A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
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1 | St Christopher's Junior School Year 4 Curriculum Overview: Term 1 | |||||||||||||||||||||||||

2 | What we will do at School | What you can do at home | ||||||||||||||||||||||||

3 | NUMERACY | |||||||||||||||||||||||||

4 | Numeracy - Please click link to access the St Christopher’s Maths Calculation Policy: | goo.gl/Hi1fp6 | ||||||||||||||||||||||||

5 | Please click link to access the IXL website for your child’s year group: | https://uk.ixl.com | ||||||||||||||||||||||||

6 | Number | |||||||||||||||||||||||||

7 | Understand what each digit represents in at least 4-digit number. | Discuss the value of each digit in 4 digit numbers. e.g. 4375 – 4005 = 370. | ||||||||||||||||||||||||

8 | Write place value additions and subtractions. | e.g. 4356 – 4300 = 56 or 4356 – 306 = 4050. | ||||||||||||||||||||||||

9 | Place at least 3-digit and 4-digit numbers on a line and compare them. | Create a numberline and digit cards to insert. Discuss numbers and identify the digit within the number that determines where it appears when ordered or compared to another number. | ||||||||||||||||||||||||

10 | Create 4 digit numbers from a given set of digit cards to match specific rules. | |||||||||||||||||||||||||

11 | Mental addition of pairs of at least 2-digit numbers or 3-digit numbers and 2-digit numbers using partitioning, place value or counting up. | e.g. 45+52; 45+50+2 or 40+50+5+2 146+23; 146+20+3, or 100+40+20+6+3. | ||||||||||||||||||||||||

12 | Mental subtraction of 2-digit numbers from numbers less than 200 by counting back or counting up. | e.g. 160-45; 45+5=50; 50+110=160; so 160-45=115. 160-40=120; 120-5=115. | ||||||||||||||||||||||||

13 | Written addition of 3 and 4 digit numbers using condensed column addition include adding three 3 digit numbers. | See Maths Calculation Policy. | ||||||||||||||||||||||||

14 | Use grid multiplication to multiply 2 digit numbers by 1 digit numbers. | See Maths Calculation Policy. | ||||||||||||||||||||||||

15 | Use grid multiplication to multiply 3 digit numbers by 1 digit numbers. | See Maths Calculation Policy. | ||||||||||||||||||||||||

16 | Know at least 3, 4, 6, 8 times tables and associated division facts. | Play times tables games e.g. snap, pairs etc.. and sing times tables songs. | ||||||||||||||||||||||||

17 | Mental addition and subtraction of at least 3 or 4-digit numbers using place value and near multiples. | See Maths Calculation Policy. E.g. 2145+29 = 2145+30–1 = 2174. | ||||||||||||||||||||||||

18 | Mental addition and subtraction of at least 4-digit numbers using place value and partitioning. | See Maths Calculation Policy. E.g. 3216 = 3000 + 200 + 10 + 6, 3200 + 10 + 16, 3200 + 16, 3010 + 200 + 6 or 4567 – 67 – 4000 = 500. | ||||||||||||||||||||||||

19 | Add and subtract 1, 10, 100, 1000 to and from at least 4-digit numbers. | e.g. 2256+10; 2256+20; 2256+30; 2256+100; 2256+200; 2256 +300 etc. | ||||||||||||||||||||||||

20 | Written subtraction of at least 3-digit numbers using expanded decomposition or condensed column subtraction | See Maths Calculation Policy. | ||||||||||||||||||||||||

21 | Worded problems using written addition and subtraction strategies. | See Maths Calculation Policy. | ||||||||||||||||||||||||

22 | Mental subtraction using counting up. | See Maths Calculation Policy. | ||||||||||||||||||||||||

23 | Choose a subtraction calculation strategy. | e.g. 4003 - 3995 (Count up from the smaller to the larger number.) e.g. 428 - 202 (Use place value - 200, then the 2.) e.g. 6428 - 2731 (Condensed column subtraction.) | ||||||||||||||||||||||||

