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Last term was filled with exciting achievements and wonderful learning experiences for Year 4! One of the highlights was our parents’ workshop on classifying, where the children worked alongside their families to create Top Trumps-style cards to sort and compare a range of animals. It was fantastic to see such enthusiasm and teamwork as everyone explored different ways to group living things.

We were also pleased to welcome parents in for the MTC meeting, where they learned more about the Multiplication Tables Check taking place this coming term. The session provided a great opportunity to share how the children are preparing and how families can support their learning at home.

It has been a busy and engaging term, and we are incredibly proud of all that the children have achieved. We are looking forward to another fantastic term ahead and can’t wait to see what Year 4 will accomplish next!

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Music: Throughout the Summer Term in Year 4, children will be exploring different types of music . They will learn to identify key features and structure in music, as well as take part in singing activities.

As the term progresses, children will develop their improvisation skills and begin composing their own short pieces. They will create a 2–4 bar composition using a small range of notes and simple rhythmic notation, as well as contribute to a class ostinato. To be successful, children will need to listen carefully, keep a steady rhythm, and experiment with different musical ideas. They will also evaluate and improve their work, leading towards a final performance.

Art: In the Summer Term in Year 4, children will be exploring the topic Fabric of Nature through craft and design. Using the flora and fauna of tropical rainforests as inspiration, they will develop their drawing skills through experimentation and textile-based techniques to create a repeating pattern suitable for fabric. To be successful, children will need to show increasing control in their drawing and painting, consider proportion and composition, and begin to develop their own artistic style. They will also explore combining different materials to create interesting effects. An example activity will be designing and creating their own repeated pattern inspired by rainforest plants and animals.

DT: In the Summer Term in Year 4, children will be learning about mechanical systems by designing and making their own mechanical cars. They will explore different methods of movement, including creating a car with a working slingshot mechanism. To be successful, children will need to follow safety instructions carefully, measure accurately using rulers, and select appropriate tools and materials for each stage of their design. They will also develop their practical skills, including cutting materials and assembling parts, sometimes using tools such as scissors and (with close supervision) a hot glue gun.

To support your child at home please can you:

You could listen to Classic fm or Radio 3 and listen to examples of piano music.

Talk about how everyday objects move and what mechanisms they use.

Explore patterns in everyday items (e.g. fabrics, wallpapers) and discuss repeating designs.

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Throughout the first half of the Summer Term in Year 4, children will be studying non-fiction texts based on Life in Britain during World War II. This unit will build their historical understanding while developing their writing skills. To be successful, children will need to focus on using clear organisational features such as headings and subheadings, writing in a formal tone, and including key facts presented accurately. They will also work on expanding their sentences and using subject-specific vocabulary.

The children will then move onto The Gas Mask (Talk for Writing), which is a portal story set during World War II. In this narrative unit, children will learn how to create engaging stories where a character is transported to another time or place. To be successful, they will need to develop descriptive language, build atmosphere, and structure their stories with a clear beginning, middle, and end. At the end of the term, children will also explore poetry through Television by Roald Dahl, focusing on performance, expression, and understanding the poet’s message.

To support your child at home please can you:

Encourage your child to read a range of non-fiction and fiction texts regularly and discuss what they have learned

Ask your child to orally rehearse texts that they are learning.

Support your child in using ambitious vocabulary when speaking and writing, especially when describing settings or events

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Teams is our main form communication between class teachers and parents/guardians. Please check this daily for updates and key information.

The parent newsletter is sent out, via email, on Mondays. Please read this every week for the most recent updates on events.

The week commencing 1st June 2026 is the 2 week window for the Year 4 Multiplication Check. Please ensure your child is in everyday.

Summer Term 2026

Term starts:
Monday 13 April – Friday 22 May 2026

Half-term holiday:
Monday 25 May – Friday 29 May 2026

Return to school:
Monday 1 June – Wednesday 22 July 2026

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Throughout the first half of the Summer Term in Year 4, children will be learning the topic Los pasatiempos con familia (Hobbies with family). They will learn vocabulary linked to hobbies, games and places, as well as how to express their opinions using phrases such as me gusta, no me gusta, me encanta and odio. To be successful, children will need to practise speaking in full sentences, use conjunctions such as y, pero and porque, and begin to apply noun-adjective agreement. They will learn new vocabulary through songs and repetition, helping them to build confidence in pronunciation. An example activity will be creating simple spoken and written sentences to describe what they like and dislike doing with their family.

