Welcome back to the summer term!

Corby Glen Community Primary School

Year 4

End of Year 4 expectations 

 Foundation subject area/strand   Essential skills

 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.


  •  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.


  •  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.


  •  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.


  •  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.


  •  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.


  •  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.