INTRODUCTION

At Woodbridge School Prep we feel it is very important to involve parents in their child’s education wherever possible. We have produced this Curriculum Guide to give you an overview and brief explanation of what is being taught in each subject area. Teachers will also cover other aspects within a topic and learning may be led by the children if they are particularly interested in something.

We hope this guide will allow you to have some interesting conversations with your child and that you will have a greater understanding of what your child is learning.We have also included some suggested activities that could carry out at home with your child and there are some useful websites and places that you could visit.

The subject coordinators are listed for your information. They are responsible for coordinating that particular subject throughout Woodbridge School Prep but if you have any questions about any areas of the document then it would be most useful to talk, in the first instance, to your child’s Form teacher.

YEAR 4 CURRICULUM GUIDE 2019-2020

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Subject Coordinators

Art Lucy Parker

Computing Mark Fernley

Drama Natasha Duehring

EngineeringYears 5 and 6

Chris Smith

English Luke Palin

Food TechnologyYears 3 and 4

Amy Bedford

Forest School Sara Cox-Olliff

Geography Sara Cox-Olliff

History Chris French

Maths Helen Russell

Music Sarah Petts

PE Mark Wheelhouse

PSHCEE Kirsten Theobald

RS Helen Cory

Science Philippa Martin

Spanish Lucia Verona

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CURRICULUM CONTENT(Including suggested additional activities for outside of the classroom)

ARTIn Art this year, pupils develop their creativity and imagination through more complex activities. These help to build on their skills and improve their control of materials, tools and techniques. They increase their critical awareness of the roles and purposes of art, craft and design in different times and cultures. They become more confident in using visual and tactile elements and materials and processes to communicate what they see, feel and think. The pupils cover five different elements this year; collage, drawing, painting, printing and textiles. They also study and make responses to the work of the following artists; Georgia O’Keefe, J.M.W Turner, Matisse, Francis Bacon, Andy Warhol and John Brunsdon.

Art Activities

Have a range of materials available so that your child can express themselves.Try not to expect particular outcomes, but rather encourage exploration of materials, ideas and techniques.Take your children to experience art in every form from beach sculptures to art galleries.Websites:https://londonist.com/2014/11/the-10-best-family-friendly-art-galleries-in-londonRemember many children don’t come with hesitancies and blocks. They accept art and enjoy it for what it is. Your first goal when talking about art with your children: be more like them!

COMPUTING/IT

In Year 4 Computing, pupils will be introduced to a range of software aimed at developing their interest in programming and general use of technology. Pupils will be required to; problem-solve, work together, edit their work, show resilience and engage in longer projects.Pupils will be taught to:-use logical reasoning to explain how simple algorithms work and to detect and correct errors in algorithms and programs-use search engines effectively, understand how results are selected and ranked, and be able to evaluate digital content-use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contactActivities include:Computing unplugged, Scratch designing, Hour of Code

Computing/IT Activities

Children can practise using Scratch projects and litebot. Where possible they can use technology to research and produce homework for other subjects.

DRAMA Year 4 Drama aims to develop a wide range of skills that will support children in their learning across the curriculum. The content of the Drama curriculum is rich and varied, including schemes of learning that are text-based, issue-based and skills-based. We give equal weighting to all stages of Drama which can be found below.Creating - This area of Drama helps children to develop their creative and collaborative skills and every single Drama lesson includes an element of group work. Children are given the chance to lead and

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motivate one another, to plan and prioritise, to support and help one another. Through working collaboratively with their peers children develop stronger working relationships and grow in confidence.Performing - This area of Drama helps children to develop presentation and communication skills which will assist them in a range of situations from job and university interviews, to speaking at meetings, delivering speeches, and having confidence when meeting new people.Responding - This area of Drama develops children speaking and listening skills. A large part of Drama learning takes place through discussion of key concepts and evaluation of drama work, through which children are able to develop verbal reasoning skills and the art of constructive criticism.

Topics include: Silent Movies Speaking Matters MaskAs an extension of what we learn in the Drama classroom, Year 4 will take part in a production during the Lent term.

Drama Activities

Read some stories or plays. Use your imagination to create some character profiles. Write a story, play, scene or comic.

ENGLISH In Year 4, the children will build on their work from the previous year to become independent readers and writers. The aim will be to foster a ‘passion for reading’ and children will be encouraged to pursue their own interest in a broad range of books.They will begin to meet a wider range of writing contexts, including both fiction and non-fiction styles and genres.