24 | Double at least 2 digit and 3 digit numbers using partitioning. | e.g. 26x2; 20x2=40; 6x2=12; 40+12=52. 124x2; 100x2=200; 20x2=40; 4x2=8; 200+40+8=248. | ||||||||||||||||||||||||

25 | Halve at least 2-digit and 3-digit numbers using partitioning. | e.g. 26÷2; 20÷2=10; 6÷2=3; 10+3=13. 124÷2; 100÷2=50; 20÷2=10; 4÷2=2; 50+10+2=62. | ||||||||||||||||||||||||

26 | Written division using bus stop line and dots to divide with no remainders. | See Maths Calculation Policy. | ||||||||||||||||||||||||

27 | Written division of at least 2-digit numbers by 1-digit numbers, just above the 10th multiple with remainders. | See Maths Calculation Policy. | ||||||||||||||||||||||||

28 | Count in at least 1/4s, 1/3s, 1/8s and 1/10s. | Count in sequences and pausing at equivalent fractions e.g. 1/4, 2/4 (1/2) 3/4, 4/4 (1) | ||||||||||||||||||||||||

29 | Find unit fractions and non-unit fraction of amounts. | e.g. 50 ÷ 10 = 5, so 1/10 of 50 is 5. What is 2/10 of 50? 3/10? 9/10? | ||||||||||||||||||||||||

30 | Measurement | |||||||||||||||||||||||||

31 | Tell the time to the nearest minute; use analogue, digital and Roman numeral clocks. | Look at different clocks around the house. e.g. wall clock, mobile phone, IPad etc. | ||||||||||||||||||||||||

32 | Use am and pm times appropriately. | Explain how am and pm represent two 12 hour periods of a complete day. | ||||||||||||||||||||||||

33 | Work out time intervals crossing the hour. | Calculate the length of a journey, tv programme etc.. e.g. the film started at 08:30 and finished at 10:15. How long was the film? | ||||||||||||||||||||||||

34 | Convert units of time and work out time intervals crossing the hour. | Discuss activities and their time in different units of time. e.g. football practise is 1 ½ hours long = 90 mins. | ||||||||||||||||||||||||

35 | Statistics | |||||||||||||||||||||||||

36 | Collect data and organise into bar charts and pictograms. | |||||||||||||||||||||||||

37 | Geometry | |||||||||||||||||||||||||

38 | Use Venn diagrams or Carroll diagrams to sort shapes | |||||||||||||||||||||||||

39 | Describe, name and sort 2D shapes, including quadrilaterals. | Locate different quadrilaterals and measure the length of the sides and look for parallel sides to determine their name. | ||||||||||||||||||||||||

40 | Describe, name and sort 2D shapes, including triangles. | Locate different triangles and measure the length of the sides to determine if the are isosceles, scalene, or equilateral. | ||||||||||||||||||||||||

41 | LITERACY | |||||||||||||||||||||||||

42 | Reading | |||||||||||||||||||||||||

43 | Word Reading | Read and talk together. Get your child to tell you about what they are reading. Who is their favourite character and why? Is there anyone like that in your family? What do they think is going to happen? What have they learnt from their reading? Does it remind them of any of their own experiences? Help your child with any words they don’t understand – look them up together in the dictionary if you need to. Read recipes, instructions, manuals, maps, diagrams, signs and emails. It will help your child to understand that words can be organised in different ways on a page, depending on what it’s for Read junk mail – your child could compare costs, make their own ‘advertisements’ by cutting up junk mail or come up with clever sentences for a product they like. Read with others. If your child has chosen something to read that is too hard at the moment, take turns and read it together. Reading to younger brothers or sisters, or grandparents will give your child an opportunity to practise reading out loud. Encourage other family members to read to and with your child – older siblings, Aunty, Grandma. Playing board games and card games is important, too. Choose games that everyone wants to play – make them challenging, not too easy. When they are reading, the most common difficulty your child is likely to have is working out the meaning of new words, phrases and expressions. To do this your child will use their knowledge of words and word patterns (eg prefixes, suffixes and root words) to help build meaning. You may need to remind your child to read back and forward for clues to help their understanding of what they are reading. Talk with your child about the meaning. Take your child to the school library. Help your child to choose a variety of books they want to read. Help them look for books about topics they’re learning about at school. Get your child to choose a book that you can read to them (listening to you read helps them with their reading). Encourage your child to retell favourite stories or parts of stories in their own words. Here's a tip - help your child link stories to their own life. Remind them about what they have done when a similar thing happens in the story. | ||||||||||||||||||||||||

