National Curriculum 2014 Planning Document Statutory Requirements

Year 4 National Curriculum 2014 Planning Document – Statutory Requirements

This document contains all of the statutory requirements of the National Curriculum (2014) broken down by subject. Please note this document should also be read in conjunction with the English and Maths appendices. The document is to support the long, medium and short term planning processes to ensure both full coverage and progression. In the non-core subjects it is important that Key Stage teams plan for progression as this is not prescribed within the curriculum document. This document will form the start of the planning process and can be used as a monitoring tool to ensure all elements of the core areas are covered within the National Curriculum Year Group. English

Spoken Word Word Reading Comprehension Writing – Writing – Writing – Writing – transcription Handwriting Composition Grammar, Vocabulary and Punctuation Pupils should be Pupils should be Pupils should be Spelling (see Pupils should be Pupils should be Pupils should be taught to: taught to: taught to: English Appendix taught to: taught to: taught to: * listen and * apply their * develop positive 1) * use the diagonal * plan their writing * develop their respond growing attitudes to Pupils should be and horizontal by: understanding of appropriately to knowledge of root reading and taught to: strokes that are * discussing the concepts set adults and their words, prefixes understanding of * use further needed to join writing similar to out in English peers and suffixes what they read by: prefixes and letters and that which they are Appendix 2 by: * ask relevant (etymology and * listening to and suffixes and understand which planning to write * extending the questions to morphology) as discussing a wide understand how to letters, when in order to range of sentences extend their listed in English range of fiction, add them (English adjacent to one understand and with more than understanding and Appendix 1, both poetry, plays, non- Appendix 1) another, are best learn from its one clause by using knowledge to read aloud and fiction and * spell further left unjoined structure, a wider range of * use relevant to understand the reference books or homophones * increase the vocabulary and conjunctions, strategies to build meaning of new textbooks * spell words that legibility, grammar including when, if, their vocabulary words they meet * reading books are often misspelt consistency and * discussing and because, although * articulate and * read further that are structured (English Appendix quality of their recording ideas * using the present justify answers, exception words, in different ways 1) handwriting [for * draft and write perfect form of arguments and noting the unusual and reading for a * place the example, by by: verbs in contrast to opinions correspondences range of purposes possessive ensuring that the * composing and the past tense * give well- between spelling * using dictionaries apostrophe downstrokes of rehearsing * choosing nouns structured and sound, and to check the accurately in letters are parallel sentences orally or pronouns descriptions, where these occur meaning of words words with regular and equidistant; (including appropriately for explanations and in the word. that they have plurals [for that lines of dialogue), clarity and narratives for read example, girls’, writing are spaced progressively cohesion and to different purposes, * increasing their boys’] and in words sufficiently so that building a varied avoid repetition including for familiarity with a with irregular the ascenders and and rich * using expressing feelings wide range of plurals [for descenders of vocabulary and an conjunctions, * maintain books, including example, letters do not increasing range of adverbs and attention and fairy stories, myths children’s] touch]. sentence prepositions to participate actively and legends, and * use the first two structures (English express time and in collaborative retelling some of or three letters of a Appendix 2) cause conversations, these orally word to check its * organising * using fronted staying on topic * identifying spelling in a paragraphs around adverbials and initiating and themes and dictionary a theme * learning the responding to conventions in a * write from * in narratives, grammar for years comments wide range of memory simple creating settings, 3 and 4 in English * use spoken books preparing sentences, dictated characters and plot language to poems and play by the teacher, * in non-narrative Appendix 2 develop scripts to read that include words material, using * indicate understanding aloud and to and punctuation simple grammatical and through perform, showing taught so far. organisational other features by: speculating, understanding devices [for * using commas hypothesising, through example, headings after fronted imagining and intonation, tone, and sub-headings] adverbials exploring ideas volume and action * evaluate and edit * indicating * speak audibly * discussing words by: possession by using and fluently with and phrases that * assessing the the possessive an increasing capture the effectiveness of apostrophe with command of reader’s interest their own and plural nouns Standard English and imagination others’ writing and * using and * participate in * recognising some suggesting punctuating direct discussions, different forms of improvements speech presentations, poetry [for * proposing * use and performances, role example, free changes to understand the play, verse, narrative grammar and grammatical improvisations and poetry] vocabulary to terminology in debates * understand what improve English Appendix 2 * gain, maintain they read, in books consistency, accurately and and monitor the they can read including the appropriately interest of the independently, by: accurate use of when discussing listener(s) * checking that the pronouns in their writing and * consider and text makes sense sentences reading. evaluate different to them, discussing * proof-read for viewpoints, their spelling and attending to and understanding and punctuation errors building on the explaining the * read aloud their contributions of meaning of words own writing, to a others in context group or the whole * select and use * asking questions class, using appropriate to improve their appropriate registers for understanding of a intonation and effective text controlling the communication. * drawing tone and volume inferences such as so that the inferring meaning is clear. 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.