By the end of Year 4, pupils who are achieving in the different strands of English are able to meet the majority of these objectives consistently:Reading• Secure decoding of unfamiliar words• Read for a range of purposes• Retell some stories orally• Discuss words & phrases that capture the imagination• Identify themes & conventions• Retrieve & record information• Make inferences & justify predictions• Recognise a variety of forms of poetry• Identify & summarise ideasWriting• Correctly spell common homophones• Increase regularity of handwriting• Plan writing based on familiar forms• Organise writing into paragraphs• Use simple organisational devices• Proof-read for spelling & punctuation errors• Evaluate own and others’ writing• Read own writing aloud

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Grammar• Use wider range of conjunctions• Use perfect tense appropriately• Select pronouns and nouns for clarity• Use & punctuate direct speech• Use commas after front adverbials

Speaking & Listening• Articulate & justify opinions• Speak audibly in Standard English• Gain, maintain & monitor interest

English Activities

ReadingBedtime stories are still important – choose something which may be a little tricky for your child to read themselves.Take an interest in what your child reads and encourage them to explain why they like a certain book or author.If you have a reluctant reader, try something which is funny, such as a comic or joke book.Be a role model – let them see you reading!WritingWhen you are away, encourage your child to send postcards to their friends, or help them find a pen pal.Suggest your child keeps a diary, writing a little every day, or tries another fun writing activity.If your child loves writing stories, look out for competitions for young writers.

FOOD TECHNOLOGY

In Food Technology, children learn to design and make things that are useful both for themselves and for other people. It requires creativity and problem solving abilities and develops hand eye co-ordination in the precise use of tools and materials. It fosters the ability to make decisions, plan a course of action and carry it out working as an individual or as a member of a team. As the material used is a basic necessity, children can see that their learning applies to real life situations.The year will be divided into three topics and lessons will be taught on a half termly rotation with Art.1: Safety and HygieneThis will include using equipment such as sharp knives, peelers, graters, hand-held electric whisk.2: BreadChildren will have opportunity to make bread from around the world.3: SaladsChildren will make a variety of salads and dressings and learn about the importance of healthy eating.

Food Technology Activities

Help out with the cooking.Discuss ingredients used in dishes and how they are sourced.Have opportunities to weigh and measure ingredients.Compare the cost of ingredients when out on family shopping trips.Websites:https://www.bbcgoodfood.com/recipes/collection/kids-cookinghttp://www.greatbritishchefs.com/collections/kids-recipes

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We recognise that children love to spend time outside and research studies from around the world show that regular time spent outdoors has significant positive benefits to mental health (reducing stress and anxiety, enhancing self-esteem); physical health (bone and muscle strength, flexibility, less prone to obesity); and to personal behaviour (concentration, creativity, learning ability). Forest Schools consciously generate positive social and emotional outcomes for children through child-led experiences in a woodland setting. At school we give children the opportunity to be outside as part of their curriculum learning, through a Forest School club and through year group specific Forest School sessions.Year 4 progression of skills includes:

Re-enforcement of rules and boundaries Continuation of the use of basic tools, larger ropes and

independent cutting of string More sophisticated use of knots for attaching to structures, trees

etc. Further extended lashing and frapping techniques on a smaller

scale at an independent level Introduction of a hack saw/loppers/secateurs/whittling using

knives 1:1 support Introduction to fire safety rules and camp fire cooking

Ideas to get you outside at

home

Websites:http://www.wildlifetrusts.org/StayWildhttps://www.nationaltrust.org.uk/50-things-to-dohttps://www.woodlandtrust.org.uk/naturedetectives/https://www.visitsuffolk.com/blog/Outdoor-Adventures-In-Suffolk.aspx

GEOGRAPHYGeography in Year 4 aims to inspire a curiosity and fascination about the world and its people. The children will study four topics during the year:Landscape FeaturesChildren will identify geographical features in the grounds of The Abbey. They will understand contrasting landscape features. They will also find out about how the seasons affect farm life and how land is used in different areas of the UK.Water and RiversTo find out about water around the school and recognize how water is shown on maps. They will investigate what happens to water once it reaches the ground.They will investigate the River Deben and compare it with another river elsewhere in the world.The River Amazon and Amazon RainforestThe children will learn about the location of The Amazon. They will understand its size and volume and find out about inhabitants of the rainforest: Kyapo Indians. They will discover how the Kyapo use the Amazon and investigate housing, clothes, food, education, travel and medicine. They will learn about the Amazon’s plants and animals and understand the range and number of species. They will also investigate the climate/weather patterns in the Amazon and understand environmental concerns.KenyaThe children will locate Kenya on a world map and within the continent of Africa. They will gain an outline of the country’s history and locate physical features of Kenya. They will understand how landscape affects

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where people live and examine family life in rural areas. They will compare rural and urban life and investigate tourism. They will look at the infrastructure in Kenya and consider environmental challenges and challenges to traditional values.

