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Year 4

Information on the programme of study for year 4 students will appear here for September

Year 4 at George Mitchell Primary Phase

Year 4 Dolphin and Shark class

The national average expectation is for children to achieve level 3b by the end of Year 4
What will my child be doing and learning in Year 4?

Year 4 is the second of four years where your child will be working at Key Stage 2. Teachers at our school use many strategies to check your child’s progress so they can adapt their teaching to best support, challenge and develop your child’s knowledge and understanding. If you would like to know the targets your child is working towards, please talk to your child’s class teacher.

Some children have special educational needs and may find it difficult to progress as quickly as other children but we will put support in place to ensure they do.  It is important to communicate with your child’s teacher regularly, so that we can work together for the benefit of your child.

 Numeracy in Year 4

 By the end of Year 4, most children should be able to:

  • Know the 2, 3, 4 and 10 times tables by heart, e.g. know facts like 7 x 5 and 36 divided by 4
  • Round numbers like 672 to the nearest 10 or 100.
  • Work out that a simple fraction like 2/6 is equivalent to 1/3.
  • Work out sums like 26 + 58 and 62 – 37 in their heads.
  • Work out sums like 234 + 479 or 791 – 223 using pencil and paper and writing them in columns.
  • Multiply numbers like 38 by 10 or by 100, and divide numbers like 4200 by 10 or 100.
  •  Multiply and divide numbers up to 100 by 2, 3, 4 or 5, and find remainders, e.g. 36 x 3, 87 divided by 4.
  • Change pounds to pence and centimetres to metres, and vice versa, e.g. work out that £3.45 is the same as 345p, and that 3.5 metres is the same as 350 centimetres.
  • Tell the time to the nearest minute and use a simple timetable.
  • Pick out shapes with similar features, e.g. shapes with sides the same length, or with right angles, or symmetrical shapes.
  • Use plus, minus, multiply and divide to solve problems and decide whether it is best to calculate in their head or on paper. 

Literacy in year 4

By the end of Year 4, most children should be able to:

Speaking and Listening:

  • Offer reasons and evidence for their views, considering alternative opinions 
  • Respond appropriately to the contributions of others in the light of differing viewpoints
  • Take different roles in groups and use the language appropriate to them, including the roles of leader, reporter, scribe and mentor 
  • Use time, resources and group members efficiently by distributing tasks, checking progress and making back-up plans
  • Tell stories effectively and convey detailed information coherently for listeners
  • Identify how talk varies with age, familiarity, gender and purpose
  • Create roles showing how behaviour can be interpreted from different viewpoints
  • Develop scripts based on improvisation
  • Comment constructively on plays and performances, discussing effects and how they are achieved

Reading

  • Read extensively favourite authors or genres and experiment with other types of text 
  • Interrogate texts to deepen and clarify understanding and response 
  • Explore why and how writers write, including face-to-face and online contact with authors
  • Identify and summarise evidence from a text to support an opinion or idea
  • Deduce characters' reasons for behaviour from their actions and explain how ideas are developed in non-fiction texts 
  • Use knowledge of different organisational features of texts to find information effectively 
  • Use knowledge of word structures and origins to develop their understanding of word meanings 
  • Explain how writers use figurative and expressive language to create images and atmosphere

Writing

  • Develop and refine ideas in writing using planning and problem-solving strategies 
  • Use settings and characterisation to engage readers' interest
  • Summarise and shape material and ideas from different sources to write convincing and informative nonfiction
  • Show imagination through the language used to create emphasis, humour, atmosphere or suspense 
  • Choose and combine words, images and other features for particular effects
  • Organise text into paragraphs to distinguish between different information, events or processes 
  • Use adverbs and conjunctions to link paragraphs
  • Clarify meaning and point of view by using varied sentence structure
  • Use commas to mark clauses, and use the apostrophe for possession
  • Use knowledge of phonics, morphology (word patterns) and etymology (word origin and word source) to spell new and unfamiliar words
  • Distinguish the spelling and meaning of common homophones (a word pronounced the same as another but differing in meaning)
  • Know and apply common spelling rules
  • Develop a range of personal strategies for learning new and irregular words
  • Write consistently with neat, legible and joined handwriting
  • Use word processing packages to present written work and continue to increase speed and accuracy
grace