Number – Number – Number – Number – Measurement Geometry – Geometry – Statistics Number and Addition and Multiplication and fractions inc Properties of Position and Place Value subtraction division decimals shape direction Pupils should be Pupils should be Pupils should be Pupils should be Pupils should be Pupils should be Pupils should be Pupils should taught to taught to: taught to: taught to: taught to: taught to: taught to: be taught to: *count in *add and *recall *recognise and *Convert *compare and *describe *interpret and multiples of 6, 7, subtract multiplication and show, using between different classify geometric positions on a 2-D present 9, 25 and 1000 numbers with up division facts for diagrams, units of measure shapes, including grid as discrete and *find 1000 more to 4 digits using multiplication families of [for example, coordinates in the or less than a the formal tables up to 12 × common kilometre to quadrilaterals first continuous given number written methods 12 and triangles, quadrant data using *count of columnar *use place value, equivalent metre; hour to based on their *describe appropriate backwards addition and known and fractions minute] properties and movements graphical through zero to subtraction derived facts to *count up and *measure and sizes between methods, include negative where multiply and down in calculate the *identify acute positions as including bar numbers appropriate divide mentally, hundredths; perimeter of a and obtuse translations of a charts and time *recognise the *estimate and including: recognise that rectilinear figure angles and given unit to the graphs. place value of use inverse multiplying by 0 hundredths arise (including compare and left/right and *solve each digit in a operations to and 1; dividing by when dividing an squares) in order angles up up/down comparison, four-digit check answers to 1; multiplying object by one centimetres and to two right *plot specified sum and number a calculation together three hundred and metres angles by size points and draw difference (thousands, *solve addition numbers dividing tenths by *find the area of *identify lines of sides to complete problems using hundreds, tens, and subtraction *recognise and ten. rectilinear shapes symmetry in 2-D a given polygon. information and ones) two-step use factor pairs *solve problems by counting shapes presented presented in *order and problems in and involving squares in different bar charts, compare contexts, commutativity in increasingly *estimate, orientations pictograms, numbers beyond deciding which mental harder fractions compare and *complete a tables and 1000 operations and calculations to calculate calculate simple symmetric other graphs. *identify, methods to use *multiply two- quantities, and different figure with represent and and why. digit and three- fractions to divide measures, respect to a estimate digit numbers by a quantities, including money specific line of numbers using one-digit number including non-unit in pounds and symmetry. different using formal fractions where pence representations written layout the answer is a *read, write and *round any *solve problems whole number convert time number to the involving *add and between nearest 10, 100 multiplying and subtract fractions analogue and or 1000 adding, including with the same digital 12- and *solve number using the denominator 24-hour clocks and practical distributive law to *recognise and *solve problems problems that multiply two digit write decimal involving involve all of the numbers by one equivalents of converting from above and with digit, integer any number of hours to minutes; increasingly scaling problems tenths or minutes to large positive and harder hundredths seconds; years to numbers correspondence months; weeks to problems such as * recognise and days. * read Roman n objects are write decimal numerals to 100 connected to m equivalents to ¼, (I to C) and know objects. ½, ¾ that over time, * find the effect the numeral of dividing a one- system changed or two-digit to include the number by 10 and concept of zero 100, identifying and place value. 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 * solve simple measure and money problems involving fractions and decimals to two decimal places. Science

Working Scientifically Living things and their Animals, inc Humans State of Matter Sound Electricity habitats During years 3 and 4, Pupils should be taught Pupils should be taught Pupils should be taught Pupils should be taught Pupils should be taught pupils should be taught to: to: to: to: to: to use the following *recognise that living *describe the simple *compare and group *identify how sounds *identify common practical scientific things can be grouped functions of the basic materials together, are made, associating appliances that run on methods, processes and in a variety of ways parts of the digestive according to whether some of them with electricity skills through the *explore and use system in humans they are solids, liquids something vibrating *construct a simple teaching of the classification keys to *identify the different or gases *recognise that series electrical circuit, programme of study help group, identify and types of teeth in *observe that some vibrations from sounds identifying and naming content: name a variety of living humans and their materials change state travel through a its basic parts, including *asking relevant things in their local and simple functions when they are heated medium to the ear cells, wires, bulbs, questions and using wider environment *construct and or cooled, and measure *find patterns between switches and buzzers different types of *recognise that interpret a variety of or research the the pitch of a sound *identify whether or scientific enquiries to environments can food chains, identifying temperature at which and features of the not a lamp will light in answer them change and that this producers, predators this happens in degrees object that produced it a simple series circuit, *setting up simple can sometimes pose and prey. Celsius (°C) *find patterns between based on whether or practical enquiries, dangers to