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Year 4 Curriculum Overview Spring Term and Year Summary 2025/2026
Year 4 Curriculum Overview
Spring Term 2026
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Contents Introduction
3
Art
5
Découverte du Monde
6
English
7
French
9
FLAM
11
Francophone Culture
14
Maths
17
Physical Education
19
Performing Arts
21
PSHE
23
Science
24
2
Year 4 Curriculum Overview
Spring Term 2026
Teaching and Curriculum at Hampton Court House Hampton Court House Prep is about providing an educational experience centred around the child with bespoke approaches for every individual. Whether in classroom settings, extra-curricular activities or charity work, we teach the children to be well-rounded and caring and to contribute to all aspects of school life. Our day-to-day curriculum is one of the foundations of this approach. Lessons are designed to be interesting, engaging, supportive and challenging so that all children feel able to do their best. Teachers will always enable children to contribute fully to lessons, learn and demonstrate new knowledge, skills and ideas, and to shape their voice as part of a dynamic, but homely, community.
Curriculum Intent, Implementation and Impact Intent At Hampton Court House, our Years 1 – 6 curriculum is designed with the holistic development of each child in mind. We aim to cultivate a love for learning, curiosity, and confidence in our students. Central to our intent is the bilingual program for Years 1 – 4, where approximately (30%) of the curriculum is delivered in French. This unique approach not only enhances language skills but also broadens cultural understanding and cognitive flexibility. Our goal is to support every child’s intellectual, social, and emotional growth through a rich and balanced curriculum where mistakes are accepted, and questions welcomed. Implementation Our curriculum is implemented with a focus on creating an inclusive, engaging, and supportive learning environment with a sense of fun. For Years 1 – 4, the bilingual program integrates French into everyday learning, covering subjects such as history, geography, science, and drama. Each student receives support through a variety of tools, such as visual and auditory aids, including pictures, games, gestures, key sentences, and videos, that create a rich Frenchspeaking environment. Students are encouraged to express themselves in the target language using songs, roleplaying, and stories, which help boost their confidence and motivation to communicate in French. This immersive setting enables children to progress naturally and quickly, developing both their comprehension and speaking skills. Lessons are structured to build on previous knowledge, ensuring a smooth progression. Within years 5 and 6 more specialist teachers are used to deliver the curriculum which allows for the development of skills necessary to start their secondary education in year 7. We employ a variety of teaching methods, including individual tasks, group work, and hands-on activities, to cater to different learning styles. Continuous assessment practices allow us to monitor each child's progress closely and provide personalised support as needed. Impact The impact of our carefully crafted curriculum is seen in the enthusiasm and active participation of our students. They develop strong foundation skills in literacy, numeracy, and science, along with the ability to think critically and solve
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problems. The bilingual program enhances their language skills and cultural awareness, giving them a broader perspective and improved cognitive abilities. Our students also grow in confidence, independence, and social skills. Regular assessments demonstrate enhanced academic progress and personal development, ensuring that students are well-prepared for the next stage of their education with a lifelong love of learning and a unique bilingual advantage.
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Year 4 Curriculum Overview
Spring Term 2026
Key Contacts Susie Byers Head of Prep sby@hchnet.co.uk Katy Deacon Vice Principal Academic skde@hchnet.co.uk Eldon Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk
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Rob Armiger Assistant Principal | Director of Studies rwa@hchnet.co.uk
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Year 4 Curriculum Overview
Spring Term 2026
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Year summary
Spring content
Art Students will be working on a series of co-curricular projects this term, making art in response to some of the Greek myths. Starting with Theseus and the Minotaur, each student will have the chance to design and create their own maze. To complement learning about the Trojan War, students will make preliminary sketches of the infamous Trojan Horse before creating their own three-dimensional sculptures, complete with hidden soldiers.
Term
What are we studying?
Autumn 1
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.
Autumn 2
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.
Spring 1
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.
Spring 2
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.
Summer 1
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.
Summer 2
Drawing / painting: Pupils will look at the work of Mary Fedden to inspire drawings and paintings which represent memories of special places.
