Year 4 Curriculum Map

Click here to view the Year 4 Timetable for 2016-17


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2


The Rites of Baptism & Confirmation and the responses they invite Elements of Sacramental celebrations (e.g blessing, exchanging greetings, praise) That giving time to prayer and reflection is a way of growing in understanding of themselves and their own character, as well as deepening their relationship with God. Sunday is a significant day in the life of the local church Sunday is the Lord’s Day. The Gospel accounts of key events in the Life of Jesus: The Annunciation, the Visitation, The Nativity The Gospel accounts of key events in the life of Jesus: presentation, finding of the temple, baptism & temptations. The Gospel message that Jesus beings fullness of life for all people: the Beatitudes. (L3) Taking responsibility for themselves and towards others. The Church’s celebration of significant events in the life of Jesus. The prayer Jesus taught his friends (Our Father) and its significance. Understand that they can choose to have a friendship with God. The Gospel accounts of key events in the life of Jesus: The passion, death, resurrection. (R3) The suffering, death and resurrection of Jesus as a sign of love, sacrifice an source of new life.

The story of the Holy Spirit at Pentecost How Jesus called people to follow Him (R2)

How the local Church is ‘good news’ for people and how everyone can have a part in it. (C1)

The life of the Church in other parts of the world (e.g. customs and traditions, universal saints). Key images of the Church used in Scripture and Tradition, the implications of this imagery for community life.

That the church is a community of faith.


Similarity, equality and difference. The Bible (scripture readings of significant events iin the life of Jesus).


PDF Files

See separate document: English Scheme of Learning


PDF files


Click to read separate document: Mathematics Scheme of Learning


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 function

construct and interpret a variety of food chains, identifying producers, predators and prey


identify how sounds are made, associating some of them with something vibrating

recognise that vibrations from sounds travel through a medium to the ear

find 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.

This is the only time in the science curriculum that sound is studied

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

All 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

recognise that environments can change and that this can sometimes pose dangers to living things



identify common appliances that run on electricity

construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers

identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery

recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit

recognise some common conductors and insulators, and associate metals with being good conductors.

This is the first time in the science curriculum that electricity is studied


Healthy Living MineCraft Vikings Plants Survival Slavery USA WW1 WW2



A study of the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

Continue to develop chronologically secure knowledge of history

Develop the appropriate use of historical terms and understand how knowledge of the past is constructed from a range of sources

Describe/make links between main events, situations and changes within and across different periods/societies


Understand how knowledge of the past is constructed from a range of sources

Describe/make links between main events, situations and changes within and across different periods/societies




        Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied  



Sculpting - experimenting, form, materials

Painting – colour development

Review techniques on colour. Use of colour wheel to develop understanding of primary, secondary and tertiary colours.

Materials – texture, pattern

Use a range of materials creatively to develop knowledge of texture and pattern with an increasing awareness of different kinds of designs

Sculpting - experimenting, form, materials

Artists, architects and designers in history

Refer back to the work of famous artists for inspiration and comparison.

Drawing – pencil, charcoal

Develop drawing skills through the use of sketching, pencil affects and charcoal. Begin to evaluate work against that of artists. Use artist work to produce success criteria.

Introduce the concept of negative space.



Food preparation, cooking and nutrition

That a healthy diet is made up from a variety and balance of different food and drink, as depicted in the Eatwell plate.

That food and drink contain different substances – nutrients, water and fibre – that are needed for health.

That to be active and healthy, food and drink is needed to provide energy for the body.

Cooking and nutrition / Where food comes from

Develop a greater understanding of seasonality, and

know where and how a variety of ingredients are grown. UK, Europe and the wider world.

How food is processed in to ingredients that can be eaten or used in cooking.

Understanding contexts, users and purposes

Use research and develop design criteria to inform the design of innovative, functional and appealing products.

Own ideas and products

Consider the views of others, including intended users, to improve their work.

Generating, developing, modelling and communicating ideas.

Model ideas using prototypes.

Generated realistic ideas, focusing on the needs of the user.

Make design decisions that take account of the availability of resources.

Design, Make and evaluate class flower/herb/living planters


Planning, Practical skills and techniques

Select tools and equipment suitable for the task.

Select materials and components suitable for the task.

Begin to explain and justify the choice of materials and components.

Order the main stages of making.

Assemble, join and combine materials with greater accuracy.

Making products work

Develop a greater understanding of how to strengthen, stiffen and reinforce more complex structures.

How to make strong, stiff shell structures.

Modern Foreign Languages


Sporting Life

• Healthy food and drinks

• Making simple statements (about activities and diet)

Tell Me A Story

• Responding to a story

• Instructions

• Numbers in multiples of

10 up to 100

What is the weather?