living things. *identify the part the volume of a sound not the lamp is part of comparative and fair played by evaporation and the strength of the a complete loop with a tests and condensation in vibrations that battery *making systematic the water cycle and produced it *recognise that a and careful associate the rate of *recognise that sounds switch opens and closes observations and, evaporation with get fainter as the a circuit and associate where appropriate, temperature. distance from the this with whether or taking accurate sound source increases. not a lamp lights in a measurements using simple series circuit standard units, using a *recognise some range of equipment, common conductors including thermometers and insulators, and and data loggers associate metals *gathering, recording, classifying and with being good presenting data in a conductors. variety of ways to help in answering questions *recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables *reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions *using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions *identifying differences, similarities or changes related to simple scientific ideas and processes *using straightforward scientific evidence to answer questions or to support their findings. Non-Core Subjects

Art & Design Computing Design & Geography History MFL Music PE Technology Pupils should be Pupils should be taught Through a Pupils should Pupils should Pupils should be Pupils should Pupils should taught to develop to: variety of extend their continue to taught to: be taught to: be taught to: their techniques, **design, write and creative and knowledge and develop a **listen **play and **use running, including their debug programs that practical understanding chronologically attentively to perform in jumping, control and their accomplish specific activities, pupils beyond the local secure spoken language solo and throwing and use of materials, goals, including should be taught area to include knowledge and and show ensemble catching in with creativity, controlling or simulating the knowledge, the United understanding understanding contexts, using isolation and experimentation physical systems; solve understanding Kingdom and of British, local by joining in and their voices in and an increasing problems by and skills Europe, North and world responding and playing combination awareness of decomposing them into needed to and South history, **explore the musical **play different kinds of smaller parts engage in an America. This will establishing patterns and instruments competitive art, craft and **use sequence, iterative process include the clear narratives sounds of with games, design. selection, and repetition of designing and location and within and language increasing modified Pupils should be in programs; work with making. They characteristics of across the through songs accuracy, where taught: variables and various should work in a a range of the periods they and rhymes and fluency, appropriate **to create sketch forms of input and range of world’s most study. They link the spelling, control and [for example, books to record output relevant significant should note sound and expression badminton, their observations **use logical reasoning contexts [for human and connections, meaning of **improvise basketball, and use them to to explain how some example, the physical features. contrasts and words and compose cricket, review and revisit simple algorithms work home, school, They should trends over time **engage in music for a football, ideas and to detect and leisure, culture, develop their use and develop the conversations; range of hockey, **to improve correct errors in enterprise, of geographical appropriate use ask and answer purposes using netball, their mastery of algorithms and industry and the knowledge, of historical questions; the inter- rounders and art and design programs wider understanding terms. They express opinions related tennis], and techniques, **understand computer environment]. and skills to should regularly and respond to dimensions of apply basic including networks including the When designing enhance their address and those of others; music principles drawing, painting internet; how they can and making, locational and sometimes seek clarification **listen with suitable for and sculpture provide multiple pupils should be place knowledge. devise and help* attention to attacking and with a range of services, such as the taught to: Pupils should be historically valid * speak in detail and defending materials [for world wide web; and the Design taught to: questions about sentences, using recall sounds **develop example, pencil, **use research Locational change, cause, familiar with flexibility, charcoal, paint, opportunities they offer and develop knowledge similarity and vocabulary, increasing strength, clay] for communication and design criteria to **locate the difference, and phrases and aural memory technique, * about great collaboration inform the world’s significance. basic language **use and control and artists, architects * use search design of countries, using They should structures understand balance [for and designers in technologies effectively, innovative, maps to focus on construct * develop staff and other example, history. appreciate how results functional, Europe (including informed accurate musical through are selected and ranked, appealing the location of responses that pronunciation notations athletics and and be discerning in products that Russia) and involve and intonation **appreciate gymnastics] evaluating digital are fit for North and South thoughtful so that others and content purpose, aimed America, selection and understand understand a * perform * select, use and at particular concentrating on organisation of when they are wide range of dances using a combine a variety of individuals or their relevant reading aloud or range of software (including groups environmental historical using familiar high-quality movement internet services) on a **generate, regions, key information. words and live and patterns range of digital devices develop, model physical