Year 4 Summer Term 2019

Summer Term – “Growth”

This term, lessons will be grouped in to five main two-week blocks:

  1. The Growth of a Wild Landscape
  2. The Growth of a Species
  3. The Growth of an Urban Landscape
  4. The Growth of an Infrastructure
  5. The Growth of a Culture


Scientific Enquiry

  • Can construct and record results in a table
  • Can identify the variable to keep the same (control)
  • Can identify which variable cannot be controlled
  • Can answer questions of findings presented in graph form

States of Measure – Water cycle/Salt Plains in Bolivia

  • Observes that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
  • Can identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

Sound – Music

  • Can identify how sounds are made, associating them with something vibrating.
  • Recognises that vibrations from sounds travel through a medium to the ear.
  • Can find patterns between the pitch of a sound and the object that produced it.
  • Can find patterns between the volume of a sound and the strength of the vibrations that produced it.

Living things and their Habitats – Classification of species in school

  • Recognises that living things can be grouped in a variety of ways
  • Can explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
  • Recognises that environments can change and that this can sometimes pose dangers to living things.


Human and Physical Geography - The Growth of Wild/Urban Landscapes

  • Can describe how physical activity such as volcanoes and earthquakes have affected and or changed physical and human characteristics of a place in the world.
  • Can describe and explain how physical processes have changed the characteristics of the landscape  of a country including mountains (e.g Italy) or continent (Tectonic activity)
  • Can explain how people try to sustain the environment

Geographical Skills and Fieldwork – Ascot Infrastructure Case Study

  • Proposes geographical questions that could explain physical and human features within a specific area being studied, collects, and records evidence to answer them.
  • Collects and analyses data from first and second hand sources to identify and analyse patterns. Compare and contrast countries and geographical features studied.

Art & D+T

Skills and techniques – Sketches during Ascot Case study – City model

  • Can experiment by making shades of the same colour by adding black or white
  • Understands that 3D representations are not always to scale
  • Is beginning to draw different things from different viewpoints.

Appreciation and Evaluation – Urban Landscapes

  • Can talk about artists, architects and key works
  • Can identify similarities and differences within pieces presented to them

Technical Knowledge – City Model

  • Understands and use electrical systems in their products (for example series circuits)
  • Apply their understanding of how to strengthen and reinforce structures that are more complex.

Cooking and Nutrition – Growth of a Species

  • Understand and apply the principles of a healthy and varied diet
  • Prepare and cook a variety of predominantly savoury dishes
  • Understand seasonality, and know where and how a variety of ingredients are grow


Knowledge and Understanding of Events, People and Changes in the past – Growth of an Urban Landscape

  • Can describe and compare changes in social history, such as crime and punishment or leisure and entertainment in three periods of history
  • Can explain how significant historical people contributed to national and international achievements in a variety of eras

Historical Interpretation and Enquiry Skills – Ascot Case Study

  • Is beginning to ask their own questions relating to history.
  • Can suggest resources to support a line of enquiry


Digital Literacy – Growth of an Urban Landscape

  • Understands that there are different types of network
  • Can design a simple database to collect and manipulate different types of data

Programming – Growth of an Urban Landscape

  • Can create algorithms using sequence and loops
  • Knows the instructions within an algorithm have to be correctly sequenced to achieve specific outcomes


Performance – Ongoing plan to put a musical piece together by layering different patterns

  • Can maintain a simple part  within a group
  • Understands how parts within a group piece fit together


  • Uses sounds to create abstract effects


  • Uses musical terms related duration (beat/rhythm), pitch, texture, structure, dynamics and tempo to describe and evaluate music



  • Can run at a speed appropriate to the distance being run (i.e. showing ability to pace themselves)
  • Demonstrates a range of throwing actions using a variety of objects
  • Can perform a two feet jump with a run-up, aiming for distance


  • Can swim for at least 10m on front and back
  • Enters the water safely using a straddle entry (deeper water)