Year 4

'Our aim is to prepare children for the future and for lifelong learning in a diverse and everchanging world with opportunities as well as challenges.'


At Hatchell Wood, we use the National Curriculum and the accredited White Rose Maths to structure the long term and medium term overview of our mathematics teaching.

The vast majority of children are taught in their own year groups, in mixed abilities. In every year group, concepts are taught using concrete resources, moving on to pictorial methods before developing abstract working. This approach means that most children can access the same learning while building a solid understanding. Where appropriate, some children have a personalised curriculum. All children are given an equal opportunity to achieve to their highest potential.

As well as discrete maths lessons, children also consolidate their understanding during topic lessons and through daily Maths Meetings which include key mathematical facts.


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1 

Summer 2

Number sense and exploring calculation strategies

Solve number and practical problems, including estimation and checking; add and subtract money to give change in pounds and pence.

Addition and subtraction

Calculate mentally and using formal written methods; solve problems using number facts and place value.

Multiplication and division

Deepen understanding of multiplication and division and apply this to solve problems.


Tell, record, write and compare the time, including using Roman numerals, 12hr clocks, a.m. and p.m. ; compare durations.

Angles & shape

Identify right-angles, recognising them as quarters of a turn; identify parallel and perpendicular lines; draw/make and measure 2-D and 3-D shapes.

Securing multiplication and division

Recall and use multiplication/ division facts for 6 & 8 times table; count in multiples of 6 & 8; calculate mathematical statements.

Place Value

Identify, represent and estimate numbers in different contexts, recognise and use place value of 3-digit numbers in calculations.


Interpret and present data using charts and tables. Solve one and two-step problems using presented information.

Length and perimeter

Measure, compare, add/ subtract lengths; solve problems using appropriate tools and units.

Deriving multiplication and division facts

Calculate mathematical statements including for 2-digit numbers by 1-digit numbers; progress from mental to formal written methods.


Recognise, use, compare, order simple fractions; understand fractions as parts of a whole; add/subtracts fractions of same denominator.


Measure, compare, add/ subtract and solve problems, using appropriate tools and units.

Exploring calculation strategies and place value

Add/subtract numbers mentally; find 10, 100,1000 more than a given number; order and compare beyond 1000; round any number to nearest 10, 100, 1000.


At Hatchell Wood, we believe that every pupil has the right to be able to read, write and communicate with others effectively. English is the main medium through which the rest of the curriculum is learned and taught and a major way in which children interpret the world around them, develop knowledge and understanding and communicate with other people. The teaching of English, in all of its forms, has a high profile within the school.


In the teaching of writing we use the 'Write Stuff' approach by Jane Considine. 

Grammar and Punctuation

At Hatchell Wood, we use the National Curriculum to structure the long term and medium term overview of our spelling and grammar teaching.


Children will use a sounds and syllables approach to spelling. Jason Wade’s Sounds & Syllables teaching sequence teaches children how to spell by building upon what children already know and understand from phonics teaching, the crucial relationship between sounds and spellings. At the heart of Sounds & Syllables is a simple five step sequence: ‘say it’, ‘snip it’, ‘segment it’, ‘target it’ and ‘link it’. This approach is tailored for teaching children from year 2 - 6 after they have acquired a secure phonics knowledge. The teaching sequence for teaching spelling can be found here

Guided Reading

As pupils secure their early reading skills they are transferred onto our reciprocal reading approach. Pupils will study an age appropriate challenging text on a half termly basis that is delivered as part of a weekly lesson whereby pupils are encouraged to practise the vital skills needed to perform well as an independent reader. A consistent pedagogical approach towards the teaching of reading is delivered, which consists daily of some form of reading (either independent reading – using a dialogic approach, teacher reading, pre-reading, reading for fluency or accuracy or pace), text annotation, vocabulary work focusing on morphology and etymology, making precise predictions and summarising, as well as how to accurately answer comprehension questions linked to reading VIPERs (vocabulary, inference, prediction, explain, retrieve) and content domains, also a small group guided reading session using the reciprocal reading approach:

· Predict What are we going to read about in the next section?