Geography Activities

Websites:http://www.geography.org.uk/eyprimaryhttp://kids.nationalgeographic.com/kids/http://primarygamesarena.com/Subjects/GeographyWhether home or away encourage children to look at the landscapes around them and identify geographical features. Suggest that children follow up their learning with independent research.

HISTORYThe pupils will be studying:The Roman Empire and its impact on Britain. They will be looking at Julius Caesar and Claudius and their invasions and at British resistance under, for example, Boudicca. They will also study the “Romanisation” of Britain and the impact of their technology, culture and beliefs.The Anglo-Saxon invasions, settlements and kingdoms. They will look in detail at the ship burial at Sutton HooViking raids and invasion, Alfred the Great, Anglo-Saxon laws and justice.

History Activities

The pupils will be visiting Sutton Hoo, but a good extra visit would be the Saxon village at West Stow.The pupils would enjoy reading Viking myths and the story of Beowulf.

MATHS In Year 4, children will continue to develop their own ideas of how to solve maths problems, and how to check that their calculations are correct. Maths is taught in form classes through a mix of oral, practical and written work. Children are given plenty of opportunities to see how maths links to other areas of the curriculum, and real-life situations.

By the end of Year 4, most children will be able to: Use diagrams to identify equivalent fractions (e.g. 6/8 and ¾ or

70/100 and 7/10); interpret mixed numbers and position them on a number line (e.g 3 ½)

Derive and recall multiplication facts up to 10 x 10, the corresponding division facts and multiples of numbers up to the tenth multiple

Add or subtract, mentally, pairs of two-digit whole numbers (eg. 47 + 58, 91 -35)

Develop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders (e.g 15 x 9, 98 ÷ 6)

Know that angles are measured in degrees and that one whole turn is 360° , compare and order angles less than 180°

Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of ‘kilo’, ‘centi’ and ‘milli’ and, where appropriate, use decimal notation to record measurements (e.g 1.3m or 0.6 kg)

Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables and diagrams.

Maths Activities

Keep on with the times tables – automatic recall really does help in all areas of maths. Practise in the car or on the way to school.If your child has weekly pocket money, encourage them to save and work out how much they will have after two, three or four weeks.Go on a walk and give your child a compass so they can keep track of your direction.All children will be given access to Mathletics. In addition, curriculum

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support can be found at:

http://www.bbc.co.uk/bitesize/ks2/maths/ and http://www.primaryhomeworkhelp.co.uk/maths/.

Stimulating maths challenges can be found at https://nrich.maths.org/primary-upper.

MUSIC In year 4, pupils develop core musical skills of listening, composing and performing through their exploration of a range of creative modules including Music from the Past, Music in Film and STOMP! Pupils build on their history learning from year 3 by using classroom instruments to create music inspired by the sounds of Ancient Rome. Popular music and the children’s interests feed into our work on ensemble performance.Singing activities include a diverse range of songs linked to the curriculum as well as songs designed to develop creativity and pitch awareness.

Music Activities

Take part in the wide range of extra-curricular music on offer. If a particular group doesn’t exist for you then you can start your own!● Listen to a wide variety of music and see if you can identify how it’s put together. Can you hear the pulse? What is the melody like? Could you make up something that goes over the top of it? Think about the music you enjoy. What do you like about it? Have

you heard anything similar? Listen to the sounds around you – how could you use them in your

compositions? What inspires you?

PE & GAMES

Pupils have one lesson of Physical Education per week, a double and a triple lesson of Games per week.Within Games, pupils study the mainstream sports of Rugby (Tackle including hold), Hockey, Hi5 Netball and Cricket. Inter school fixtures are arranged so that pupils have the opportunity to represent the school at a variety of levels. We always try to put out as many teams as possible for each fixture.Within Physical Education students are taught a wider range of activities to enable them to experience more sports and opportunities. These wider ranges of sports ensure that students are able to develop a whole host of sporting skills e.g. Fitness, Gymnastics, Orienteering, Strike and Field Sports and Athletics.The emphasis is on developing the individual’s fundamental skills and understanding of game play, whilst at all times encouraging enjoyment and participation.

