Curriculum

These LINKS below will become active as we move onto that unit. Each Term we will be focusing on the areas listed below. These areas are closely tied to the units in the table above. T2 |||| === Basic Facts: please learn in the following order as this is how they will be monitored in class === - Times tables for x1, x0 - Times tables for x10, x5, x2 (double) - Division tables for ÷1, ÷10, ÷5, ÷2 (half)
 * [[image:who_we_are_title.png width="258" height="154" link="Theme 1"]] || [[image:how_we_express_ourselves.png width="248" height="153" link="@How we express ourselves"]] || [[image:where_we_are_in_place_&_time.png width="254" height="151" link="Place & Time"]] ||
 * [[image:how_we_organise_ourselves.png width="249" height="151" link="Organise Ourselves"]] || [[image:how_the_world_works.png width="248" height="158" link="How the World Works"]] || [[image:sharing_the_planet.png width="254" height="149" link="Sharing the Planet"]] ||
 * = Number Knowledge =

Extension
- Times tables for x3, x4, x6 - Times tables for x7, x8, x9 - Division tables for ÷3 ,÷4, ÷6 - Division tables for ÷7, ÷8, ÷9 || - addition of numbers adding up to 10 (revision) - addition of numbers adding up to 20 (instant recall at speed) - subtracting numbers from 10 (revision) - subtracting numbers from 20 (instant recall at speed) - adding & subtracting 10's, e.g. 40 + 30, 80 - 60 - change unknown, e.g. 7 + ? = 11, 15 - ? 8 || Students working at //**Stage 4: Advanced Counting**// - will learn to confidently solve problems by counting in ones, or by skip counting, starting from numbers other than one, __independently and most of the time__. E.g.   ||< = Stage 5 = Students working at //**Stage 5: Early Additive**// - will learn to confidently solve simple problems by splitting up and adding together the numbers in their head, __independently and most of the time__. E.g.   ||< = Stage 6 = Students working at //**Stage 6: Advanced Additive**// - will learn to confidently use a range of different methods to solve more challenging problems in their head, __independently and most of the time__. E.g. || T2 (these concepts will be introduced at varying times based on the students ability levels and learning needs) || // Rote skip count in 2’s 5’s,10’s //
 * < ===== T1 ===== ||||||< === Basic Facts: ===
 * ||  || = YEAR 4 EXPECTATION = ||   ||
 * < == Number Strategies == ||< = //**Stage 4**// =
 * === Multiplication and Division: ===

// Use skip counting to solve multiplication problems (involving 2’s,5’s10s) // || //Understand meaning of “x” using arrays.//

// See that 3 x 6 and 6 x 3 may have the same answer but ‘look’ different. //

// Understand the link between addition and multiplication and use repeated addition to solve problems. //

// Understand division as a ‘sharing” context. //

// Understand division as a ‘grouping“ context. //

// Solve division problems by skip counting or repeated addition //

//Understand x 2 by doubling, Understand x5 by halving x 10//
|| //**Derive unknown basic multiplication facts from known facts using**:// //__commutative property__ to make problems easier **(change the order)**// //__distributive property__// //x 6, x7, x8 from x5 known facts **(splitting)**// //x4 and x9 facts from x5 or x10 known facts **(tidy numbers)**// //__associative property__// //x4, x8 by doubling and doubling again// // **Apply these strategies to larger numbers. e.g.** 6 x 19 = (6 x 20 ) - 6 //

// Multiply by tens and hundreds //

//Solve division problems by reversing into a multiplication problem//

// **(inverse operations)** // || T1 ||< //Solving (+) and (–) problems by counting on or back in ones and tens.// //Solve (+) problems by counting on from the largest number in my head.// //Solve (-) problems by counting back from the largest number in my head.// || //Solving simple problems by splitting and regrouping numbers & using known basic facts like:// //**Doubles**:// //8 + 7 = 8 + 8 - 1// //**Fives**:// //8 + 7 = 5 + 3 + 5 + 2// //**Making Tens**:// //8 + 7 = 8 + 2 + 5//
 * < === Addition and Subtraction: ===

