Download Progression of Skills – Year 4

Progression of Skills – Year 4
Science
Skills:
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plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary and deciding which
variable to investigate
take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs,
choosing the appropriate form to use
use test results to make predictions to set up further comparative and fair tests
report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and
written forms such as displays and other presentations
identify scientific evidence that has been used to support or refute ideas or arguments
Computing
Skills:
Programming
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create and edit procedures typing logo commands including pen up, pen down and changing the trail of the turtle
use sensors to ‘trigger’ an action such as turning the lights on using Probot if it ‘goes through a tunnel’, or reversing if it touches something
solve open-ended problems with a floor robot, Logo and other software using efficient procedures to create shapes and letters
experience a variety of resources to extend understanding and knowledge of programming
create an algorithm and a program that will use a simple selection command for a game
begin to correct errors (debug) as they program devices and actions on screen
use an algorithm to sequence more complex programming into order
link the use of algorithms to solve problems to work in Mathematics, Science and Design and Technology
identify bugs in programs
Multimedia
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Explore how multimedia (photos, video and sound) can create atmosphere and appeal to different audiences
Be confident in creating and modifying text and presentation documents to achieve a specific purpose
Use art programs and online tools to modify photos for a specific purpose using a range of effects
Explore the use of video, animation, and greenscreening for a specific audience.
Use ICT tools to create music phrases for a specific purpose
Use a keyboard effectively, including the use of keyboard shortcuts
Use font sizes and effects such as bullet points appropriately.
Know how to use a spellcheck.
Look at their own, and a friend’s work and provide feedback that is constructive and specific
Technology in our lives
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Talk about the school network and the different resources they can access, including the Internet.
Frame questions and identify key words to search for information on the Internet.
Consider reliability of information and ways it may influence you.
Check who the owner is before copying photos, clipart or text.
E-Safety
 Agree sensible e-safety rules for the classroom.
 Choose a secure password for age-appropriate websites.
 Discuss what actions could be taken if they are uncomfortable or upset online e.g. Report Abuse button.
 Talk about what games they enjoying playing and what good choices are when playing games e.g. content, screen time.
 Use a class blog to share information and talk about who can see it, and how to communicate safely and respectfully
 Comment and provide positive feedback on the work of classmates in school or online, or the work of others online.
Data Handling
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Plan and create a database to answer questions.
Identify different types of data.
Ask questions carrying out simple searches on a database.
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Identify inaccurate data.
History
Skills:
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Continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within
and across the periods they study.
Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
Note connections, contrasts and trends over time and develop the appropriate use of historical terms.
Name the date of any significant event from that has been studied and place it in approximately the right place on a time line.
Use evidence to describe the houses and settlements of people in the past.
Use evidence to describe the culture and leisure activities from the past.
Use evidence to describe the clothes, way of life and actions of people in the past.
Use evidence to describe buildings and their uses of people from the past.
Use evidence to describe the things people believed in the past (attitudes and religion.)
Use evidence to describe what was important to people from the past.
Use evidence to find out how any of the above may have changed during a time period.
Use evidence to give reasons why changes may have occurred.
Look at two versions of the same event in history and identify differences in the accounts.
Give reasons why there may be different accounts of history.
Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs,music, artefacts, historic buildings, visits to
museums and galleries and visits to sites to collect evidence about the past.
Geography:
Skills:
Map skills- use maps, atlases, globes and digital and computer mapping.
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Locate European countries, including Russia and major cities.
Using plans
Symbols and keys
4 points of a compass
Art & Design
Skills:
Painting.
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Create pattern using different tools and colours.
Use colour and marks to express mood.
Represent things observed, remembered or imagined, using colour/tools.
Introduce different types of brushes for specific purposes.
Drawing
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Explore tone using different grades of pencil, pastel and chalk.
Use line and tone to represent things seen, remembered or observed.
Explore shading, using different media.
Textiles
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Handle and manipulate materials such as threads, cottons, wool, raffia, grass.
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Being aware of colour, texture and shape.
Sort, collect, discuss and pull apart cloths and threads.
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Stitch and cut threads and fibres.
Simple weaving with strong wool through a stiff card loom.
Weave paper, progressing from one to two colours.
Being able to discriminate between materials.
Print on fabrics.
Simple stitching - use a long needle to make straight stitches.
Printing
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Random experimental printing with hands, feet, found materials.
Use one colour of paint or ink on a block.
Repeating patterns, random or organised, with range of blocks.
Extend repeating patterns - overlapping, using two contrasting colours etc.
Explore and recreate patterns and textures with an extended range of materials - e.g. sponges, leaves, fruit.
Explore images through monoprinting on a variety of papers.
Explore images and recreate texture using wallpaper, string, polystyrene etc.
Explore colour mixing through printing, using two colours and a variety of materials.
Use printing to represent the natural environment.
Design & Technology
Skills:
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Record the plan by drawing (labelled sketches) or writing.
Develop more than one design or adapt a design.
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Propose realistic suggestions on how they can achieve their design ideas.
Add notes to drawings to help explanations.
Develop sensory vocabulary/ knowledge using smell, taste, texture and feel of foods.
Measure and weigh ingredients appropriately.
Join and combine a range of ingredients.
Incorporate a circuit with a bulb into a model and a motor and switch.
Making structures more stable.
Discuss how well the finished product meets the design criteria and how well it meets the needs of the user.- including strengths and weaknesses
and how it can be improved.
Music
Skills:
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Play and perform in solo and ensemble contexts playing musical instruments.
Increasing accuracy, fluency and control.
Physical Education
Skills:
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Know and use an increased range of skills both on the floor and on apparatus showing greater co-ordination, control and accuracy.
Select appropriate skills and movements to plan and create sequences. Adapt sequences to suit different types of apparatus and their partner’s
ability.
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Recognise and describe how well a sequence has been formed using appropriate terminology.
Recognise how performances could be improved.
Give reasons why warming-up before an activity is important and why physical activity is good for health.