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Year 4 Curriculum Overview
Spring Term 2026
Spring content
Découverte du Monde (Discovering the World) During the spring term, pupils will explore the Ancient Greek civilisation by studying artefacts, daily life, the rise of democracy, and the contrasts between Sparta and Athens. They will also learn about the origins of the Olympic Games and the Olympian gods. In geography, pupils will study weather, climates, and natural disasters, use maps to compare regions in Greece, Germany, and Italy, and investigate human geography. They will also learn about rivers, comparing English and French examples and identifying key river features.
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Year summary
Term
What are we studying?
Autumn 1
We will discover the Ancient Egyptian civilisation and their myths. We will explore geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, as well as regional differences in Europe and North and South America. We will also identify the position and significance of latitudes, longitudes, the equator, and the northern and southern hemispheres.
Autumn 2
We will continue learning about Ancient Egypt, looking at their beliefs, gods and goddesses, and important traditions. We will explore the world’s countries using maps, focusing on geographical areas of interest and their human geography.
Spring 1
We will discover the Ancient Greek civilisation, examining artefacts, daily life, and the development of democracy. We will also discuss the differences between Sparta and Athens. In geography, we will learn about weather forecasts, climates, and natural disasters.
Spring 2
We will discover the Olympic games and their origins and the associated Olympian Gods. We will explore geographical regions around the world, using maps to focus on areas of interest in Greece, Germany and Italy, as well as exploring their human geography.
Summer 1
We will deepen our understanding of the Romans in Britain by learning why the Romans invaded, why they built new roads, and how and where these were constructed. We will also discover who Emperor Hadrian was and how he built the wall defending the northernmost point of the Roman Empire. Pupils will present their learning using the geographical concepts studied throughout the year.
Summer 2
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.
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Year 4 Curriculum Overview
Spring Term 2026
English The Spring Term begins by reading and exploring a variety of versions of the Tradiional Tale – The Princess and The Pea. We begin with a look at the classic Hans Christian Anderson tale followed by the funny version written by Lauren Child. Eventually, the children will write their own version with a twist. Hopefully they will have the opportunity to read them to a Year 2 pupil.
Spring content
We then move onto reading Emily Gravitt’s book, ‘ Little Mouse’s Big Book of Fears’ which reports on his variety of fears in the world. Year 4 will discuss, record and report on their own in the style of the author. The second half of the Spring Term starts with an investigation of stories from the Rainforest which raise specific environmental issues. We look at Lynne Cherry’s beautifully illustrated book, The Great Kapok Tree. Year 4 will write letters of protest regarding the protection of the Rainforest and those who live in it. Year 4 then move onto a non-fiction unit of study where they will look at texts about wolves. They will also complete their own research in order to create a factual report. Our final topic of the spring term will be looking and enjoying funny narrative poems by a range of poets including Michael Rosen. Underpinning all our text study will be daily grammar and punctuation lessons planned according to the needs of the children and of the National Curriculum. How it will be assessed Assessment will be through regular and informative marking, discussion and an end of topic writing task. At the end of the term, the children will complete a writing task which will be levelled.
Term
What are we studying?
Year summary
Read a range of fables (Rosen's Aesop's Fables) explore dialogue through drama, debate moral messages and write letters using extended sentences. Finally children write fables.
Autumn 1
Get creative with The Usborne Complete Book of Art Ideas, exploring instructions & explanations. Study possessive apostrophes and pronouns. Invent and introduce an art machine. Cats and Dogs – explore narrative poems.
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Read the hilarious How to Train Your Dragon, exploring plot, character, setting & style. Study pronouns, dialogue punctuation and adverbials. Write a new chapter.
Autumn 2
Amazing architecture, world landmarks and influential architects inspire this block. Using Cool Architecture (Simon Armstrong) as a starting point, read and write stimulating reports. Revise extending sentences with conjunctions and use apostrophes for possession. Read, discuss, learn and perform some fantastic poems from the Puffin Book of Utterly Brilliant Poetry.
