Year 4 - Curriculum Topic Plan (Down in the Jungle) Autumn Term 2018

English (from N.C. Statutory Requirements)

  • Dictate from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
  • use the first two or three letters of a word to check its spelling in a dictionary
  • Spell words ending with the ‘g’ sound spelt ‘gue’ and the ‘k’ sound splay—que eg rogue, tongue, antique, unique
  • Use the prefixes in-, im-, il -,ir, sub,-, inter-, super-, anti-, auto-
  • evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements
  • Draft and write in narratives, creating settings, characters and plot with consideration for the audience and purpose
  • plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • plan their writing by discussing and recording ideas
  • Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair) (sentence)
  • Persuasive writing and verbal debate – deforestation
  • Narrative – based on the Great Kapok Tree

Maths (from N.C. Statutory Requirements)

Number and Place Value:

  • order and compare numbers  beyond 1000, recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, ones), Round any number to the  nearest 10, count in multiples of 6, count in multiples of 9, count in multiples of 1000

Multiplication and division:

  • use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1;

Addition and subtraction:

  • estimate and use inverse operations to check answers to a calculation
  • Fractions (including decimals):
  • count up and down in hundredths;   


  • solve problems involving converting from hours to minutes; minutes to seconds, measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres, find the area of rectilinear shapes by counting squares


  • describe positions on a 2-D grid as coordinates in the first quadrant


  • interpret and present discrete data on bar charts

Science (from N.C. Statutory Requirements)

  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
  • Identifying differences, similarities or changes related to simple scientific ideas and processes
  • 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.
  • 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.

Art and Design (from N.C. Subject Content)

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • About great artists, architects and designers in history.

Computing (from N.C. Subject Content)

  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
  • Select, use and combine a variety of software (including internet services) on a range of digital device to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • E-safety (presentation of e-rules)
  • Databases (linked to topic)
  • Animation

Design and Technology (from N.C. Subject Content)

  • Design purposeful, functional, appealing products for themselves and other users based on design criteria
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
  • Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
  • Investigate and analyse a range of existing products
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Geography (from N.C. Subject Content)

  • Locate the world’s countries, using maps to focus on South America, concentrating on the environmental regions, key physical and human characteristics, countries, and major cities
  • Understand 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 South America
  • Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

History (from N.C. Subject Content)


Languages (from N.C. Subject Content)

  • General – greetings, where you live, age etc.
  • French culture- I can locate France on a map
  • I know some other countries which speak French
  • Saying the date
  • Family and pets.

Music (from N.C. Subject Content)

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the inter-related dimensions of music
  • Listen with attention to detail and recall sounds with increasing aural memory
  • Use and understand staff and other musical notations
  • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • Develop an understanding of the history of music.

Physical Education (from N.C. Subject Content)

  • Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • Take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Religious Education (from N.C. Subject Content)

Practising faith: Christianity

  • Identify any practices, customs or traditions in their own family life or in the ‘family life’ of the school and say why these are important
  • Describe some key features of family and community life for children from a Christian family
  • Use religious vocabulary appropriately to describe religious practice and belief
  • Harvest:
  • To know that different countries produce different things for export
  • To know that some people get a bigger share of the world’s resources than others
  • To know that Jesus teaches about justice and fairness

Practising faith: Judaism

  • To describe how Jews from different traditions (orthodox/reform) practise their religion at home and in the family.
  • Identify ways in which Jews seek to demonstrate these three values in the way they lead their lives.
  • Christmas
  • Reflect on key moments in their own life’s journey so far and begin to understand that although many of us have a life plan sometimes things happen to change the direction of our lives. (A2: Learning from religion)
  • Describe and explain the journeys of Mary at the time of the birth of Jesus and empathise with her feelings. (A1: Learning about religions).

Key Driver: Personal Wellbeing