Year 4






Children use Gainsborough Old Hall as their stimulus to explore the Tudors.

India is the theme of the Spring term.

Anglo-Saxons is the theme of the Summer term.


There is a focus on word classes this term in order to make sure children have a solid foundation to develop their knowledge of other grammatical terms and concepts later in the year. Children use Gainsborough Old Hall as their inspiration for writing; this begins with a Tudor banquet description and includes a thank you letter to Shaun Clark (the tour guide at Gainsborough Old Hall). Children also write non-fiction texts based on the Tudors (e.g. Tudor houses). In addition, children write their own Autumn poem based on the school’s natural surroundings.

Children use the theme of India to write a range of exciting and informative texts. For example, the children will be inspired by scenes from The Jungle book to write their own jungle chase. They will write their own versions of traditional Indian narratives e.g. Rama and Sita. The children will write a non-chronological report about aspects of India, as well as a kenning poem inspired by India’s wildlife.

Children use the theme of Anglo-Saxons to write their own King Arthur inspired text, as well as composing various non-fiction texts related to the Anglo-Saxon period. This includes a persuasive piece of writing where the children take the role of an Anglo-Saxon estate agent and try to convince the reader to buy their property. All children are exposed to the story of Iron Man by Ted Hughes and will retell aspects of the story in their own words.


There is a focus on place value at the beginning of the term, which then moves on to the four rules of number. Children’s knowledge of fractions is developed from a secure understanding of the family of one. Children are taught the place value of decimal numbers and how to complete decimal sequences. Money and various aspects of shape (e.g. symmetry) are taught to the children, often linked to Christmas. Other aspects of Maths e.g. data handling, are also covered this term.

There is an extension of the 4 rules of number. The children also explore weight and capacity, being able to convert between a range of units of measurement. The children’s understanding of time is also developed as well as temperature. Children are taught equivalent fractions through the use of concrete apparatus, followed by methods based on the family of one.

Children develop their ability to solve single and multi-step word problems, as well as problems involving factors and multiples. Children build on their fraction knowledge and begin adding and subtracting fractions, as well as converting improper fractions to mixed number. Place value is revisited, with the children being able to count on in 10, 100 and 1000 from a given 4-digit number.


There is a focus on biology in the Autumn term. Children start the year looking at food chains and food webs. Children then develop their understanding of how to classify living organisms. This begins with invertebrates where children look at the different groupings of animals without a backbone e.g. annelids. Children learn how to classify vertebrates (e.g. mammals, reptiles etc.) according to key criteria.
Following this, children are taught the different names and functions of teeth, both animal and human.

Children recap on the body’s major organs, leading to a focus on the digestive system. Children are taught the process of digestion from mouth to rectum. This includes an understanding of organs such as the liver, stomach, pancreas and intestines. Following this, children explore the three states of materials (solid, liquid and gas).

Children explore electricity. They have the opportunity to make their own circuits with multiple components and represent these circuits through symbols. Children experiment with insulators and conductors, as well as making their own design and technology project linked to the Iron Man, where the children design their own electrical circuits. Children also explore sound, exploring its connection with vibration.


Geography is not discreetly taught this term.

Using atlases, children recap continents of the world. They then focus on India, learning about its political borders and natural features e.g. The Himalayas, Eastern and Western Ghats and River Ganges.  Children are introduced to climate zones with specific reference to India. Children are taught 4-figure grid references through a range of activities. In addition, children explore photographs taken by a member of staff during their visit to India to gain an understanding about life in India.

Children are taught about the Alicante region of Spain. They compare and contrast both the physical and human geography of this area with our own (Lincolnshire). Children have penpal friends with a school in Alicante in order to both improve their Spanish, as well as gain a first hand account of life in that region of Spain.


In History, children place the Tudor period in a wider timeline of key historical events/periods. Children explore the lives of rich Tudors through their trip to Gainsborough Old Hall, and contrast this to the lives of poor Tudors in Britain. The children explore primary sources in order to learn about various aspects of the period. 