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Year 4 Curriculum Overview
Spring Term 2026
English
Year summary
Term
Spring 1
What are we studying? Use versions of Princess and the Pea to explore, compare and write fairytales with a twisted point of view. Study dialogue, tense, pronouns. Role-play, write and perform playscripts. Explore recounts through Little Mouse’s Big Book of Fears (Emily Gravett), After the Fall (Dan Santat),The Dark (Lemony Snicket). Study adverbials and possessive apostrophes. Poetry – List poems, kennings. Explore devices such as similes, alliteration and onomatopoeia.
Spring 2
Using rainforest stories, explore the issues confronting indigenous peoples and the environment. Create own stories and learn to correctly use the perfect form and paragraphs. Read Wolves in the Walls (Gaiman) and Wolves (Gravett) for features of non-chronological reports. Use adverbs, prepositions and conjunctions of time/cause. Produce reports. Explore narrative poems – You wait Till I’m older by Michael Rosen and other poems in The Works chosen by Paul Cookson.
The children will enjoy a collection of wonderful stories from Africa - Mufaro’s Beautiful Daughters, The Pot of Wisdom and African Tales. Write Ananse stories using extended sentences.
Summer 1
Explore issues around animals in captivity, reading texts including Zoo by Anthony Browne and Rainbow Bear by Michael Morpurgo. Study adverbials and expanded noun phrases. Using the lovely book ‘ I am the Seed that Grew the Tree’ Year 4 will enjoy reading and choosing poems, comparing and analysing, then writing. Study fronted adverbials and possessive apostrophes, all in the context of a poem for every day of the year.
Read The Butterfly Lion over the course of several days, using the opportunity to discuss, compare and analyse it. Perform role-play, write dialogue, use adverbials, and finally produce a new chapter for the book.
Summer 2
Explore recounts using biographies from the civil rights movement: Henry’s Freedom Box and the story of Rosa Parks' life.
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Use dialogue punctuation, apostrophes and paragraphs.
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Year 4 Curriculum Overview
Spring Term 2026
French The children will be learning from a textbook called ‘Passe-Passe 3’ which breaks down the content into six different
Spring content
units This book offers a very active type of learning with many opportunities for children to learn through games, songs, movements and art. This multi-sensory approach allows children to communicate and grow as they are learning a new language. How it will be assessed The four skills (reading, writing, listening and speaking) will be alternatively assessed. There will be a test at the end of each unit for all the skills except speaking that is carried out as a formative assessment throughout the year. There will be vocabulary and French spelling tests weekly.
Term
Year summary
Autumn 1
One lesson per week will be dedicated to vocabulary and spelling. Each child will have a vocabulary grid on their table that aligns with current topics, supporting their learning and language development throughout each unit. In the first autumn term, we will focus on Unit 1 of our exercise book, titled “Lilly chez ses cousins au Canada.” This unit emphasizes two key themes: family and animals. The children will learn related vocabulary and new grammatical concepts such as the verb “être” in the present tense. Additionally, since the unit is set in Canada, they will also explore Canadian culture, nature, and cities.
Autumn 2
Unit 2, titled “Juliette et son équipe en Suisse,” focuses on sports, nationalities, and timings. The children will learn related vocabulary and new grammatical concepts, including the use of the verbs “pouvoir” and “avoir.” Set in Switzerland, this unit will also provide an opportunity for the children to explore and learn about Swiss culture and geography.
Spring 1
Unit 3, titled “Mehdi chez ses grands-parents au Maroc,” is focused on learning how to describe clothing, give instructions, and discuss habits. The children will expand their vocabulary related to these themes and learn new grammatical concepts, including verbs ending in “-er” and words describing intensity. Set in Morocco, this unit also provides an enriching opportunity for the children to explore and discover Moroccan culture.
Spring 2
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What are we studying?
Unit 4, titled “Pablo en classe découverte en Provence,” will teach the children how to describe a place, narrate an excursion, and buy food in a supermarket. They will expand their vocabulary related to these themes and learn new grammatical concepts, including the conjugation of the verb “partir” and words used to describe location. Set in Provence, this unit also offers the children the chance to explore and appreciate various cultural aspects of this region in France.
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Year 4 Curriculum Overview
Spring Term 2026
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Year summary
French Term
What are we studying?
