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Autumn Term 2020


At the beginning of the Autumn Term, staff will not be teaching a full curriculum. Instead, we will be focussing on emotional, social and physical skills as well as ensuring that the children have grasped the basics from the previous year in reading, writing and maths. We have tried to make the focus of the curriculum flexible enough to allow plenty of time to spend on the wellbeing aspects (ie socialisation and friendship building). It will also allow time for establishing new routines, settling in activities and the new behaviour policy.


All year groups will be themed around a song, which reflects our school so that we can introduce a sense of being ‘whole’ even though they will more separated than usual by being in bubbles. This song will be chosen by the class from a selection suggested by the teacher. At the end of the unit, we will have a virtual celebration where each class will share their song and work/learning.


Sessions will be short and broken up using brain breaks or active minutes, for example 20 minutes’ maths then playdough to build up fine motor skills. There will be lots of opportunities for the children to be independent and practical.


Year 4



  • Mindfulness
  • Circle time – discussion about Covid and home learning etc.
  • Yoga



  • 2 lessons a week as usual
  • Active minutes daily – mile a day/ couch to 5k/walk and talk – opportunities to work on social skills
  • Playdough/gloop/plasticine or other hand strengthening activities daily



Class pick a song based on school values from a selection the teacher chooses. Work linked to this e.g.

  • Learn the song (no more than 15 singing at once, but could speak the words altogether)
  • Make up an accompaniment to the song on instruments
  • Art – personal response to the song
  • PSHE – meaning behind the song
  • DT – design and make an instrument


Daily Dashboard



  • Class book read to them daily
  • Individual reading to an adult or independently daily
  • Spelling – using word list from year 2 teach strategies to learn spellings independently (LSCWC, rainbow writing, pyramids, flash cards etc.)
  • Talk for Writing unit – could link to topic song – use to baseline individual needs. Focus on non-negotiables from year 2.

e.g. write own verse to song, poetry work, word meaning



  • Daily broken into short sections based on the Year 3 objectives on

  • Multiplication tables daily


Throughout the day:

  • 1:1 conferences (not academic to start with – more a chance to get to know the child)
  • Brain breaks



Virtual – mix of teacher led and Oak Academy ones

Year 4 Writing non-negotiables 


Punctuation Grammar/text Spelling


Punctuate speech mostly correctly, (e.g.
‘something on the line, 66, capital letter,
blah, something on the line, 99. New line).
Use commas after fronted adverbials mostly
Begin to use apostrophes to mark plural
Sentences are written in Standard
English mostly correctly (e.g. we were,
I was).
Uses noun phrases and prepositional
phrases mostly correctly.
Uses fronted adverbials mostly
Can spell 80%
Year 4 word list
Handwriting is joined and legible


Year 4 Maths non-negotiables


Number & place value

Round to the nearest 10,100,1000.

Come back into negative numbers.

Know Roman numerals to 100.


Addition & subtraction

Use column addition and subtraction

thousands, hundreds, tens and ones

Multiplication & division

Instant recall of times tables to 12 x 12

Use column method of multiplication: hundreds, tens, ones

Use short division of 3 digit by 1 digit


Know common equivalent fractions

Add and subtract fractions with the same denominator beyond a whole

Decimals - divide a 1 digit number by 10 & 100.

Round tenths to a whole number


Rapid recall of conversions between :

km - m - cm - mm, kg - g

l - ml

hour- minute - second,

year - month - weeks - days (including how many days in each month and leap years) 

12 hour and 24 hour clock


Trapezium, kite, parallelogram, rhombus, isosceles triangle, scalene triangle, equilateral triangle. 

Identify acute and obtuse angles

Position & direction

Describe positions on a coordinate grid in the first quadrant