Summer Curriculum Coverage:

Maths

Number:

  • count in multiples of 7
  • read, write and order numbers to 10 000
  • count forwards through zero from a negative number
  • order and compare numbers beyond 1000 and negative numbers using >, < and =
  • identify, represent and estimate numbers using different representations
  • solve number and practical problems that involve all of the above and with increasingly large positive numbers and begin to solve problems with negative numbers in context e.g.  temperature
  • round any number to the nearest 10, 100, 1000
  • Complete number sequences

 

Addition and Subtraction:

  • add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate, crossing the thousands barriers
  • with different numbers of digits e.g. 4-digit =?-3-digit
  • estimate and use inverse operations to check answers to a calculation with appropriate numbers
  • solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why; with appropriate numbers
  • begin to ensure solutions make sense in the context of a problem

Multiplication and Division:
  • instantly recall all facts for tables to 12x12
  • begin to use formal method of short multiplication
  • begin to use formal method of short division
  • solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as  objects are connected to m objects (using appropriate times tables)
  • divide 2-digit and 3-digit numbers by a 1-digit number using formal written methods; interpret remainders appropriately as integers


Fractions and Decimals

  •  identifying the value of the digits in the answer as units, tenths and hundredths.
  • recognise and write decimal equivalents of any number of tenths or hundredths
  • find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
  •  solve simple measure and money problems involving fractions and decimals to two decimal places, with mixed number of decimal places


Measurement:

 

  • convert between different units of measure centilitre to millimetre; kilogram to gram; litre to millilitre; hour to minute; minute to second; year to month; week to day
  • estimate, compare and calculate different measures, including money in pounds and pence
  • solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days using appropriate amounts


Measurement:

  • compare and order angles up to two right angles by size

Position:

  •  plot specified points and draw sides to complete a given polygon.


Statistics:

  •  solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.



Literacy

Objective coverage:

 

I can plan and draft my ideas.
I continue to paragraph my ideas around topic sentences.
I continue to use features such as headings and sub-headings to make my presentation clear.
My storylines build up to a key moment and are resolved.
I can use adjectives to describe nouns precisely.
I can use some technical vocabulary in my non-fiction writing.
I can describe characters and settings.
I can make links between sentences and paragraphs by using conjunctions, adverbs, adverbial phrases and prepositions.
I can add a relative clause to add detail to the subject of my sentence using who, which or that. E.g The ancient door, which groaned as it moved, hadn’t been opened for years.
I have extended sentences using co-ordinating conjunctions.
I have extended sentences using subordinating conjunctions.
I have shown that I can start a sentence with a fronted adverbial using a comma to separate it from a main clause.
I can choose to use a noun or a pronoun to make my writing clear and not repetitive.
I can use:
Full stops
Capital Letters
Exclamation marks
Question marks
Commas in lists
Inverted commas (speech marks) with some correctly placed punctuation and
Apostrophes in contracted words and to mark possession
I can use the perfect tense sometimes, as well as the simple past.(I had gone, I have gone, I went)
I have used verb tenses mostly correctly and consistently.
I edit my writing carefully to avoid repetition.
I can edit my own and other people’s writing paying particular attention to spelling and punctuation.
I have sounded words carefully and spelt many correctly.
I have spelt many key list words correctly.
I have taken care to join letters that should be joined.


Science:
We are learning Habitats this term with a trip to Colchester Zoo.

History:
This topic we will be learning Ancient Greece. Looking at their gods, lifestyles and houses.

Computing:
We shall learning about the Google Classroom and E-safety.

Swimming

Outdoor PE:
This half term, the children will be learning about Athletics.

French:
The children will learn about habitats.



 -Year 4 Long Term Plan 2015-16 -



Approach to Assessment September 2014  

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