Summer 1
Theme 5, titled “Louis en week-end en Belgique,” focuses on stories and books, the circus, and ordering at a restaurant. Students will learn all the associated vocabulary and new grammatical concepts, such as describing quantities. Set in Belgium, this unit also allows children to explore Belgian culture. Additionally, during this term, the children will prepare for their DELF exam, with one session each week dedicated to DELF practice.
Summer 2
Unit 6, titled “Manon journaliste avec ses copains en Dordogne,” focuses on describing past activities, explaining visits, and sharing personal experiences. The children will continue expanding their vocabulary and learning new grammar, such as conjugating verbs in the past tense. Set in the Dordogne region, this unit also offers an opportunity to explore the area's castles and rich history.
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Year 4 Curriculum Overview
Spring Term 2026
FLAM CE2 / CM1
Spring content
Pupils are following the curriculum provided by the CNED. CE2 The term will be focused on developing pupils’ reading comprehension and written production through the study and creation of different text types, including a cooking recipe, a personal letter, and a short theatrical scene. It will also strengthen key grammar skills, such as the endings of the imperfect, present and future tenses, the study of word families, adjective agreement, and the construction of noun phrases. The programme also includes an oral component, with the recitation of two poems: Les Hiboux and Le Corbeau et le Renard. CM1 The term will be focused on developing pupils’ comprehension of different types of texts and their ability to identify explicit and implicit information, as well as producing short pieces of writing (news report, character description, short play). It will enrich vocabulary (synonyms, meanings of words, performance-related vocabulary), strengthen grammatical foundations (word classes, noun phrase), revise conjugation in the present tense, irregular verbs and the imperfect tense, and reinforce spelling (irregular words and high-frequency invariable words). The term will also include an oral dimension through expressive reading, recitation and the performance of short scenes. In addition, pupils in CE2 and CM1 will be expected to write one book review due on Monday 16th February 2026.
Year summary
CE2 Term
Autumn 1
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Spring 1
Summer 1
What are we studying?
Compréhension et production écrites : le texte documentaire Ponctuation Orthographe : mots invariables Conjugaison : situer une phrase dans le temps Récitation : Réunion de famille
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
Term
What are we studying?
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.
Spring 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
Summer 2
Compréhension écrite : Textes littéraires Les synonymes Les homophones grammaticaux Écrire une histoire structurée et cohérente Récitation : Écrire à tout venant
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Year 4 Curriculum Overview
Spring Term 2026
FLAM CM1
What are we studying?
Autumn 1
MODULE 1 Compréhension écrite : extraits de roman et BD, calendrier Grammaire du verbe : passé-présent-futur, les groupes Lexique : l’ordre alphabétique, expression du temps Orthographe : la cédille, a/à, ou/où, les mots invariables Analyse grammaticale : phrase verbale/nominale, phrase simple/complexe Ecriture : invention (connecteurs de temps, cohérence et mise en page des paragraphes)
Year summary
Term
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Spring 1
Summer 1
MODULE 3 Compréhension écrite : Interpréter un texte à l’aide d’indices implicites ou explicites – Les faits divers Ecriture : inventer un fait divers Lexique : les synonymes et les différents sens d’un même mot Analyse grammaticale (suite) Conjugaison : révisions du présent et des verbes irréguliers. Orthographe : mots irréguliers et mots de la même famille. Mémoriser et interpréter un poème de son choix parmi ceux étudiés.
MODULE 5 Compréhension écrite : Lire un texte narratif et répondre à des questions de compréhension. Écriture : Rédiger une courte description et produire un texte cohérent lié au thème étudié. Lexique : Le vocabulaire du paysage et de la poésie. Grammaire : Identifier les adjectifs qualificatifs et comprendre leur rôle. Conjugaison : Employer correctement le futur de l’indicatif. Orthographe : Maîtriser des mots invariables et l’accord dans le groupe nominal. Langage oral : Lire un texte poétique à voix haute.
Term
Autumn 2
What are we studying?
