Year 4 students will learn about the ceremonial masks that are traditionally made in Sub-Saharan Africa Pupils will make studies of the different types of shapes and decorative patterns of the masks and learn about the types of materials used. Pupils will work from their studies and their imagination to design and make their own mask, using cardboard, papier mâché, and various materials for embellishment. We will further explore this topic in learning about how African primitive art has influenced artists, in particular Pablo Picasso and Henri Matisse.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
African masks: Studies of different parts of Sub-Saharan Africa and the different types of masks, detective skills in looking for clues in shape, pattern, texture, material Symmetry, drawing, printing, developing skills in papier mâché construction
African masks continued: Pupils will develop portraiture skills though follow up studies to the mask project, looking at artists who have been inspired by African masks, the Primitive art movement, Picasso, Matisse
Greek Myths: Learning about some of the Greek Myths, pupils will make art in response to the story of Theseus and the Minotaur, the Trojan Horse, the Twelve Labours of Hercules
Romans: Pupils will learn about the importance of Roman pottery and use clay to make a traditional Roman game and a pot inspired by the Roman face pots discovered throughout the UK by archaeologists
Textiles: Weaving Pupils will learn about the Bauhaus designers Joseph and Anni Albers and learn about the symbolism of African Kente cloth Learning how a loom works and creating their own cloth on a box loom
Drawing / painting: Pupils will look at the work of Mary Fedden to inspire drawings and paintings which represent memories of special places
Découverte du Monde (Discovering the World)
DDM is split into discrete subjects in order to cover a wide range of knowledge across humanities. In Year 4, science becomes a discrete subject which allows for DDM to deepen explorations in History and Georgraphy. Whilst it is an interlinked curriculum, we ensure that the essential foundation of knowledge needed for the later years of prep in each subject and senior are covered.
History
In Year 4 this term, we will explore the chronological order of significant historical events associated with Black History Month. We will learn about the creation of the world through Greek mythology such as Gaia, the Sphinx Ouranos and Oedipus.
Geography
We will discover geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country and a region within North and South America. We will locate the world’s countries, using maps to focus Central and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.
Découverte du Monde, continued
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
We will discover the Ancient Greek civilisation and their myths. We will discover geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a regional differences in Europe and North and South America. We will identify the position of and explore the significance of latitudes, longitudes, the equator, the northern hemisphere, and the southern hemisphere.
We will discover the Olympic games and their origins and the associated Olympian Gods. We will explore the world’s countries, using maps to focus on geographical areas of interest in Greece, Germany and Italy, as well as exploring their human geography.
Learn about Ancient Greece: artefacts, the way of life in Ancient Greece and the development of democracy? We will talk about the difference between Sparta and Athens. We will learn about the weather forecast and climates as well as natural disasters.
We will learn about the Roman Empire, their religious beliefs and the gods/goddesses they worshipped. Describing rivers, English and French rivers. Discovering what are the features of a river.
We will learn key facts about the invasion of Britain, why Romans built new roads in Britain and how/where, who Emperor Hadrian was and how he built the wall defending the northernmost point of the Roman Empire. Pupils will make presentations on the geographical knowledge they have learnt.
Using the graphic novels ‘Asterix and Obelix’ by Goscinny and Uderzo to talk about: Alesia, druids, menhirs, the Roman army, Roman Gaul (France) and Roman monuments. Pupils will compare feature between the Roman and civilisation of the Gauls.
We begin Year 4 with a unit which explores Traditional Tales and Aesop’s Fables. The children will read and enjoy a range of fables which have been retold by Micheal Rosen. These well-known tales allow for great discussion and thought about the moral messages they depict as well as work on dialogue, character representation and use of extended sentences in the letters they write in role. This unit also allows for much opportunity for drama and role play which the children really love. Our next unit is based around non-fiction and Year 4 will learn more about how explanation and instructional texts are organised and presented. The children will be using the Usborne Book of Art Ideas for a cross curricular approach to English. Within the unit they will also be looking at the possessive apostrophe and the correct use of pronouns. By the end of the topic the children will have invented their own art machine!
Just before half term Year 4 will look at animal poetry – especially ones about Cats and Dogs! The children will explore the use of similes, metaphors and personification as well as a variety of poetic devices such as rhythm, rhyme and tempo.
After half term Year 4 start a topic based around Cressida Cowell’s much-loved text – How to train your Dragon. This is a wonderful and funny book and the children will enjoy exploring the characters, funny events and setting and style of writing. The use of adverbials to add sparkle to their own writing will be a key theme as they produce an extra chapter to the story.
We then move on to a non-fiction unit on reports and report writing. Year 4 will be looking at the book ‘Cool Architecture’ as a stimulus to their own report writing. They will also be revising the use of conjunctions to create longer, more extended sentences. Our final topic of the Autumn Term looks at different poems from The Puffin Book of Utterly brilliant Poetry. Year 4 will enjoy reading, discussing and performing a range of poems with a range of subject matters.