History is not discreetly taught this term.

Children explore the life of Anglo-Saxons. This starts at the very beginning, with who the Anglo-Saxons are, where they originally came from and why they chose to settle in England. The children look at Anglo-Saxon settlements and village life. They look at Anglo-Saxon warfare and write an Anglo-Saxon warrior description in their writing. Children are then introduced to Sutton Hoo and have opportunity to look at pictures of the artifacts found at the site.


This term is based around Christianity and the community.  Belonging to a Christian Community.  An introduction to Christianity and the symbolism associated with the faith. Symbolism is also linked to their design and technology work – see design and technology. What is Baptism? and a visit to the local place of worship with David Eames.  

Hinduism – this is linked to our theme for the term. Hindu practice in worship (temple - Mandir) and in action. Beliefs and values. What do the actions of Hindu puja / worship mean? What do Hindus say is good? What teachings and examples do they try to follow? How? What sorts of things do they do to put goodness into action in family, community and worship?

Continuing with Christianity and the Community.  Who was Jesus?  Explore a range of religious stories and sacred writings and talk about their meaningsRecognise that religious teachings and ideas make a difference to individuals, families and the local communityHow does the church reflect upon Jesus’s life and teachings in a modern society? Guest speaker


The is a focus on building on knowledge the children have already mastered in year 3 for example counting from 12 up to 20. Starting with greetings, how to introduce themselves and other members of their family.  Listening to others talking about their families.   Another focus will be on what Christmas is like in another European country.

There is a focus this term on more conversational Spanish.  The children will listen and speak more fluently in Spanish.  Asking simple questions about each other’s families. Asking a friend when their birthday is, knowledge about months of the year and numbers up to 31, How many pets they may have? Write simple phrases in Spanish and also to translate them.

Children will be writing in Spanish to a Pen pal in a Spanish region.  The children will explore more about the cultural life in Spain and other Spanish speaking countries.  .Children will learn the names of EU countries in Spanish.


There is a focus on internet safety this term. Key aspects of online safety are covered: information sharing; chat rooms; emails, text and messenger services; web browsing; and bullying online. CEOPS is used extensively when delivering this unit of work.

To fit in alongside the children’s swimming lessons, they are taught about how to keep themselves safe. This includes examining risky situations through identifying the ‘critical moment’ in a scenario. Children are taught about the meanings of signs in order to keep them safe.

Children are taught about safety in relation to electricity. Working alongside their Science work, the children are told of the dangers of electricity, particularly in the ‘real world’ i.e. at home and around their community.

Design and Technology

Nuffield 4 – ‘How will you store your favourite things’ unit of work, with a Christmas slant. Children design their own box to contain a special gift for someone special in their life, to be given at Christmas.

Design and Technology is not discreetly taught this term.

Linked to the Iron Man book, as well as their Science work, the children design and make their own Iron Man head with a working electrical circuit inside. Children evaluate their project at the end using book creator on the ipad.


Children sketch at Gainsborough Old Hall. Gainsborough Old Hall is also the inspiration for many other art projects throughout this half-term. Children use either pen and ink, paint or sewing to make their own Christmas card.

India is the inspiration of the children’s art work. Children use paint, sewing, clay, printing and pen and ink to produce India inspired work.

Anglo-Saxons is the inspiration for the Art work this term. Children use paint, sewing, clay, printing and pen and ink to produce Anglo-Saxon inspired work e.g. Sutton Hoo artifact designs. Children also look at one of Art’s ‘greats’ to inspire their own work.


See PSHE comments.
Children are introduced to Showbie and how to receive and upload files on the platform.

Children continue their progression through the Scratch scheme of work.

Children continue their progression through the Scratch scheme of work. In addition, children use Ipads to evidence, record and evaluate their Design and Technology project.