44 | Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words. | |||||||||||||||||||||||||

45 | Read further exception words, noting the unusual correspondences between spelling and sound. | |||||||||||||||||||||||||

46 | Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words. | |||||||||||||||||||||||||

47 | Comprehension | |||||||||||||||||||||||||

48 | Know which books to select for specific purposes, especially in relation to science, geography and history learning. | |||||||||||||||||||||||||

49 | Use a dictionary to check the meaning of unfamiliar words. | |||||||||||||||||||||||||

50 | Discuss and record words and phrases that writers use to engage and impact on the reader. | |||||||||||||||||||||||||

51 | Identify some of the literary conventions in different texts. | |||||||||||||||||||||||||

52 | Identify the (simple) themes in texts. | |||||||||||||||||||||||||

53 | Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action. | |||||||||||||||||||||||||

54 | Explain the meaning of words in context. | |||||||||||||||||||||||||

55 | Ask relevant questions to improve my understanding of a text. | |||||||||||||||||||||||||

56 | Infer meanings and begin to justify them with evidence from the text. | |||||||||||||||||||||||||

57 | Predict what might happen from details stated and from the information I have deduced. | |||||||||||||||||||||||||

58 | Identify where a writer has used precise word choices for effect to impact on the reader. | |||||||||||||||||||||||||

59 | Identify some text type organisational features, for example, narrative, explanation and persuasion. | |||||||||||||||||||||||||

60 | Retrieve information from non-fiction texts. | |||||||||||||||||||||||||

61 | Build on others’ ideas and opinions about a text in discussion. | |||||||||||||||||||||||||

62 | Writing | |||||||||||||||||||||||||

63 | Use dictionaries to check the meaning of words that they have read. | Write for fun. Writing about their heroes, sports events, hobbies and interests helps your child to stay interested in what they are writing about. Help your child to leave messages in sand on the beach, send a message in a bottle, do code crackers, word puzzles, crosswords, word finds – these are all fun to do together. Make up a story or think of a legend and act it out with costumes and music. Write down the names of the characters or tīpuna (ancestors). Encourage your child to use a computer or iPad to write, email and publish or print for pleasure (emails, birthday cards, poems, jokes, letters, pictures with captions). Or you could use a computer at the library. Here's a tip - keep writing fun and use any excuse you can think of to encourage your child to write about anything, any time. Talk about your child's writing. Get your child to talk about their writing and share it. Cut out words and letters to make stories, codes, poems, puzzles and more… Play word games together. Play with words. Thinking of interesting words and discussing new ones can help increase the words your child uses when they write – look words up in the dictionary or on the Internet or talk with family/whānau to find out more about where the words come from. Here's a tip - talk about what your child writes. Be interested. If you don’t understand what their story is about, ask them to tell you more about it. Use questions they will want to answer. Write for a reason. Get your child to help write the shopping list, invitation lists for family events, menus for special dinners, thank-you cards when someone does something nice. Postcards are a good size for a sentence or two and they are cheap to post, too. Have a special place to keep your child’s writing at home (notice board, fridge, folder). You might frame a piece of writing and hang it up, too. Show your child that you write for all sorts of reasons. Let them see you enjoying writing. Write to them sometimes, too. | ||||||||||||||||||||||||