MODULE 2 Compréhension écrite : la lettre Analyse grammaticale (suite) Grammaire du verbe (suite) Ecriture : mettre en forme une lettre et compléter une enveloppe Lexique : les mots particuliers et génériques Orthographe : les homophones grammaticaux (son/sont, et/est/es), la lettre ‘g’ et les mots invariables. Récitation : L’Ile des rêves
Spring 2
MODULE 4 Compréhension écrite : Comprendre un texte narratif et repérer les informations importantes (ex. Pinocchio). Écriture : Décrire un personnage et écrire une saynète intégrant des indications scéniques. Lexique : Le vocabulaire du spectacle. Analyse grammaticale : Identifier la nature et les caractéristiques des noms (genre, nombre, déterminants). Conjugaison : Utiliser et reconnaître l’imparfait de l’indicatif. Orthographe : Apprendre les mots invariables du module. Langage oral : Lire à voix haute, jouer une saynète.
Summer 2
MODULE 6 Compréhension écrite : Répondre à des questions après une lecture courte ; légender une image. Écriture : Écrire un texte bref en organisant des idées simples. Lexique : Le vocabulaire lié à la présentation et au portrait. Grammaire : Identifier le rôle du verbe dans la phrase. Conjugaison : Choisir entre présent et passé composé selon le contexte. Orthographe : Utiliser correctement les homophones grammaticaux les plus fréquents. Langage oral : Lire et présenter un texte ou une production personnelle
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Year 4 Curriculum Overview
Spring Term 2026
Spring content
Francophone Culture During the spring term, Year 4 will explore a rich blend of French and African storytelling. They will discover Kirikou et la Sorcière, learning how stories pass down values and history, much like La Fontaine’s fables. Pupils will also read traditional African tales such as Le Coq et le Caméléon, Le Singe et le Crocodile, Trois Vérités, Le Cadeau, Malika et la Sorcière, and Le Lutteur. Through these engaging stories, children will deepen their understanding of cultural connections and the important morals shared across French and African traditions.
Year summary
Term
Autumn 1
This term, Year 4 explored the rich diversity of African Francophone cultures. Students began by studying the geography of Africa, focusing on the French-speaking countries. They learned to locate these nations on a map, identify their flags, and understand their predominant religions and cultural contexts. They will look at African culture including food, dress and music.
Autumn 2
In the second half of the term, students delved into African Francophone literature, focusing on traditional fables in French. They read and analysed stories such as Le Chasseur et l’Antilope, Shamazulu, Les Trois Vérités, Le Cadeau, Malika et la Sorcière, and Le Lutteur. Through these tales, students explored the morals and values embedded in African storytelling traditions.
Spring 1
Year 4 will discover Kirikou et la Sorcière, a beloved animated film by Michel Ocelot that brings African storytelling to life. Through Kirikou’s adventures, students will learn how storytelling plays a vital role in passing down values and history, much like fables by Jean de La Fontaine in French literature. By comparing these traditions, students will gain a deeper appreciation of how storytelling connects French and African cultures, highlighting their shared heritage and influences.
Spring 2
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What are we studying?
Year 4 will discover some African stories “Le Coq et le Caméléon”. This traditional fable from Burkina Faso tells the story of a rooster and a chameleon who argue over who is more important. Their dispute leads to a lesson about humility and the value of each creature's role in nature. They will also discover the story of “Le Singe et le Crocodile”, a classic African tale where a clever monkey outsmarts a crocodile, teaching lessons about wit and caution. This story is available in French and offers an engaging narrative for young learners. Trois Vérités, Le Cadeau, Malika et la Sorcière, and Le Lutteur. Through these tales, students explored the morals and values embedded in African storytelling traditions.
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Year 4 Curriculum Overview
Spring Term 2026
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Year summary
Francophone Culture Term
What are we studying?
Summer 1
We will begin by discovering la fête du 1er mai as celebrated in countries like Senegal and Ivory Coast, where workers’ rights are honored with parades and speeches. We will discover the influence of music and dance, from the lively rhythms of zouglou in Côte d'Ivoire to the powerful beats of sabar drumming in Senegal, to celebrate La Fête de la Musique, where African artists showcase their talents, where music plays a central role in daily life and bring communities together
Summer 2
Year 4 children will discover three French stories from African countries. They will hear La Vache qui voulait apprendre à lire (Guinea), about a cow who wants to learn to read, teaching the value of education. The term will conclude with a look at le 14 juillet and its impact in former French colonies, as well as the independence celebrations of Francophone African nations such as Senegal or the Democratic Republic of Congo. We will explore how these countries mark their national days with parades, traditional dances, and musical performances, reflecting on their history and cultural identity.
