Curriculum Guides Year 4



  • Secure decoding of unfamiliar words by applying phonic knowledge and skills to read unfamiliar words.
  • Read for a range of purposes and develop pleasure in reading, motivation to read, vocabulary and understanding
  • Retell some stories orally
  • Discuss words & phrases that capture the imagination
  • Identify themes & conventions
  • Retrieve & record information
  • Make inferences & justify predictions
  • Recognise a variety of forms of poetry
  • Identify & summarise ideas


  • Correctly spell common homophones
  • Increase regularity of handwriting, practise and develop fluency of joined scrip
  • Compose: plan, draft and write
  • Organise writing into paragraphs
  • Use simple organisational devices
  • Proof-read for spelling & punctuation errors
  • Evaluate own and others’ writing
  • Read own writing aloud


  • Use wider range of conjunctions
  • Use perfect tense appropriately
  • Select pronouns and nouns for clarity
  • Use & punctuate direct speech
  • Use commas after front adverbials.

Speaking and Listening

  • Articulate & justify opinions
  • Speak audibly in Standard English
  • Gain, maintain & monitor interest of listeners


English homework will be set once a week. This may take the form of a comprehension, spelling, handwriting or grammar exercise. The children might also be asked to plan a story or add a paragraph to a story; prepare a topic to speak about in class; learn by heart some vocabulary, spellings or poetry. The Homework should take no longer than 30 to 40 minutes. It is also expected that some time will be set aside each day for reading; with an adult or independently if they are confident readers.


There will be an assessment at least once a term in English. This will consist of a reading comprehension test and a grammar, punctuation and spelling test. Writing is continually assessed throughout the year and the children have specific writing targets they are working on.



  • Know all tables to 12 x 12
  • Secure place value to 1000
  • Use negative whole numbers
  • Round numbers to nearest 10, 100 or 1000
  • Use Roman numerals to 100 (C)
  • Column addition & subtraction up to 4 digits
  • Multiply & divide mentally
  • Use standard short multiplication

Geometry and Measures

  • Compare 2-d shapes, including quadrilaterals & triangles
  • Find area by counting squares
  • Calculate rectangle perimeters
  • Estimate & calculate measures
  • Identify acute, obtuse & right angles
  • Identify symmetry
  • Use first quadrant coordinates
  • Introduce simple translations


  • Recognise tenths & hundredths
  • Identify equivalent fractions
  • Add & subtract fractions with common denominators
  • Recognise common equivalents
  • Round decimals to whole numbers
  • Solve money problems


  • Use bar charts, pictograms & line graphs


There will be Maths Homework once a week. This will take the form of an exercise which should be familiar to the children in the form of revision of a concept already covered in class. The children are expected to play the online maths games on a regular basis to practise skills. The children will also be learning and practising the multiplication tables with help from an adult.


Maths will be assessed on a regular basis, usually once every 5 or 6 weeks. These assessments will be on the material covered during those weeks and are designed to inform the teachers whether the child has grasped the concepts or whether more work is needed. There will probably be multiplication and/or Mental Maths tests on a weekly basis. All of these test results, alongside the teachers’ knowledge of the child’s progress, will form the basis of the Grades on the school reports.



  • Plants, incl. parts, lifecycle and requirements for life
  • Animals: skeletons & nutrition.


  • Classification of rock types
  • Simple understanding of fossilisation.


  • Sources of light; shadows & reflections
  • Simple forces, including magnetism.


Homework for Science may take a variety of forms. The children may be expected to comment or answer questions on an experiment carried out in class; they may have to research a famous scientist; they may be asked to carry out an investigation of their own; label a scientific diagram or to learn the definitions of scientific vocabulary.


Teachers are constantly assessing the children on their knowledge and interest. However there will be a short, written test at the end of each scientific topic in order for teachers to pinpoint areas for improvement.



  • Leer en voz alta textos breves con ritmo y fluidez.
  • Emplear una correcta entonación y aplicar los signos de puntuación para dar sentido a la lectura : punto, coma, punto y coma, puntos suspensivos, signos de exclamación y de interrogación.
  • Leer, alternando la lectura en voz alta con la lectura silenciosa, textos de géneros diversos, en prosa o en verso, y comentar su contenido.
  • Leer textos en silencio y comprender su contenido.
  • Deducir por el contexto el significado de palabras desconocidas.


  • Aplicar correctamente las reglas ortográficas estudiadas.
  • Incorporar a los textos de producción propia puntos, comas, dos puntos, interrogaciones y exclamaciones.
  • Ampliar oraciones utilizando y, ni, o, pero, porque, pues, etcétera.
  • Planificar, escribir y revisar textos propios.
  • Organizar la información en párrafos.
  • Mostrar claridad y limpieza en los escritos, cuidando la presentación, la caligrafía, los márgenes, la organización y la distribución del texto en el papel.