64 | Recognise the present perfect tense. | |||||||||||||||||||||||||

65 | Use conjunctions and prepositions to express time, place, cause . | |||||||||||||||||||||||||

66 | Use adverbs to express time, place and cause (eg then, next, soon, therefore). | |||||||||||||||||||||||||

67 | Identify and use specific features relevant for this text type. | |||||||||||||||||||||||||

68 | Recognise Standard English forms for verb inflections instead of local spoken forms (eg we were instead if we was or I did instead of I done). | |||||||||||||||||||||||||

69 | Know the difference between plural and possessive –s. | |||||||||||||||||||||||||

70 | Use apostrophes to mark plural possession (eg the girls’ names). | |||||||||||||||||||||||||

71 | Use conjunctions and prepositions to express time, place, cause. | |||||||||||||||||||||||||

72 | Use adverbs to express time, place and cause (eg then, next, soon, therefore). | |||||||||||||||||||||||||

73 | Identify and use an adverbial. | |||||||||||||||||||||||||

74 | Know what a fronted adverbial is and to use a comma after one. | |||||||||||||||||||||||||

75 | Recognise what a prefix is. | |||||||||||||||||||||||||

76 | In non-narrative material, use simple organisational devices [for example, headings and sub-headings]. | |||||||||||||||||||||||||

77 | Introduce to paragraphs as a way to group related material. | |||||||||||||||||||||||||

78 | Prepare poems to read aloud and to perform. | |||||||||||||||||||||||||

79 | Show understanding through intonation, tone, volume and action. | |||||||||||||||||||||||||

80 | Assess the effectiveness of their own and others’ writing and suggesting improvements. | |||||||||||||||||||||||||

81 | Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences. | |||||||||||||||||||||||||

82 | Proof-read for spelling and punctuation errors. | |||||||||||||||||||||||||

83 | Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. | |||||||||||||||||||||||||

84 | Identify synonyms and antonyms. | |||||||||||||||||||||||||

85 | SCIENCE | |||||||||||||||||||||||||

86 | Electricity | |||||||||||||||||||||||||

87 | Identify common appliances that run on electricity. | Look at the inside of a plug. Talk about simple devices that have for example, bulbs, buzzers, motors and switches. Draw the circuit as a pictorial representation of the circuit. Investigate when and why bulbs get brighter, that metals tend to be conductors of electricity. | ||||||||||||||||||||||||

88 | Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers. | |||||||||||||||||||||||||

89 | Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery. | |||||||||||||||||||||||||

90 | Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit. | |||||||||||||||||||||||||

91 | Recognise some common conductors and insulators, and associate metals with being good conductors. | |||||||||||||||||||||||||

92 | Animals Including Humans | |||||||||||||||||||||||||

93 | Describe the simple functions of the basic parts of the digestive system in humans. | Look at and discuss the main body parts associated with the digestive system, for example: mouth, tongue, teeth, oesophagus, stomach, and small and large intestine, and explore questions that help them to understand their special functions. Comparing the teeth of carnivores and herbivores and suggesting reasons for differences. Find out what damages teeth and how to look after them. | ||||||||||||||||||||||||

94 | Identify the different types of teeth in humans and their simple functions. | |||||||||||||||||||||||||

95 | Construct and interpret a variety of food chains, identifying producers, predators and prey. | |||||||||||||||||||||||||

96 | ICT | |||||||||||||||||||||||||

97 | To develop an appreciation of the links between geometry and art, and knowledge of some artists’ work in this area. | Explore the Scratch website here https://scratch.mit.edu/ . Follow some of the tutorials in the ‘Tips’ and have a look at some of the projects from the Scratch community. | ||||||||||||||||||||||||

98 | To become familiar with the tools and techniques of a vector graphics package such as Inkscape and produce a repeated pattern design. | |||||||||||||||||||||||||

99 | To develop a maze game using selection and repetition in Scratch. | |||||||||||||||||||||||||

100 | To understand and use variables Start to debug computer programs. |

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