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Year 4 Curriculum Overview
Spring Term 2026
Maths In the first half term the pupils will learn about:
In the second half term the pupils will learn about:
Find unit and non-unit fractions of amounts
Spring content
Understand
equivalent
fractions
and
Add money using column addition simplify
Count up to find change and differences
fractions
Use column addition for three or more 2-digit
Add and subtract fractions with the same denominator
numbers
Revise times tables and division facts
Multiply multiples of 10 and 100
Understand factors and multiples
Use vertical grid multiplication
Draw circles and study polygons (e.g., triangles)
Perform division using chunking with remainders
Identify and explore 3-D shapes
Identify and construct lines of symmetry
Use coordinates to plot points and draw polygons
Identify angle types (acute, obtuse) and properties
Introduction to one-place decimals
of polygons.
Understand equivalence between fractions and decimals
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Year summary
Multiply and divide decimals by 10 and 100.
How it will be assessed Termly online assessments are completed by the pupils to demonstrate their depth of understanding of the mathematical topics that they have been studying. In addition, informal oral assessment takes place in lessons throughout the term to consolidate and assess depth of understanding.
Term
What are we studying?
Autumn 1
Place value of 3 and 4 digit numbers Addition and subtraction Telling the time Drawing line graphs
Spring 1
Fractions – evaluating equivalent fractions Factors and multiples Drawing circles and polygons Plotting co-ordinates Consolidation of knowledge of 1 place decimals Equivalent decimals and fractions Multiply and divide decimals by powers of 10
Summer 1
Rounding numbers Negative numbers in temperature Roman numerals Measure in m, cm, and mm Use SI units Construct bar charts Consolidate knowledge of decimal and fraction equivalents Factors and multiples Applying formal methods to multiplication problems
Term
What are we studying?
Autumn 2
Calculating with powers of 10 Mental addition and subtraction Doubling and halving Grid multiplication Division
Spring 2
Adding money using column addition Addition and subtraction of decimals Multiply multiples of 10, 100, and 1000 Division - “chunking” with remainders Lines of symmetry Types of angles Properties of polygons
Summer 2
Areas and perimeters of rectilinear shapes Applying formal methods to addition and subtraction problems Further equivalent decimals and fractions
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Year 4 Curriculum Overview
Spring Term 2026
Physical Education Spring content
During the Spring term, Year 4 will be working on gymnastics, benchball, and dodgeball. In gymnastics, pupils will use mats and a range of simple apparatus to refine and broaden their movement skills. They will revisit key actions such as rolls, balances, jumps, and travelling movements, while also being introduced to more complex shapes and techniques, including straddle and pike positions, arch and dish hold, and scissor or cat leaps. Through paired work, they will continue to build their flexibility, strength, control, and overall body awareness, ultimately combining their skills into a well-structured routine to present to the class. In benchball and dodgeball, students will develop their understanding of the rules and tactical elements of both games. They will take part in competitive activities aimed at improving their accuracy, timing, and consistency when throwing and catching.
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Year summary
Term
What are we studying?
Autumn
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.
Spring 1
Gymnastics: balances, body shapes, travel, jumps and rolls Benchball: throwing, catching, positions and attack vs defence.
Spring 2
Gymnastics: balances, body shapes, travel, jumps and rolls Dodgeball: passing, dodging, tactics and attack vs defence.
Summer 1
Cricket: throwing, catching, batting, bowling and fielding Athletics: shuttle relay, 60m sprint, 200m sprint, hurdles, long jump, javelin throw and shotput throw.
Summer 2
Cricket: throwing, catching, batting, bowling and fielding Athletics: shuttle relay, 60m sprint, 200m sprint, hurdles, long jump, javelin throw and shotput throw.
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Year 4 Curriculum Overview
Spring Term 2026
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.