//Solve 2 & 3 digit problems by using:// //**Tidy Numbers**:// //29 + 18 as 30 + 17// //**Place Value**:// //33 + 16 as 30 + 10 + 3 + 6// ||< //**Compensation** (from Tidy Numbers)// //394 + 79 as (394 + 80) - 1// //**Place Value Partitioning**// //394 + 79 as 390 + 70 + 9 + 4// //**Compatible Numbers**// //45 + 37 + 65 as (45 + 65) + 37// //**Reversibility**// //403 – 97 as 97 + ? = 403// //**Equal Additions** (add to both numbers to subtract a tidy number)// //403 – 97 as 406 - 100// //**Standard written form for Addition**// //4394// //__+ 579__// //**Standard Written form for Subtraction**// //2403// //__- 1097__// || T2 |||||| === Measurement & Geometry ===
 * = Strand Focus =

measure the lengths, areas, volumes or capacities, weights, and temperatures of objects and the duration of events, reading scales to the nearest whole number and applying addition, subtraction, and simple multiplication to standard units: > compare the temperature of objects/situations: > **Shapes** T1 |||||| === Data Handling === Statistical investigation > //- posing and answering questions// > //- gathering, sorting, and displaying category and whole-number data// > //- communicating findings based on the data.// Statistical literacy > T2 || =====** Comprehension Strategy 3 **=====
 * **Time**
 * measure (analogue and digital) time to the nearest half/quarter hour:
 * add and subtract time problems to the nearest half hour:
 * add and subtract time problems involving days, weeks and months:
 * **Temperature**
 * sort objects and two- and three-dimensional shapes by two features simultaneously
 * **Transformations**
 * reflect, translate or rotate shapes to make a pattern and/or describe how a pattern was made:
 * show, identify and describe aspects of symmetry of a shape:
 * Nets**
 * create nets for cubes ||
 * //Conduct investigations using the statistical enquiry cycle://
 * //Compare statements with the features of simple data displays from statistical investigations undertaken by others.// ||
 * = Reading Focus =

**Finding Information**
Readers can identify the question word and key words in a question to identify the information being requested. They can use the key word to locate possible answers in the text. They can formulate an answer. || T1 || ===== **Comprehension Strategy 1** =====
 * = Reading Focus =

**Understanding Words in Context**
Readers use strategies to work out the meaning of words in context. The standards expect pupils to be able to use vocabulary strategies to learn the meanings of new words; for example, when reading, to use sentence context clues and illustrations to work out the meaning of the word. Year 4 reading standards expect students to understand figurative language—such as metaphors, similes and personification—when they come across these vocabulary expressions in text.

** Comprehension Strategy 2 **
The main idea is not simply what the text is about. To paraphrase Gerald Duffy (2003), "Charlotte's Web" is a story about a spider called Charlotte and a pig called Wilbur, but the main idea is more to do with the things that give life meaning: friendship, love, birth and death. The main idea then, is what the author wants readers to understand is important and valued in the text, i.e., across the whole text, not just within sections of it.
 * Identifying the main idea**

Finally, the main idea is hardly ever explicitly stated by the author, and readers can't get inside the author's head to find out exactly what they want readers to understand is important and valued in the text, readers can only ever make an informed guess about what the main idea is. Consequently, readers often disagree about the main idea. Any disagreement is best seen as a valuableopportunity for discussion. || T2 || ===== Genre: Persuasive Features for an advertisement brochure =====
 * = Writing Focus =

Use mainly the present tense. Use logical and cause and effect connectives. Use emotive language. Use technical language. Use rhetorical questions. Dare the reader to disagree. Try to make opinions sound like facts. Use powerful verbs and strong adjectives

Genre: Narrative Features
|| T1 || ===== **Genre: Recount** =====
 * = Writing Focus =

VCOP
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