Year 4

 Art and Design

•  Make/use a sketch book with a hard cover and mitred corners.
• Select and record visual and other information to develop ideas on a theme.
• Investigate, combine and organise visual and tactile qualities of materials and processes when making something.
• Draw from close observation to capture fi?ne details.
• Add textural materials to paint, to create a desired effect.
• Add embellishments and decorations to enhance a form or sculpture.
• Use a motif and stencil to create a mono or repeat print.
• Create a photo montage of digital images to achieve a particular purpose.
• Take a picture from an unusual or thought-provoking viewpoint.
• Use complementary and contrasting colours for effect.
• Use bold colour and geometric shapes to create a graphic-style print.
• Use tone to emphasise form in drawing and painting.
• Use 3-D materials to sculpt a human form.
• Comment on similarities/differences between own and others’ work, describing what they feel about both.
• Compare and comment on a number of artworks on a similar theme, explaining the approaches taken by different artists or genres.

 Computing

•  Detect and correct errors in algorithms and programs (debug).
• Test programs using models and simulations.
• Design and write programs that accomplish specific goals, working with variables for input and output.
• Use logical reasoning to detect problems, make changes and find out what happens as a result.
• Demonstrate knowledge and understanding of computer hardware including input, output and storage devices.
• Create programs to control physical systems.
• Discuss opportunities for online communication and collaboration.
• Evaluate the quality and success of their solutions.
• Check the plausibility and usefulness of information they find.
• Use and combine a variety of software and internet services on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
• Recognise social networking sites and social networking features built into other things, such as online games and handheld games consoles.
• Make judgements in order to stay safe whilst communicating with others online.
• Know who to tell if anything worries them online.
• Identify potential risks when presented with scenarios, including social networking profiles.
• Use ICT responsibly, securely and safely.
• Describe how to sort and organise information to use in a database.
• Create a branching database from information which they have collected and sorted.

 Design and Technology/Planning, knowledge and evaluation

•  Collect information from a number of different sources and use this information to inform design ideas in words, labelled sketches, diagrams and models, keeping in mind fi?tness for purpose and the end user.
• Use ICT packages to create alternatives for an initial design.
• Make realistic, step by step plans, reflecting on designs as the product develops.
• Describe the work of a favourite fashion designer and explain why they like his/her designs.
• Explain how an existing product is useful to the user.
• Identify what has worked well and what could be improved, evidencing and explaining the results of research.
• Explain how fashions and fabrics have changed over time and how this has affected fashion.
• Explain how the design of a product has changed over time.

 Design and Technology/Making, using and understanding

•  Analyse the potential of a range of tools and use them with accuracy.
• Choose from a range of materials showing an understanding of their different characteristics.
• Follow health and safety rules when working with materials and substances.
• Describe how a product could be made better, stronger or more sustainable.
• Use a simple pattern to create a life-sized item of clothing.
• Use more complex pop-ups.
• Cut internal shapes.
• Use a glue gun with close supervision (one to one).
• Prototype and build frame and shell structures, showing awareness of how to strengthen, stiffen and reinforce.
• Use pulleys, levers and linkages in their products.
• Build models incorporating motors.
• Create a solution to a problem using a control output device that has a sequence of events that activate it.
• Measure and weigh ingredients appropriately to prepare and cook a range of savoury dishes.
• Make healthy eating choices and explain why.
• Explain some of the processes that foods go through to preserve/make them more appealing.

 Geography/Knowledge and understanding

•  Describe how physical activity has impacted and/or changed the physical and human characteristics of a place in the world.
• Name and locate rivers of the United Kingdom and describe the impact on human and physical geography of the places they are found.
• Locate the countries of Europe (including Russia), North and South America.
• Explain how people try to sustain environments.
• Describe and explain how physical processes have changed the characteristics of a landscape, country or continent.
• Describe patterns in geography and offer clear explanations for why they appear (e.g. a number of hotels and restaurants found at the seaside).
• Describe and explain how the climate of a country or continent is linked to the distribution of natural resources and tourism.
• Compare and contrast how areas of the world have capitalised on their physical or human features.
• Describe how changes in the features of a place can affect the lives and activities of the people living there.
• Offer reasons for their own views and recognise that other people may hold different views.