and They should phrases* recorded * take part in to design and create a and human understand how * present ideas music drawn outdoor and range of programs, communicate characteristics, our knowledge and information from different adventurous systems and content their ideas countries, and of the past is orally to a range traditions and activity that accomplish given through major cities constructed of audiences* from great challenges goals, including discussion, **name and from a range of * read carefully composers both collecting, analysing, annotated locate counties sources. and show and musicians individually evaluating and sketches, cross- and cities of the In planning to understanding of * develop an and within a presenting data and sectional and United Kingdom, ensure the understanding team information exploded geographical progression words, phrases of the history * compare * use technology safely, diagrams, regions and their described above and simple of music. their respectfully and prototypes, identifying through writing performances responsibly; recognise pattern pieces human and teaching the * appreciate with previous acceptable/unacceptabl and computer- physical British, local stories, songs, ones and e behaviour; identify a aided design characteristics, and world poems and demonstrate range of ways to report key history outlined rhymes in the improvement Make topographical below, teachers language to achieve concerns about content * select from features should combine * broaden their their personal and contact. and use a wider overview and vocabulary and best. range of tools (including hills, depth studies to develop their and equipment mountains, help pupils ability to to perform coasts and understand understand new practical tasks rivers), and land- both the long words that are [for example, use patterns; and arc of introduced into cutting, shaping, understand how development familiar written joining and some of these and the material, finishing], aspects have complexity of including accurately changed over specific aspects through using a * select from time of the content. dictionary and use a wider * identify the Pupils should be * write phrases range of position and taught about: from memory, materials and significance of * changes in and adapt these components, latitude, Britain from the to create new including longitude, Stone Age to sentences, to construction Equator, the Iron Age express ideas materials, Northern * the Roman textiles and Hemisphere, Empire and its clearly ingredients, Southern impact on * describe according to Hemisphere, the Britain people, places, their functional Tropics of Cancer * Britain’s things and properties and and Capricorn, settlement by actions orally* aesthetic Arctic and Anglo-Saxons and in writing qualities Antarctic Circle, and Scots * understand the * the Viking and basic grammar Evaluate Prime/Greenwich Anglo-Saxon appropriate to * investigate Meridian and struggle for the the language and analyse a time zones Kingdom of being studied, range of existing (including day England to the including (where products and night) time of Edward relevant): * evaluate their the Confessor feminine, ideas and Place knowledge * a local history masculine and products against * understand study neuter forms their own design geographical * a study of an and the criteria and similarities and aspect or theme conjugation of consider the differences in British high-frequency views of others through the verbs; key to improve their study of human history that features and work and physical extends pupils’ patterns of the * understand geography of a chronological language; how how key events region of the knowledge to apply these, and individuals United Kingdom, beyond 1066 for instance, to in design and a region in a * the build sentences; technology have European achievements of helped shape country, and a the earliest and how these the world region within civilizations – an differ from or North or South overview of are similar to Technical America where and English. knowledge when the first * apply their Human and civilizations The starred (*) understanding physical appeared and a content above of how to geography depth study of will not be strengthen, * describe and one of the applicable to stiffen and understand key following: ancient reinforce more aspects of: Ancient Sumer; languages. complex * physical The Indus structures geography, Valley; Ancient * understand including: Egypt; The and use Shang Dynasty mechanical climate zones, of Ancient China systems in their biomes and * Ancient products [for vegetation belts, Greece – a example, gears, rivers, study of Greek mountains, life and pulleys, cams, volcanoes and achievements levers and earthquakes, and and their linkages] the water cycle influence on the * understand * human western world and use geography, * a non- electrical including: types European systems in their of settlement society that products [for and land use, provides example, series economic activity contrasts with circuits including trade British history – incorporating links, and the switches, bulbs, distribution of one study buzzers and natural resources chosen from: motors] including energy, early Islamic * apply their food, minerals civilization, understanding and water including a of computing to study of program, Geographical Baghdad c. AD monitor and skills and 900; Mayan control their fieldwork civilization c. AD products. * use maps, 900; Benin atlases, globes (West Africa) c. Cooking and and AD 900-1300. nutrition digital/computer * understand mapping to and apply the locate countries principles of a and describe healthy and features studied varied diet * use the eight * prepare and points of a cook a variety of compass, four predominantly and six-figure savoury dishes grid references, using a range of symbols and key cooking (including the techniques use of Ordnance * understand Survey seasonality, and know where and maps) to build their knowledge how a variety of of the United ingredients are Kingdom and the grown, reared, wider world caught and processed. use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.