'Lighting the Sparks'
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Year 4

Summer Term 2024


Is it always right to do the right thing?

This term is an art-based topic and our question is ‘is it always right to do the right thing?’

Children will start to share their ideas about a painting by looking at a wide range of artists. They will Describe the difference between a tint and a shade and mix tints and shades by adding black or white paint. They will used the tints and shades to paint an object in 3D.

Children will also create several pencil tones when shading and create a simple 3D effect. They will explore the effect of holding a pencil in different ways and applying different pressures. They will explore using charcoal and rubber to show areas of light and dark in their drawings and demonstrate an awareness of the relative size of the objects they draw.

How we'll be doing it...

Authentic Outcomes

This term, our authentic outcome will be to create, rehearse and perform a samba and carnival piece from what we will learn in our music units. This will be shown to the children in Little Bells and the year 4 children will teach the younger children some of the moves and sounds they have learnt.


Our WOW day will take place on Tuesday 23th April and we will be exploring ‘is it always the right thing to do?

School Trip

Science trip to Imagine That! in Liverpool



Over the course of the summer term, the children will be recapping previous units for consolidation as well as looking at decimals, money, time, shape, statistics and position and direction.



During this unit of work, children will learn how vibrations cause sounds and how sounds travel through different mediums at different speeds. They will explore how sounds can change in pitch and loudness and be able to explain this using scientific language. They will develop their scientific skills by planning two fair test investigations to answer the questions: which material is the best at muffling sounds and does the size of the pinnae affect the volume of the sound? Children will also learn what happens to sound vibrations when they reach the ear.

Living things and their habitats

During this unit of work, children will learn to recognise the seven life processes common to all living things. They will learn to sort living things using a variety of criteria and extend their use of scientific vocabulary to describe features and characteristics of animals and plants. They will conduct a local habitat search and learn to identify unknown living things using a classification key. Children will consider how environmental change impacts the local area and suggest ways in which humans can prevent further damage.



The children will understand what human rights are and why they are important. How reusing items benefits the environment and what range of groups that exist in the wider community. We will look at how community groups can focus on different areas of interest and what diversity supports a community to work effectively. Then finally, they will understand the role of local councillors.

Economic wellbeing

In this unit, the children will identify and justify items they consider good value for money. Identify multiple factors that influence whether something is good value for money and understand the importance of tracking spending. They will identify different ways to keep money safe and suggest ways to respond to certain influences over career choices. Children will look at different reasons why people might change careers and suggest proactive steps that can be taken to challenge and overcome these stereotypes.



In this unit pupils develop their understanding of the attacking and defending principles of invasion games. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. In netball pupils do this by maintaining possession and moving the ball towards goal to score. Pupils develop their understanding of the importance of fair play and honesty while self-managing games and learning and abiding by key rules, as well as evaluating their own and others’ performances.


In this unit pupils explore their understanding of the principles of striking and fielding. Pupils learn how to score points by striking a ball into space and running around cones or bases. When fielding, they learn how to play in different fielding roles. They focus on developing throwing, catching and batting skills. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. Pupils are given opportunities to work in collaboration with others, play fairly demonstrating an understanding of the rules, as well as being respectful of the people they play with and against.


Through our RE days at school, the children learn about their own and other’s beliefs.

Our question this year is: ‘How should we live our lives? The religions we will be exploring in Summer term are Islam, Sikhism, Hinduism and Humanism.


Photo editing

Learners will develop their understanding of how digital images can be changed and edited, and how they can then be resaved and reused. They will consider the impact that editing images can have, and evaluate the effectiveness of their choices.


This unit explores the concept of repetition in programming using the Scratch environment. It begins with a Scratch activity similar to that carried out in Logo in Programming unit A, where learners can discover similarities between two environments. Learners look at the difference between count-controlled and infinite loops, and use their knowledge to modify existing animations and games using repetition. Their final project is to design and create a game which uses repetition, applying stages of programming design throughout.


En classe (in the classroom)

By the end of this unit pupils will have the knowledge and skills to present both orally and in written form about what they have and do not have in their pencil cases and/or school bag in French.

Chez moi (my home)

By the end of this unit pupils will have the knowledge and skills to present both orally and in written form about where they live and which rooms they have and do not have in their homes in French. This is a unit that focuses on recycling previously learnt grammar, using it with new vocabulary, conjunctions and grammar, demonstrating a growing ability to create independent responses.

Music Samba & carnival sounds & instruments

The children will explain what samba music is and that it is mainly percussion instruments used in celebrations such as Carnival in Brazil. They will learn to clap on the off beat (the and of each beat) and be able to play a syncopated rhythm. They will learn to play their rhythm in time with the rest of their group and play their break in time with the rest of their group and play in the correct place in the piece.

Adapting and transposing motifs

In this unit, they will learn a new song, singing in time and in tune while following the lyrics. Identify motifs aurally and play a repeated pattern on a tuned instrument. Create and performing a motif, notating it with reasonable accuracy. Transpose their motif, using sharp or flat notes where necessary and change the rhythm. Finally, combine different versions of a musical motif and perform as a group using musical notation.

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