The children will then continue developing this topic in the second half of the term, building on Los pasatiempos con familia. They will focus on answering the key question ¿Qué haces? (What do you do?) in more detail, giving reasons for their opinions using porque es or porque son with adjectives. They will also continue to develop their phonics, focusing on sounds such as que, qui and ki. To be successful, children will need to speak more confidently, extend their sentences, and apply their knowledge in short conversations. An example activity will be taking part in a simple role-play conversation about hobbies and preferences with a partner.

To support your child at home please can you:

Practise saying simple phrases such as me gusta, no me gusta and me encanta

Encourage your child to answer the question ¿Qué haces? using a short sentence

Practise key words together such as jugar (to play), leer (to read), and ver la tele (to watch TV)

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Throughout the Summer Term in Year 4, children will be studying States of Matter. They will learn about the differences between solids, liquids and gases, and explore how materials can change state through heating and cooling. To be successful, children will need to use scientific vocabulary accurately, make careful observations, and explain what is happening using their understanding of particles and temperature.

As part of this unit, children will carry out a comparative test investigating how long it takes for different solids to melt. They will learn how to set up a fair test, make predictions, record their results clearly, and draw conclusions based on what they find. This will help them to develop important scientific enquiry skills, including measuring, observing over time, and interpreting results.

To support your child at home please can you:

Discuss everyday examples of solids, liquids and gases and any changes you observe (e.g. ice melting or water freezing).

Encourage your child to use scientific vocabulary when explaining what they notice.

Carry out simple investigations at home, such as observing how different materials change when heated or cooled.

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Throughout the first half of the Summer Term in Year 4, children will be focusing on translations, decimals, interpreting data, and perimeter and area of rectilinear shapes. To be successful, children will need to develop their understanding of how shapes move on a grid, confidently work with decimal numbers, and accurately read and interpret different types of charts and graphs. They will also learn how to calculate the perimeter and area of shapes by applying their knowledge of addition and multiplication.

The children will then move onto mental calculations and converting measurements and money in the second half of the term. In this unit, children will build their fluency in solving calculations efficiently in their heads and develop their understanding of different units of measure. To be successful, they will need to recall key number facts quickly, apply their knowledge to solve real-life problems, and confidently convert between units such as length, mass, and money.

There will also be a strong focus on multiplication throughout the term, as children will be preparing for the Multiplication Tables Check (MTC), which will take place during the first two weeks of June. Developing quick and accurate recall of times tables up to 12 × 12 will be essential for their success.

To support your child at home please can you:

Practise times tables regularly to build speed and confidence for the MTC

Encourage your child to apply maths in real-life situations, such as handling money or measuring ingredients

Support your child in practising quick mental maths strategies, such as number bonds and doubling/halving

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Throughout the Summer Term in Year 4, children will be studying the class guided reading text Holes by Louis Sachar. This engaging and thought-provoking novel will be explored across the whole term, allowing children to develop a deeper understanding of the characters, themes, and plot. To be successful, children will need to practise key reading skills such as retrieving information, making inferences, predicting what might happen next, and explaining their ideas using evidence from the text. They will also focus on understanding new vocabulary and discussing how the author creates tension and interest.

Alongside Holes by Louis Sachar, children will also explore a range of carefully selected shorter texts to deepen their understanding of the novel. These will include extracts linked to themes such as friendship, resilience, and justice, as well as non-fiction texts about topics like deserts and survival. Exploring these additional texts will help children to build important background knowledge, make connections between different types of writing, and develop a richer understanding of the themes within the story.

Children will also have opportunities to read poetry and short extracts that focus on similar emotions and experiences faced by the characters. This will support them in comparing texts, discussing author choices, and developing their inference skills. By engaging with a variety of texts, children will become more confident, thoughtful readers who are able to explain their ideas clearly and make meaningful links in their reading.

Encourage your child to read regularly and ask them questions about what they have read to develop their understanding.

Discuss new or unfamiliar vocabulary from their reading and help them to use these words in their own sentences.

