and carrying out appropriate calculations.
  • Suggesting a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers.
  • Identifying and using patterns, relationships and properties of numbers or shapes; investigating a statement involving numbers and testing it with examples.

Understanding shape

  • Drawing polygons and classifying them by identifying their properties, including their line of symmetry; visualising 3-D objects from 2-D drawings; making nets of common solids.
  • Recognising horizontal and vertical lines; using compass points to describe direction; describing and identifying the position of a square on a grid of squares.
  • Know that angles are measured in degrees and that one whole turn is 360; comparing and ordering angles less than 180.


  • Using standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity.
  • Drawing rectangles and measuring and calculating their perimeters; finding the area of rectilinear shapes.
  • Reading time to the nearest minute; using am, pm and 12-hour clock notation.

Handling data

  • Answering a question by identifying what data to collect; organising, presenting, analysing and interpreting the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate.
  • Comparing the impact of representations where scales have intervals of differing step size.


Themed topics allow learning to be more meaningful and exciting, as cross-curricular links are made between subjects.

Emphasis is placed on developing important skills as well as knowledge. Pupils undertake independent projects which promote research and presentation skills.

Topic is timetabled for five periods each week and includes Science, History and Geography.

This is an overview of the Topic Units covered in year 4.

Topics of Study

Animals Including Humans


Clean Water, Dirty Water (Rivers)


Forces and Magnets

Knights and Castles

Living Things and Their Habitats

Saving the World (Rainforests)

States of Matter

In Animals Including Humans pupils:

  • Learn about a wider range of living things; they learn about the human body and the different types of skeletons
  • Make comparisons between themselves and other living organisms
  • Distinguish between vertebrates and non-vertebrates, warm and cold-blooded animals
  • Learn about contracting and relaxing muscles
  • Test how exercise affects our bodies
  • Look at the different sections of the food pyramid and discuss the importance of having a balanced diet
  • Lean about food chains

 In Archaeology pupils:

  • Learn about what archaeology is and what an archaeologist does
  • Discuss how archaeologist used to dig for artefacts and record their findings
  • Children transform into young archaeologists and dig for artefacts!
  • Learn how carbon dating was used to determine how old something was
  • Research various famous archaeological discoveries

In Forces and Friction pupils:

  • Use force meters to measure forces in Newtons
  • Learn about the causes of friction
  • Distinguish between surfaces that reduce or  increase forces
  • Water and air resistance and the effects of gravity

In Living Things and Their Habitats pupils:

  • Discover which plants and animals are best suited to fit their environment and the effects humans have on habitats
  • Looking at different types of houses around the world
  • How climate and weather affect the environment and the houses people live in
  • Looking at animal adaptations

Clean Water, Dirty Water (Rivers) and (Saving the World) Rainforests are two topics in which:

  • Pupils investigate a variety of people, places and environments and start to make links between different places in the world
  • They find out how people affect the environment and how they are affected by it
  • They develop their map skills, using maps, globes, atlases and make comparisons between continents, countries and islands
  • Pupils visit River Maroullias
  • Pupils make an in-depth study of Brazil, bringing it alive with Latin dancing and tropical fruit!

States of Matter and Electricity are two topics in which pupils:

  • Use thermometers to measure temperature
  • Carry out investigations to understand that touch is not an accurate way of judging temperature
  • Recognise the uses of thermal insulators and conductors
  • Understand the different between Electrical conductors and insulators
  • Use scientific language to discuss ideas and communicate their finding
  • Learn about keeping warm, electricity, insulators and conductors
  • Hypothesise and carry out simple investigations and predict outcomes
  • Work independently and in collaboration with others to carry out experiments

In Knights and Castles pupils:

  • Learn about  castles in the medieval times
  • Investigate different types of Castles
  • Research what life was like in the medieval times
  • Learn about Sieges, Defences  and Battles
  • Visit Kolossi castle


In Art pupils use a variety of materials and media to produce creative artwork. Pupils are encouraged to develop their creativity and imagination and become more confident in using all kinds of materials given. As pupils progress they begin to think critically and develop a more rigorous understanding of art and design.


As part of the computing program, pupils use their computational thinking and creativity to understand and change the world. Pupils are taught the principles of information and computation and how digital systems work.

Children learn word processing skills and ways of developing and presenting images and discover ways of modelling effects on the screen and branching databases.

Information and technology is linked into all areas of the curriculum for research.


Greek is taught seven periods a week. Children are divided into native and non-native Greek speakers depending on their level of acquisition. (Please see separate section)

Music and Recorders

Music is taught once a week by the music specialist teacher. Pupils have the choice of undertaking recorder lessons if they wish. (Please see separate section)

Physical Education (P.E.)

Pupils enjoy being active and using their creativity and imagination in physical activity. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to succeed in different activities and learn how to evaluate and recognise their own success. (Please see separate section)

It is the mark of an educated mind to be able to entertain a thought without accepting it