PE & Games Activities

Exercise non- stop for 15 minutes twice a week at home; Using a rugby ball or netball. Throw and catch it 50 times

successfully; Perform 15 press ups, 40 sit ups, 30 burpees in an evening; Play a sport with your family for 15 minutes; Hit a ball 50 times with a tennis racket, cricket bat or table tennis

bat; Do 20 ‘keep ups’ with a hockey stick and tennis ball

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PSHCEEIn Year 4 the pupils will be studying:

Rights, Rules and Responsibilities Anti-Bullying My Emotions Diversity and Communities Drug Education Sex & Relationship Education Personal Safety Managing Change Mindfulness Curriculum – Mindfulness in Schools Project In Assembly, every Monday, the pupils take part in a Mindfulness

Practice.

PSHCEE Activities

Mindfulness Activities to practise at home: Finger Breathing Chest and Tummy Breathing Mindfulness of Breath Mindful Eating

RELIGIOUS STUDIES

The Religious Studies curriculum aims to develop awareness and understanding of religious faiths to enable children to be better informed about their world. It is hoped that from Religious Studies pupils may explore and develop their own spiritual maturity and have a greater understanding and sensitivity towards the faith of others.One of the main aims is to explore not only the differences, but also the similarities, between religions allowing the children to reflect on the benefits, and challenges, of living in a multi-faith and diverse society.Learning@Woodbridge is an integral part of the RS curriculum as pupils have the opportunity to engage in raising and exploring in-depth questions, think for themselves to develop personal responses and work with others to reflect on and learn from the experiences of their peers.The Year 4 curriculum covers: Sikh Rites of Passage Christmas Journeys Hindu Worship Why is Easter Important? Buddhist Festivals Identity and Belonging.

RS Activities

Read an age-appropriate newspaper e.g. First News and discuss the articles. Question whether the issues written about are directly connected to faith and what opportunities there are for learning from the issues that are raised.Discuss at home the responsibilities we have and how our actions can make a difference to others.Explore the true meaning of all religions; love and understanding and encourage acceptance and interest in others’ beliefs.Encourage an enquiring interest into your own place of worship.Discuss the meaning behind the festivals that we celebrate during the course of the year.Engage with, and volunteer at, local charities or ones that are pertinent to your family and situation.

SCIENCE In Year 4 children will continue to build on their scientific knowledge. They will take increasingly accurate measurements and make careful

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observations in order to; gather, record and classify information in a variety of ways to answer questions.The year will be divided into five units:Sound: Pupils will learn how sounds are made, recognise that different instruments have a different pitch, find patterns between the volume of sound and the strength of the vibrations that produced it, recognise that sounds get fainter as the distance from the source increases.Electricity: Children will identify which common appliances run on electricity, construct a simple electrical circuit, add switches to a circuit and recognise insulators and conductors.States of Matter: Pupils will learn about solids, liquids and gases, observe how materials change when they are heated or cooled and study evaporation and condensation.Animals and Humans: Children will be taught to; describe the human digestive system, identify different types of teeth and construct different food chains.Living Things and their Habitats: Pupils will recognise that living things can be grouped in different ways, explore classification keys and recognise that environments can change.

Science Activities

Children could:-make their own instruments using materials they have at home and they could make earmuffs from a variety of materials to investigate which ones provide that most insulation against sound-observe how a puddle changes on a warm day or time how long it takes the washing to dry in different conditions-research the teeth of different animals and find out how to look after their own teeth- explore the human impact on their local environment and they could make simple keys to identify different plants and animalsWebsites:http://www.primaryhomeworkhelp.co.uk/science/index.htmlhttp://www.bbc.co.uk/bitesize/ks2/science/

SPANISH In Year 4 pupils have two lessons a week. The emphasis is on speaking and listening, fostering a passion for language learning and cultural awareness and instilling confidence. Pupils learn numbers 1-31, months, dates, asking for and giving details about their birthday, language to do with birthday celebrations and some more Christmas vocabulary and traditions. Pupils will create invitations, listen to songs and stories about birthdays and Christmas traditions in Spain. Pupils will then focus on vocabulary for shapes, colours, preposition of space, parts of the body and face and will look at the work of Miró and Picasso. Pupils also learn about carnival and Easter traditions in Spain and Latin America. Finally pupils will learn vocabulary to describe family members and retell the story of the Giant Turnip. The year concludes with a unit on Spanish food and drinks and the Spanish café.

Spanish Activities

Pupils could use www.linguascope.com at home to reinforce all vocabulary learnt in lessons. They would benefit from reading books and/or watching cartoons in Spanish (Pocoyo, Peppa Pig and similar are a good place to start). Pupils could also make their own board game with all the vocabulary seen in lessons.

Updated September 2019

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