Ask your child to explain their thoughts about characters and events, encouraging them to give reasons for their opinions using evidence from the text.

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PSHE: At the start of this term, the children will be learning about Relationships. During this unit, children will be discussing and focusing on understanding a range of emotions, including jealousy, and how to manage these feelings in a positive way. They will also explore themes such as love and loss, remembering someone special, and how friendships can change over time, including how to deal with conflicts. In addition, children will reflect on the importance of appreciating special people and animals in their lives, developing empathy and respect for others.

We will then move on to Changing Me in the second half of the term. During this unit, children will be discussing and focusing on personal characteristics and how people grow and change. They will learn about aspects of parenthood, as well as changes that happen during puberty, including menstruation, in an age-appropriate way. Children will also explore how to manage and accept change, and prepare for their transition to Year 5, building confidence and a positive mindset for the next stage of their learning.

RE: This term the children will be learning about Judaism, focusing on the key question: How does celebrating Shavuot help Jewish children feel closer to God?

Children will be exploring the festival of Shavuot and why it is important in the Jewish faith. They will learn about how it celebrates the giving of the Torah and how families mark this special time through traditions, food and worship. An example activity will be exploring and discussing Shavuot traditions, such as special foods or synagogue practices, and explaining their significance. Children will be successful in their learning by understanding the meaning behind these celebrations, using key vocabulary, and making links between beliefs and how they are expressed in daily life.

We will also be learning about Judaism in the second half of the term, focusing on the key question: How do Jewish beliefs, teachings and stories impact on daily life? Children will explore how key teachings, stories and rules guide the way Jewish people live. They will look at examples such as stories from the Torah and how these influence choices and actions. An example activity will be retelling a key story and explaining the lesson it teaches. Children will be successful by making connections between beliefs and behaviour, explaining ideas clearly, and reflecting on how these teachings shape everyday life.

To support your child at home please can you:

Talk to your child about their feelings, friendships and any changes they may be experiencing, encouraging open and honest conversations

Discuss different beliefs, traditions and celebrations, helping your child to understand and respect other people’s viewpoints

Encourage your child to reflect on their learning by asking questions and talking about how their ideas and understanding are developing

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This term in PE, children will engage in activities that promote and develop communication, teamwork and tactical thinking. In the first half term, children will take part in Outdoor Adventurous Activities (OAA), where they will focus on communication and developing simple tactics through group challenges and problem-based tasks. Alongside this, they will be learning tennis , practising skills such as hand-eye coordination, control and basic striking techniques. These activities help children to work effectively with others and begin to apply skills that can be developed further in team games and racket sports.

Following the first half term, the focus will shift to developing problem-solving skills and precision. Children will continue with OAA, this time focusing on problem-solving activities where they will work in groups to complete more complex challenges, encouraging critical thinking and collaboration. The children will also be introduced to golf, where they will practise control, accuracy and concentration through individual and small group activities. These experiences help children to develop patience, focus and independence while applying their physical skills in different contexts.

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Throughout the first half of this term, we will be exploring the Islamic Civilisation of Baghdad around 900 CE, focusing on the question: How significant was Baghdad in 900 CE? Children will investigate why Baghdad was such an important city, learning about its achievements in science, medicine, education and trade. They will explore sources, look at maps, and learn about key features such as the House of Wisdom. Activities will include analysing artefacts, discussing historical sources, and creating timelines. Children will build on this knowledge to help them complete their composite task of explaining why Baghdad was a significant city during this period.

Later in the term, the Year 4 children will be comparing Baghdad in 900 CE to Viking Britain, focusing on the question: How different was Baghdad to Britain in 900 CE? Children will investigate the differences in lifestyle, knowledge, technology and daily life between the two societies. They will take part in comparison activities, discussions and use evidence to form their own ideas. Children will build on this knowledge to help them complete their composite task of writing a comparison explaining the key differences and similarities between Baghdad and Viking Britain.

To support your child at home please can you:

Encourage your child to read or watch age-appropriate materials about Vikings or early Islamic civilisation

Talk about how life today compares to the past, helping your child make connections

Practise discussing and explaining ideas clearly, encouraging your child to give reasons for their thoughts