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Year 4

The Jungle Books & Northern Lights Classes.

Curriculum for SPRING Term 1

This Half Term we will be exploring living things and their habitats.

As Readers

Our English text will be around the book ’The Iron Man’ by Ted Hughes. During our guided reading sessions, we will become familiar with the book and we will be picking out new vocabulary, working on inference, deducing what may happen next, explaining what is happening and sequencing the events.

Key Vocabulary: constellation, unfurled, iron, monstrosity, cliff, awkward, breakers, valley, twilight.

Key Vocabulary: vocabulary, inference, predict, firstly, secondly, thirdly, finally, then, sequence and retrieve.

As Writers

We are going to be writing a descriptive poem using alliteration, adjectives and similes. In addition to this, the children will produce a newspaper report. This will give them a chance to use formal language and the opportunity to act in character and reinforce their questioning skills. It would be beneficial if you encourage them to read newspapers at home, paying attention to the features such as pictures, captions and quotes.

As Mathematicians

We will be using multiplication and division facts for multiplication tables up to 12 × 12. The children will be developing quicker recall of the 11 and 12 times tables. We will use place value, known and derived facts to multiply and divide mentally, including multiplying by 0 and 1, dividing by 1 and multiplying together three numbers. The children will recognise and use factor pairs and commutativity in mental calculations and multiply two digit and three digit numbers by a one-digit number using formal written layout.

Key Vocabulary: multiplication, division, recall, place value, factor, factor pairs and commutativity.

As Historians

We are going to research the Anglo-Saxons. We will be looking at artefacts that archaeologists have discovered from this time, which will help us develop our knowledge about what life was like for people living in 450 CE. We will look at maps and this will help show where these invaders came from and where they settled.

Key Vocabulary: World War II, World war I, Archduke Franz Ferdinand, Germany, Italy, France, Russia, Belgium, Anderson Shelter, Blitz, assassin, declare, rationing.


We will recognise that living things can be grouped in a variety of ways and explore and use classification keys to help group, identify and name a variety of living things in our local and wider environment. We will be looking at case studies where environments have changed and that this can sometimes pose dangers to living things, especially focusing in on the much publicised topic of plastic in the seas.

Key Vocabulary: Environment, identify, plants, animals, habitat, changes, grouping, flowering plants, non-flowering plants, vertebrate, fish, amphibians, reptiles, birds, mammals, invertebrates, impact, population, pollution, development, litter and deforestation.


Children will have 2 hours of PE per week one on Tuesday and the other one on Thursday. Children must have a full PE kit in school at all times. If the children take their kit home for clubs, it must be returned the next day. Children who do not have the appropriate full kit in school are unable to take part in PE, which is an important part of the curriculum. Please ensure all items, including footwear are labelled. This includes: A plain (with or without the Freshwaters logo) white Tshit, Navy blue PE shorts. A navy blue tracksuit (to include a jumper and bottoms). A spare pair of socks would also be of benefit. Please ensure the children have a pair of trainers in their PE bag, for outdoor PE.

Home Learning

Homework will be given to the children every Friday. Homework is due to be completed and handed in the following Thursday. Some children may need encouragement and support to complete their homework at this age. Please ensure that, if you are encouraging your child, but please, do not do the homework for them. Spellings will be given out every Friday, they are to be kept at home, reviewed daily and not handed in until the following Friday, to ensure that practise can happen daily. Children should be encouraged to read daily and at least once every other day with an adult. Reading for just 10-15 minutes per day will have a huge impact on the children’s fluency.

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