• Weather

• Clothing

• Describing the weather

• Revision of numbers

to 40

• Saying the temperature

(plus and minus)

• Saying the date

Carnival of the Animals

• Animals and their habitats

• Giving a simple description (of animals and habitats)

• Telling the time on

the hour

• Asking and answering

simple questions

Travel / All Aboard

• Travel

• Weather

• Making statements

(about travel)

• Describing the weather

• Days of the week

Pocket Money

• Expressing opinions about

likes and dislikes

• Expressing likes and dislikes (about food and toys)

• Justification of opinions

• Numbers 21–39

• Simple prices



See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map

See separate document: PHSE Curriculum Map


As per Blackpool Swimming Scheme.

As per Blackpool Swimming Scheme.

As per Blackpool Swimming Scheme.

As per Blackpool Swimming Scheme.

As per Blackpool Swimming Scheme.


As per Blackpool Swimming Scheme.


To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

To develop an understanding of the history of music

Classical –Beethoven

Hip-Hop – Run DMC

Pop – Michael Jackson

Excellence Outcome:

to listen to several layers of sound (texture) and talk about the effect on mood and feelings.

Use more musical dimensions vocabulary to describe music– duration, timbre, pitch, dynamics, tempo, texture, structure, rhythm,  ostinati and melody

To use and understand stave and other musical notations.

To play and perform in solo and ensemble contexts combining the use of their voices with playing musical instruments with increasing accuracy, fluency, control and expression

Excellence Outcome: to create more complex rhythmic patterns with an awareness of timbre and duration

To use and understand stave and other musical notations

Experiment with, create select and combine sounds using the inter-related dimensions of music

Excellence Outcome:  to recognise standard notation and begin to record given notes on a blank stave

Explore rhythm through written crotchet and quaver notes.

Improvise and compose music for a range of purposes using the inter-related dimensions of music

Excellence Outcome: to explore accompaniments for tunes using melodic ostinati.

To perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

Excellence Outcome: to follow signals introduced for change of pitch and volume in order to sing in time with others (unison, call and response and rounds)

Experiment with, create select and combine sounds using the inter-related dimensions of music

To play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

Excellence Outcome: to sustain a rhythmic ostinato/ drone/ melodic ostinato (to accompany singing) on an instrument (tempo/ duration/ texture).

Educational Visits and Showcase

Pick Your Own Experience!

Looper Rock Orchard

Greenbank Farm Carnforth

Tesco “Food to Fork” Visit

Design, Make and Sell Smoothies

Visiting Speaker “Computer Programmer”

Children with support design a simple computer programme.  Other children in the school play the games and vote on their favourite.

Create a classroom museum of shields displayed for others to view.  Organise short presentation to a group of individuals

Showcase home-made Planters

Sell planters within a garden centre/car boot as a “pop up shop” for one day/hour only. 

Create shelters for survival.  Explore “living/camping” within it for several hours (perhaps over the school day in the quad/outside or returning early evening for a night time activity session/sleep over

Visit to Salisbury Gardens, Blackpool to see “The Pill Box” created and designed by Thomas Dagnall and view the blue plaques around Stanley Park and The Zoo which tell of Blackpool’s War Story

Ongoing Themes


During Years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

  • asking relevant questions
  • setting up simple practical enquiries, comparative and fair tests
  • making accurate measurements using standard units, using a range of equipment, for example thermometers and data loggers
  • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
  • recording findings using simple scientific language, drawings, labelled diagrams, bar charts, and tables
  • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
  • using results to draw simple conclusions and suggest improvements, new questions and predictions for setting up further tests
  • identifying differences, similarities or changes related to simple scientific ideas and processes
  • using straightforward scientific evidence to answer questions or to support their findings


Learn about the value of sharing, showing respect and care for others. Jesus’ prayer to his Father (Our Father, Glory Be, Hail Mary and responses within Mass)


To develop and understanding of dynamics and begin to use terminology to describe a range of music styles, performing with confidence.

Design and Technology

Over the year pupils will investigate and analyse:
How well products have been designed and made, Why materials have been chosen, What methods of construction have been used, How well product works,
How well product achieve their purpose, How well product meets user needs and wants, Who designed and made the products, Where/when products were designed and made, Whether products can be recycled or reused.

Across KS2 pupils should know:
About inventors, designers, engineers, chef and manufacturers who have developed ground-breaking products (Identification of these people will be led by the children’s interest)


Work with greater confidence within a range of contexts such as leisure, culture, enterprise and the wider environment.
Describe the purpose of their products.

Generating, developing, modelling and communicating ideas.

Share and clarify ideas through discussion.
Use annotated sketches and exploded diagrams.

Refer to the design criteria as they design and make.

Use the design criteria to evaluate their completed products. 
Identify the strengths and areas for development in their ideas and products.

Making products work

Understand how mechanical systems such as leavers and linkages or pneumatic systems create movement.


See separate document for scheme of learning