· Clarify Which words or phrases do we need to find the meaning of?

· Question Can we ask questions to help us learn more about the text?

· Summarise What are the main ideas from this section?

At Hatchell Wood we use reading VIPERS to help pupils understand how to approach answering reading questions.

VIPERS is an acronym which stands for Vocabulary, Infer, Predict, Explain, Retrieve and Sequence (Key Stage One) or Summarise (Key Stage Two).

The following pages explain how this concept works and gives you ideas for how each type of question might look for pupils.

KS2 Reading Vipers - supporting children with comprehension skills. Click here to download the guide.

Text Study

Every half-term the children will engage in a whole class shared text that may have a theme linked to their current topic project. Year 4 children will also enjoy daily ‘story time', as well as this being a vital element of creating a positive, pleasurable experience, we also aim to:

  • Provide opportunities to encounter new words and enriching vocabulary – they experience words that would almost never come up in conversation.
  • Help students appreciate the beauty and rhythm of language
  • Provide opportunities for children to enjoy and understand texts beyond their own reading ability.
  • Enhance imagination and observation skills
  • Improve critical and creative thinking skills
  • Expands a student’s general knowledge and understanding of the world
  • Developed empathy as they make connections with the experiences of the characters in the text and with each other
  • Provide opportunities to experience fluent, expressive reading as it is modelled
  • Enables them to make meaning from more complex texts
  • Encourage a desire to read independently






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A Boy Called Christmas

The Boy at the Back of the Class

Atlas of Ocean Adventures


At Hatchell Wood we use the Cornerstones approach to deliver exciting and engaging project based learning.

These are the projects that we cover in Year 4: 













Click on the images below for the key knowledge and vocabulary the children will learn in each of the topics.


Children learn why the Romans were so successful in building their empire. 

They consider their lifestyle and why their impact on the citizens of Britain was so huge and long lasting.

Children learn how mountains are formed and their uses in the UK and further around the world.  They learn about the structure of rivers and how they change over time.

Children learn why the Romans were so successful in building their empire. They consider their lifestyle and why their impact on the citizens of Britain was so huge and long lasting.

Children learn about the human uses and physical features of the sea, including ocean layers, sea exploration, food chains, habitats and pollution.








 What conducts electricity? 

Can you make a circuit from playdough? 

How do plugs work? 


Can we block sound? 

Can we change a sound?

How do smells get up your nose? 

What is spit for? 

How does toothpaste protect teeth?

How does pollution affect habitats? 

Can we block sound? 

 What conducts electricity? 

Can you make a circuit from playdough? 

How do plugs work? 




We use to Jigsaw PSHE scheme of work to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world.

Weekly Celebrations

The weekly celebration is the same for each year group. These are designed to draw out a key theme from each week and reinforce its application; in turn, this ensures the Jigsaw learning is translated into behaviour and attitudes and is not confined to the lesson slot on the timetable.


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Being Me in My World


Celebrating Difference (including anti-bullying)

Dreams and Goals

Healthy Me


Changing Me (including Sex Education)*

*Our Sex and Relationship Education Progression Map can be found here and our SRE Supplementary Lessons plan can be found here.

Religious Education

We use Discovery RE scheme of work to learn about different religions and beliefs. Christianity is taught in every year group, with Christmas and Easter given new treatment each year, developing the learning in a progressive way. Buddhism, Hinduism, Islam, Judaism and Sikhism are also covered.

Home Learning

School Spider is our Virtual Learning Environment (VLE) provider and can be accessed via our school website:




Year 4 children will access School Spider to on a weekly basis to complete maths, literacy and topic based home learning activities.

Year 4 children have access to Times Tables Rock Stars to ensure that they can practise leaning their multiplication facts on a regular basis.

Year 4 children have access to MyMaths to complete interactive mathematics based home learning on a weekly basis.


Year 4 children are required to read at home to an adult at least 5 times per week.

Files to Download

Student Login