Curriculum: Autumn Term 2018

In this term, we will learn about:

  • Finding pairs with a total of 100; adding to the next multiple of 100 and subtracting to the previous multiple of 100; subtract by counting up to find a difference; adding several numbers 
  • Read, write 4-digit numbers and know what each digit represents; compare 4-digit numbers using < and > and place on a number line; add 2-digit numbers mentally; subtract 2-digit and 3-digit numbers 
  • Learn × and ÷ facts for the 6 and 9 times-table and identify patterns; multiply multiples of 10 by single-digit numbers; multiply 2-digit numbers by single-digit numbers (the grid method); find fractions of amount 
  • Tell and write the time to the minute on analogue and digital clocks; calculate time intervals; measure in metres, centimetres and millimetres; convert lengths between units; record using decimal notation 
  • Add two 3-digit numbers using column addition; subtract a 3-digit number from a 3-digit number using an expanded column method (decomposing only in one column) 
  • Double 3-digit numbers and halve even 3-digit numbers; revise unit fractions; identify equivalent fractions; reduce a fraction to its simplest form; count in fractions (each fraction in its simplest form) 
  • Look at place value in decimals and the relationship between tenths and decimals; add two 4-digit numbers; practise written and mental addition methods; use vertical addition to investigate patterns 
  • Convert multiples of 100 g into kilograms; convert multiples of 100 ml into litres; read scales to the nearest 100 ml; estimate capacities; draw bar charts, record and interpret information 
  • Round 4-digit numbers to the nearest: 10, 100 and 1000; subtract 3-digit numbers using the expanded written version and the counting up mental strategy and decide which to use 
  • Use the grid method to multiply 3-digit by single-digit numbers and introduce the vertical algorithm; begin to estimate products; divide numbers (up to 2 digits) by single-digit numbers with no remainder, then with a remainder 

Non-fiction Unit 3.1 Was Tutankhamen Killed? 

In this unit, the children explore the Big Question: Who killed Tutankhamen? They read the interactive eBook, retrieving and collating information and identifying evidence in the text to support their theories. They investigate main and subordinate clauses and are introduced to the perfect tense. In their writing tasks, they write letters, paragraphs, and finally compose an explanation text in response to the Big Question. 

Fiction Unit 3.1 Storm 

The children listen to the story and predict what may happen at various points. They focus on character, setting and mood, asking questions as the story progresses and locating evidence in the text to answer specific questions. They understand why descriptive sentences are important and how setting affects mood. They revise and develop punctuating direct speech and then work on nouns, adjectives and expanded noun phrases. The writing tasks involve planning and writing a description of setting, and planning and writing a conversation using direct speech and correct punctuation. 

States Of Matter 

By the end of the unit the children will be able to…

  • Sort materials into solids, liquids and gases.
  • Explain that heating causes melting, and cooling causes freezing.
  • Identify the melting and freezing point of water.
  • Describe evaporation and condensation using practical examples.
  • Describe the effect of temperature on evaporation referring to their investigation.
  • Identify the stages of the water cycle. • Predict what will happen in an investigation.
  • Make observations.
  • Explain thebehaviourof the particles in solids, liquids and gases. 
  • Explain how heating and cooling causes materials to melt and freeze.
  • Explain why a material’s melting and freezing point is the same temperature.
  • Explain how heating and cooling can cause materials to evaporate and condense.
  • Explain why a higher temperature will speed up evaporation.
  • Use the water cycle to explain why the water we have on Earth today is the same water that has been here for millions of years.
  • Set up reliable and accurate investigations.
  • Make and explain predictions.
  • Make and record accurate observations.
  • Use scientific language to explain their findings.
  • Be able to ask and answer questions based on their learning using scientific language.
  • Describe the properties of solids, liquids and gases.
  • Explain that melting and freezing are opposite processes that change the state of a material.
  • Identify the melting and freezing point of several different materials.
  • Explain that heating causes evaporation and cooling causes condensation.
  • Explain that evaporation and condensation are opposite processes that change the state of a material.
  • Explain that the higher the temperature, the quicker water evaporates.
  • Explain what happens to water at the different stages of the water cycle.
  • Make observations and conclusions.
  • Be able to answer questions based on their learning.

Crime and Punishment 

By the end of the unit the children will be able to…

  • Talk about some of the key facts about punishments that were used during the Roman, Anglo-Saxon, Tudor and Victorian times. 
  • Recall key facts about the life of Dick Turpin and talk about differences in how he is portrayed in various historical sources. 
  • Talk about and compare the punishments that were used during the Roman, AngloSaxon, Tudor and Victorian times and give some reasons for them. 
  • Explain some key terms in the history of crime and punishment in Britain, such as wergild, trial by ordeal, tithings, hue and cry, treason, transportation and hard labour. 
  • Use primary sources to decide what are facts, what opinions can be formed from the evidence, and identify the questions they have about the life of the highway man Dick Turpin. 
  • Compare modern day crime and punishment with those from the past, and talk about the legacy of past methods of crime prevention and detection with those of the present day. 
  • Explain their understanding of the different experiences of people who may have committed crimes according to their status in society e.g. a slave compared with a noble during the Roman period. 
  • Compare and contrast a variety of historical sources to form their own conclusions and questions regarding the life of the highway man Dick Turpin. 
  • Imagine and write about the experiences of people living during the historical periods studied based on factual evidence.

In this term, we will learn about

  • Names of Allah
  • Angels and their duties
  • Characteristics of the Prophet (SAW)
  • Miracles
  • Signs of the last day
  • Day of Judgement


  • Surah Naas
  • Surah Fajar


  • Grade 4

This term we are concentrating on games. We will be looking at the following objectives:

  • Can choose the most appropriate throw to use within a game
  • Can call out for a catch in a game showing they know they are in the best place
  • Can hit a ball into a space to help increase the score within a game; can dribble a ball in different directions and avoid obstacles
  • Can help other members of the team to find space within the team game
  • Can use a range of attacking and defending skills when playing a team game.

Curriculum: Spring Term 2018

Curriculum: Summer Term 2018

Class Teachers

Apa Parveen Akhtar
Class Teacher
Apa Maria Khan
Quran & Islamic Studies