Spring content
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
Achievement with heart.
platforms to display their musical abilities and talents.
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Year 4 Curriculum Overview
Spring Term 2026
PSHE (Personal, Social, Health and Economic Education) Our PSHE curriculum provides pupils with a broad and balanced programme that nurtures their personal
Spring content
development, emotional wellbeing, and understanding of the world around them. It encompasses all areas of PSHE, including the statutory elements of Relationships and Sex Education (RSE) and Health Education. The curriculum is structured into six key learning themes, delivered across the academic year. These themes are revisited annually, allowing children to deepen and extend their understanding as they progress through the school. This spiral approach ensures that each topic is explored with increasing maturity and relevance, building pupils' confidence, empathy, and resilience at every stage of their development. Parents have a right to request to withdraw their child from sex education delivered as part of RSE up to three terms before their child turns 16. At this point, if the child themselves wishes to receive sex education rather than be withdrawn, the school will make arrangements for this to happen in one of the three terms before the child turns 16 - the legal age of sexual consent. More information on this will be provided in the parent information meeting in September. How it will be assessed PSHE lessons are predominantly discussion based, with some written tasks for deeper comprehension and application. At the end of each lesson, the students will complete self-reflection sheets for teachers to monitor understanding and adapt future teaching. Teachers keep track of the students’ levels and understanding of the different elements of PSHE across the year.
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Year summary
Term
What are we studying?
Autumn 1
Being Me in my World: Being part of a class team Being a school citizen Rights, responsibilities & democracy Rewards & consequences Group decision making Having a voice What motivates behaviour
Spring 1
Relationships: Jealousy Love and loss Memories Getting on and falling out Girlfriends and boyfriends Girlfriends & boyfriends Showing appreciation to people & animals
Summer 1
Dreams & Goals Hopes & dreams Overcoming disappointment Creating new, realistic dreams Achieving goals Working in a group Celebrating contributions Resilience Positive attitudes
Term
What are we studying?
Autumn 2
Celebrating Difference: Challenging assumptions Judging by appearance Accepting self & others Understanding influences Understanding bullying Problem solving Identifying how special & unique everyone is First impressions
Spring 2
Changing Me: Being unique Having a baby Girls & puberty Confidence in & accepting change Preparing for transition Environmental change
Summer 2
Healthy Me Healthier friendships Group dynamics Smoking Alcohol & Vaping Assertiveness Peer pressure Celebrating inner strength
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Year 4 Curriculum Overview
Spring Term 2026
Science The Year 4 Science Curriculum will cover Electricity, States of Matter, Animals including Humans, Living Things and
Spring content
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
Achievement with heart.
Year summary
Term the pupils will be assessed on the years’ work to evaluate knowledge and understanding.
Term
What are we studying?
Autumn 1
Electricity Pupils will identify common appliances that run on electricity. They will construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers. Identify whether a lamp will light in a simple series circuit, based on whether the lamp is part of a complete loop with a battery. Recognise that a switch opens and closes a circuit and associate this with a lamp light in a simple series circui.t Name some common conductors and insulators, and associate metals with being good conductors.
Autumn 2
States of Matter: Compare and group materials together, according to whether they are solids, liquids or gases Observe 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) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
Spring 1
Animals - including Humans Describe the simple functions of the basic parts of the digestive system in humans. Identify the different types of teeth in humans and their simple functions. Construct and interpret a variety of food chains, identifying producers, predators and prey.
Spring 2
Living Things and their Habitats: Recognise that living things can be grouped in a variety of ways. Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
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Year 4 Curriculum Overview
Spring Term 2026
Achievement with heart.
Year summary
Science Term
What are we studying?
Summer 1
Sound: Identify how sounds are made, associating some of them with something vibrating. Recognise that vibrations from sounds travel through a medium to the ear. Explain different patterns between the pitch of a sound and features of the object that produced it. Find patterns between the volume of a sound and the strength of the vibrations that produced it. Recognise that sounds get fainter as the distance from the sound source increases
Summer 2
Classification of Living Things: Recognise that living things can be grouped in a variety of ways. Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment .
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