Conocimiento de la lengua

  • Reconocer aumentativos y diminutivos de una palabra dada.
  • Formar palabras nuevas mediante prefijos y sufijos habituales.
  • Encontrar palabras de sentido opuesto en el caso de adjetivos calificativos, verbos de acción o adverbios.
  • Establecer concordancias de género y número con nombres colectivos y con aquellos que se utilizan sólo en plural.
  • Reconocer distintos tipos de nombre: propio/común, individual/colectivo, animado/inanimado.
  • Identificar el verbo en una oración simple y nombrar su infinitivo.

Comunicación oral

  • Explicar procesos sencillos ( juego, experimentos, etcétera).
  • Hablar mirando al público.
  • Participar en coloquios y conversaciones expresando opinión sobre temas cercanos e incorporando criterios personales en los comentarios.


Habrá deberes una vez a la semana, consistentes en práctica ortográfica y cuya duración será inferior a media hora. También se espera la práctica de lectura diaria, en compañía de un adulto o en solitario, según vayan cogiendo seguridad.


La evaluación será continua, complementada con pruebas trimestrales específicas de comprensión lectora, puntuación y ortografía.

  • A post-1066 study of a relevant period in History- The Tudors
  • Earliest ancient civilisation- Ancient Egypt


There will be History homework set on a regular basis.


There will be no formal assessment test.


  • Locate world's countries, focussing on Europe & Americas focus on key physical & human features Study a region of Europe/Spain Use 8 points of compass, symbols & keys Describe & understand climate, rivers, water cycle, settlements, trade links, etc.
  • Use fieldwork to observe, measure & record.


There will be Geography homework set on a regular basis.


There will be no formal assessment test.

Art, Design and Technology
  • Use sketchbooks to collect, record and evaluate ideas
  • Improve mastery of techniques such as drawing, painting and sculpture with varied materials
  • Learn about great artists, architects & designers
  • Use a range of materials
  • Use annotated sketches and prototypes to explain ideas
  • Evaluate existing products and improve own work

  • Design & write programs to achieve specific goals, including solving problems
  • Use logical reasoning
  • Understand computer networks
  • Use internet safely and appropriately
  • Collect and present data appropriately



At Runnymede the pupils develop their understanding and enjoyment of music by learning how it is constructed, produced and influenced. The aim in key stage 2 is to extend pupils' musical experience and knowledge, and develop their appreciation of the richness of different styles of music. Music appreciation is a part of class music and pupil performances are staged within the school. A wide variety of instrumental classes are available including piano, violin, viola, guitar, flute, clarinet, saxophone and percussion. Runnymede is a recognised centre for the Associated Board of the Royal Schools of Music exams and pupils who wish to take these exams can take them in school on two occasions during the school year.

The pupils understanding and enjoyment of music is developed through activities that bring together requirements from Performing, Composing, Listening and Appraising. Pupils are taught to:

  • Use their voices expressively and creatively by singing songs and speaking chants and rhyme
    In this year group work with percussion is extended and children use elements of world music to develop their awareness of style and basic form. Songs from around the world , but particularly Africa and South America are included in our studies to continue to experiment with the voice and extend the development of the concepts of pitch, rhythm and the control of dynamics
  • Extend our work with playing tuned and untuned instruments musically
    The ocarina, a wind instrument, is introduced at this stage. As well as extending the childrens use of untuned and tuned percussion instruments The children can explore the sounds made by these instruments and the part they can contribute to playing in a group . The ocarina is taught at this stage of the curriculum and the children are introduced to reading music notation on the treble clef. They begin their theoretical work around the centre of the C major and A natural minor scales.
  • Listen with increasing perception to a range of high-quality live and recorded music.
    At this stage the children are asked to listen with increasing intensity to music stimuli, introducing an element of analysis as they listen. Aspects of mood, occasion and quality of a performance are listened to with increasing concentration and discussed as both a class and in groups.
  • Experiment with, create, select and combine sounds introducing various ways of communicating a music score
    Using recorded music as a stimulus for creating written down versions of a piece of music. Here concepts of high or low are introduced drawn as well as various dynamics observed and represented. Articulation in terms of the childrens awareness of the basic forms of staccato and legato is introduced. Aural perception is encouraged by again recording sounds that are made and listening to the work completed . Working with video stimulus and interactive programs is again continued at this level to to extend the children’s awareness of outside sources and their influence on music making.


There is no homework in this year group.


Assessment is on a half termly basis working in class on an informal basis.

Resources and Materials


Internet based resources including, Grovemusiconline (,,


The Music express, Opus and Cambridge Music series of books


Instruments: piano, keyboards, acoustic, electric and bass guitars, ukuleles, violins, recorders (bass, treble and descant), percussion from drum kits to clave, tuned percussion including glockenspiels, xylophones and chime bars

Physical Education
  • Use running, jumping, catching and throwing in isolation and in combination
  • Play competitive games, modified as appropriate
  • Develop flexibility & control in gym, dance & athletics
  • Compare performances to achieve personal bests