 Geography/Practical

•  Draw sketch maps and plans using standardised symbols and a key.
• Locate and name geographical features on an Ordnance Survey map.
• Propose geographical questions, collecting and recording specific evidence to answer them.
• Explain views on a geographical issue using appropriate vocabulary.
• Suggest which source material to use for a specific task, locating the information needed.
• Plot a route on a map or globe from one place to another, identifying countries or signifi?cant landmarks that are passed.
• Locate and explain the significance of the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn to a range of countries of the world.
• Collect and analyse data from first and second hand sources, identifying and analysing patterns and suggesting reasons for them.
• Suggest where in the world an aerial photograph or satellite image shows, explaining reasons for their suggestion.

   History

•  Compare two periods of history, identifying similarities and differences between them.
• Begin to use abstract terms (e.g. empire, civilisation, parliament, peasantry and heptarchy).
• Place different periods of time on a timeline and remember key historical facts and some dates from a period studied.
• Explain how significant historical figures contributed to national and international achievements in a variety of eras.
• Describe the impact of international events (e.g. war) on the local area.
• Explain the impact of a significant historical figure on life in Britain.
• Explain that an event can have more than one cause.
• Ask and answer more complex questions through independent research.
• Choose the best way to record a range of historical information, giving reasons for their choice.
• Use a range of source materials to answer questions about the past which go beyond simple observations.

  Music

•  Describe how a piece of music makes them feel, making an attempt to explain why.
• Recall sounds with increasing aural memory.
• Shape composition, considering dynamics, timbre and tempo.
• Describe, compare and evaluate different kinds of music, using appropriate musical vocabulary.
• Perform significant parts from memory and from notation, either on a musical instrument or vocally.
• Maintain a simple part within an ensemble.
• Create and repeat extended rhythmic patterns, using a range of percussion and tuned instruments.
• Follow a basic melody line, using standard notation.
• Appreciate and listen to music drawn from different traditions, cultures and composers.

  P.E

•  Follow rules to play more challenging team games, such as rounders, hockey, non-stop cricket and team-tag.
• Throw, catch, strike and field a ball with control and accuracy.
• Work effectively as part of a team, choosing an appropriate strategy or tactic to cause problems for the opposition.
• Improvise and move with precision, control and fluency in response to a range of stimuli.
• Run with pace over longer distances and for more extended periods, identifying the difference between this and sprinting.
• Combine movements, actions and balances, individually or collaboratively, to create a fluid routine.
• Respond positively to increased challenges and other team members, showing ability to listen to feedback.
• Create/perform fluently a sequence of movements, showing good balance/body tone and practise to improve.
• Use constructive feedback to make improvements to their performance.
• Swim between 25 and 50 metres unaided, performing more than one stroke. Use breathing and survival techniques.

   PSHE

•  Identify positive ways to face new challenges, applying knowledge creatively.
• Convey own opinions and answers clearly, supported by evidence.
• Formulate questions to further their understanding or adapt their viewpoint.
• Identify some factors that affect emotional health and well-being (e.g. exercise or dealing with emotions).
• Recognise that their actions affect themselves and others.
• Respond to, or challenge, negative behaviours such as stereotyping and aggression, evaluating social norms.
• Assess and manage risks associated with personal lifestyle and activity choices; trying new ideas, facing challenges safely and recognising what is dangerous.
• Develop their understanding of online safety, including the protection of personal details.
• Recognise strong emotions and identify ways of self-regulating them positively.
• Explain how things can be misinterpreted or misrepresented.
• List different types of teasing, discrimination, bullying and aggressive behaviours, explaining how it can feel and who can help with these issues.
• Explain the words ‘discrimination’ and ‘stereotype’ and give examples of both.
• Explain how they might make a positive contribution to a world issue, such as global warming, poverty or fair trade.
• Recognise the role of voluntary and community groups.
• List several ways of saving money, including those linked with banks and building societies.
• Discuss how to make money and show enterprise.
• Describe why someone might start a relationship with another person.
• Talk about their achievements and plan how to work towards new goals, making use of constructive feedback.