Author: Gilly

Mathematics
Recall all multiplication facts to 12 x 12
Round any number to the nearest 10, 100 or 1000 and decimals with one decimal place to the nearest whole number
Count backwards through zero to include negative numbers
Compare numbers with the same number of decimal places up to 2 decimal places
Recognise and write decimal equivalents of any number of tenths or hundredths
Add and subtract with up to 4 decimal places using formal written methods of columnar addition and subtraction
Divide a 1 or 2-digit number by 10 or 100 identifying the value of the digits in the answer as units, tenths and hundredths
Multiply 2-digit and 3-digit numbers by a 1-digit number using formal written layout
Solve addition and subtraction two-step problems in context and solve problems involving multiplication and division
Solve simple measures and money problems involving fractions and decimals to 2 decimal places
Compare and classify geometrical shapes, including quadrilaterals and triangles, based on their properties and sizes
Know that angles are measured in degrees and identify acute and obtuse angles and compare and order angles up to two right angles by size
Measure and calculate the perimeter of a rectilinear figure in centimetres and metres
Read, write and convert between analogue and digital 12 and 24 hour clocks
Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs

Ashby Hill Top Primary School

End of Year Expectations for Year 4

This booklet aims to provide information for parents and carers on the end of year, national age related expectations for children in our school.
These expectations are the minimum requirements a child must meet in order to ensure continued progress throughout the following year. These statements are to act as a guide to enable parent’s to understand the standards the school is working towards
All the objectives have been worked on throughout the year.

Reading
Word Reading
Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words
Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words
Reading Comprehension
Know which books to select for specific purposes, especially in relation to science, history and geography learning
Use dictionaries to check the meaning of unfamiliar words
Discuss and record words and phrases that writers use to engage and impact on the reader
Know and recognise some of the literary conventions in text types covered
Begin to understand simple themes in books
Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
Explain the meaning of words in context
Ask questions to improve understanding of a text
Infer meanings and begin to justify them with evidence from the text
Predict what might happen from details stated and deduced information
Identify how the writer has used precise word choices for effect to impact on the reader
Identify some text type organisational features, for example, narrative, explanation, persuasion
Retrieve and record information from non-fiction
Make connections with prior knowledge and experience
Begin to build on others’ ideas and opinions about a text in discussion
Explain why text types are organised in a certain way

Writing
Transcription
Spell words with additional prefixes and suffixes and understand how to add them to root words. for example – ation, ous, ion, ian
Recognise and spell additional homophones, for example – accept and except, whose and who’s
Use the first two or three letters of a word to check its spelling in a dictionary
Spell identified commonly misspelt words from Year 3 and 4 word list
Use the diagonal and horizontal strokes that are needed to join letters
Understand which letters, when adjacent to one another, are best left unjoined
Increase the legibility, consistency and quality of their handwriting: down strokes of letters are parallel and equidistant; lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch
Composition
Compose sentences using a wider range of structures, linked to the grammar objectives
Orally rehearse structured sentences or sequences of sentences
Begin to open paragraphs with topic sentences
Write a narrative with a clear structure, setting, characters and plot
Make improvements by proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences
Use a range of sentences with more than one clause
Use appropriate nouns or pronouns within and across sentences to support cohesion and avoid repetition
Use fronted adverbials, for example, ‘Later that day, I went shopping.
Use expanded noun phrases with modifying adjectives and prepositional phrases, for example, ‘The strict teacher with curly hair’
Use other punctuation in direct speech, including a comma after the reporting clause; use apostrophes to mark plural possession; and use commas after fronted adverbials