How it will be assessed
Assessment will be through daily marking and feedback Through discussion and questioning At the end of each unit the children will be writing in the style of the author or poet they have been reading There will also be informal assessment of writing, reading and SPaG at the end of each term Year 4 Curriculum Overview
continued
FLAM
The first term of CE2 focuses on developing reading and writing skills through diverse literary forms and language basics. Students will work on both understanding and producing written texts, including documentary texts and stories, while practicing punctuation and spelling of invariable words. They will also study verb identification, subject pronouns and noun groups, and conjugating the verbs “avoir” and “être” in the present tense. In terms of oral expression, they will memorize and recite poems like Réunion de famille and La Grenouille aux souliers percés, encouraging them to appreciate and practice spoken language alongside their writing exercises.
Students will be assessed at the start of the year and at the end of each module. They will also have regular spelling and conjugation tests throughout the term. In addition, students will be expected to write two book reviews during the term.
Autumn 1
Spring 1
Compréhension et production écrites: le texte documentaire
Ponctuation
Orthographe : mots invariables
Conjugaison : situer une phrase dans le temps
Récitation : Réunion de famille
Autumn 2
Compréhension et production écrites : le récit
Production écrite : inventer une histoire en s’inspirant d’un texte
Identifier le verbe conjugué
Les pronoms sujets et groupes nominaux
Conjuguer ‘avoir’ et ‘être’ au présent
Récitation : La Grenouille aux souliers percés
Summer 1
Compréhension et production écrites : la recette de cuisine
Les terminaisons à l’imparfait, au présent et au futur
Les familles de mots
Récitation : Les Hiboux
Compréhension et production écrites : le poème
Le pluriel irrégulier de certains noms
La classe des mots (verbe, adjectif, nom, déterminant)
Comprendre des mots du lexique spécifique
Identifier la structure d’un texte
Spring 2
Summer 2
Compréhension et production écrites : la lettre et le texte théâtral
L’accord de l’adjectif
Les groupes nominaux
Récitation : Le Corbeau et le Renard
Compréhension écrite : Textes littéraires
Les synonymes
Les homophones
grammaticaux
Écrire une histoire structurée et cohérente
Récitation : Écrire à tout venant
Francophone Culture
The Year 4 Science Curriculum will cover Electricity, States of Matter, Animals including Humans, Living Things and their Habitats, Sound and Classification of Living Things.
In this capacity the pupils will be taught the following skills:
To plan different types of experiments.
Identify equipment required for experiment.
Take measurements, using scientific equipment; e.g. measuring cylinder and scales
Record data and results in tables and bar and line graphs, using a ruler and a pencil.
Make predictions, using test results.
Present findings, through graphs, tables evaluations and conclusions.
How it will be assessed:
Pupils will be assessed on ½ termly tests to determine understanding and misconceptions. Then in the Summer Term the pupils will be assessed on the years ’ work to evaluate knowledge and understanding
Organized physical activity is essential for child development, promoting strength, growth, cognitive abilities, motivation, and social skills. In Year 4, children will focus on the fundamental skills of two invasion games: football and netball.
In football, students will learn the core skills required to play the game, including proper passing, shooting, and dribbling techniques. They will also work on agility and apply their understanding in small-sided conditioned games.
In netball, students will enhance their skills in catching, throwing, and movement. They will be taught the basic positions, how to shoot, and the various types of passes they can use in competitive game situations.
Term
Autumn
Spring 1
Spring 2
Summer
What are we studying?
Football: passing, shooting, dribbling, conditioned games
Netball: passing, shooting, attack vs defence, positions and conditioned games
Games: balance, coordination, agility, stuck in the mud, octopus tag, capture the flag
Gymnastics: balances, body shapes, travel, jumps and rolls
Hockey: passing, shooting, dribbling, conditioned games
Benchball: throwing, catching, positions and attack vs defence
Gymnastics: balances, body shapes, travel, jumps and rolls
Hockey: passing, shooting, dribbling, conditioned games
Dodgeball: passing, dodging, tactics and attack vs defence
Cricket: throwing, catching, batting, bowling and fielding
Athletics: shuttle relay, 60m sprint, 200m sprint, hurdles, long jump, javelin throw and shot-put throw
Performing Arts
At Hampton Court House, we believe that the performing arts are integral to our school community. Therefore, our curriculum is built on students actively participating in various performances throughout the year. We are committed to offering inclusive opportunities that allow every student to showcase their talents.
In our lessons, to prepare for these performances students will focus on developing spatial awareness, musicality, vocal, physical, and character skills to enhance their performance abilities. They will learn stage craft and understand how to engage an audience.
Additionally, we place a strong emphasis on collaborative and creative skills, which are essential for every child's growth. Our classes incorporate engaging games and activities designed to foster teamwork, improve peer interaction, and develop the ability to follow directions. Students are encouraged to contribute creative suggestions through music, movement, and dialogue, ensuring a wellrounded arts education at Hampton Court House.
We begin the year by preparing for our Christmas show, Year 4 students will focus on developing their ballet skills, alongside incorporating singing into their performance.
In Year 4, Drama will be taught in French, enhancing language skills through theatrical expression. By the Easter term, students will have the opportunity to showcase their talents in a dedicated showcase event.
Throughout the year, there will also be numerous recitals and concerts, providing students with platforms to display their musical abilities and talents.
PSHE (Personal, Social, Health and Economic Education)
