Park Avenue, Sheffield, South Yorkshire S25 2QZ

01909 550779

Anston Park Junior School

Welcome to the Year 4 webpage

Here, you should find all the information needed about life in Y4.
If you have any queries, please don't hesitate to speak to the class teacher either before or after school.

Alternatively, you can contact school via email:

Year 4 Teaching Staff:

Mr B. Bradley (4B)

Miss H. Fenton (4F) 

Y4 Teaching Assistants: 

Mrs S. Hutchinson

Mrs K. Bennett

Class Novel

Over the year, we will be listening to and sharing a range of different class novels. 

We are currently reading Queen of Darkness by Tony Bradman 

Y4 Long Term Plan 

Below is our long term plan for all subjects. This shows the topics that will we cover across the different half terms. 

Below, you will find more information about the key questions we will be answering this half term across the different subjects. As well as key vocabulary, content and useful links. 


This topic covers the following learning objectives:

  • Describe the simple functions of the basic parts of the digestive system in humans.
  • Identify the different types of teeth in humans and their simple functions.
  • Construct and interpret a variety of food chains, identifying producers, predators and prey.

Key vocabulary

  • anus: the end of the digestive system where unwanted food leaves the body
  • canine: a tooth for gripping food, a pointy tooth
  • canines: the pointed, conical teeth next to the incisors
  • carnivores: animals such as lions whose main way of getting food is to kill and eat other animals, or to scavenge their dead flesh
  • decay: what happens when teeth aren’t cared for digestion: breaking down food
  • enamel: the hard covering of the tooth
  • energy: used to help us move, grow and repair our body
  • herbivore: animals such as cows that mainly eat plants
  • incisor: a tooth for biting food, at the front of the mouth
  • incisors: the flat, sharp-edged teeth in the front of the mouth, used for cutting and tearing food large
  • intestine: absorbs water and stores undigested food
  • molar: a tooth for grinding food at the back of the mouth
  • molars: large back teeth in humans and other mammals, used for chewing and grinding. Humans have 12 molars
  • mouth: where digestion starts and food gets into the body
  • nutrients: chemicals needed for growth, movement, repair and health in general oesophagus: the scientific name for the food pipe
  • omnivores: animals, like you and me, that eat both plants and meat small
  • intestine: the thin tube where broken down food is absorbed
  • stomach: a bag of muscle used in the first part of digestion

Useful Websites:


Design and technology - Healthy and varied diet

Key learning in design and technology

Prior learning

  • Know some ways to prepare ingredients safely and hygienically.
  • Have some basic knowledge and understanding about healthy eating and The eatwell plate.
  • Have used some equipment and utensils and prepared and combined ingredients to make a product.


  • Generate and clarify ideas through discussion with peers and adults to develop design criteria including appearance, taste, texture and aroma for an appealing product for a particular user and purpose.
  • Use annotated sketches and appropriate information and communication technology, such as web-based recipes, to develop and communicate ideas.


  • Plan the main stages of a recipe, listing ingredients, utensils and equipment.
  • Select and use appropriate utensils and equipment to prepare and combine ingredients.
  • Select from a range of ingredients to make appropriate food products, thinking about sensory characteristics.


  • Carry out sensory evaluations of a variety of ingredients and products. Record the evaluations using e.g. tables and simple graphs.
  • Evaluate the ongoing work and the final product with reference to the design criteria and the views of others.

Technical knowledge and understanding

  • Know how to use appropriate equipment and utensils to prepare and combine food.
  • Know about a range of fresh and processed ingredients appropriate for their product, and whether they are grown, reared or caught.
  • Know and use relevant technical and sensory vocabulary appropriately.



In this unit, the children will learn about the Roman invasion of Britain and its impact on the lives of the Celts. They will consider whether the Roman settlement was a positive experience for all involved, and explore the long-term legacy of the invasion. They will use a variety of sources of evidence to investigate the topic, including visual sources of artefacts (the Vindolanda Tablets) and archaeological sites (Hadrian’s Wall). The children will analyse written sources from writers such as Tacitus and Dio Cassius and consider why they interpreted events as they did.

In this unit, the children will:

  • develop a chronologically secure knowledge and understanding of British history
  • address historically valid questions about change, cause and significance
  • construct informed responses that involve the thoughtful selection and organisation of historical information
  • understand how our knowledge of the past is constructed from a range of sources
  • note connections, contrasts and trends over time and develop the appropriate use of historical terms
  • address and devise historically valid questions about similarity and difference

Key takeaways

  1. Julius Caesar had two unsuccessful attempts to invade and conquer Britain in 54 and 55BC.
  2. Emperor Claudius, the leader of the Roman Empire, planned a successful invasion in 43AD.
  3. Claudius wanted resources from Britain. He thought a successful invasion would make him popular.
  4. We know about Roman Britain by visiting archaeological sites and looking at remains.
  5. In many parts of Britain, there are Roman sites, including roads, villas and forts.
  6. Hadrian’s Wall is the most famous Roman site.
  7. We can also read written accounts about Roman Britain, for example the Vindolanda Tablets.
  8. In Roman times, most people lived in the country. Their lives didn’t change very much.
  9. Roman people brought many positive things to Britain. Their impact can still be seen today.
  10. The Roman period did not end abruptly in 410AD. Some Roman people continued to live in Britain.

Key vocabulary

Invade, invasion, conquer, republic, empire, emperor, status, glory, barbaric, legacy, resistance, primary evidence, interpretations, conquer, client kings, centurion, tablet, Picts, heritage, forts, garrisons, camber, groma, impact, transport system, positive, negative, significant, representation, interpretation, legions, legionaries, auxiliaries, testudo, centurion, names of uniform and equipment.

Useful Websites:



In this unit, learners will consider how and why data is collected over time. Learners will consider the senses that humans use to experience the environment and how computers can use special input devices called sensors to monitor the environment. Learners will collect data as well as access data captured over long periods of time. They will look at data points, data sets, and logging intervals. Learners will spend time using a computer to review and analyse data. Towards the end of the unit, learners will pose questions and then use data loggers to automatically collect the data needed to answer those questions. This unit is designed around the use of a Data Harvest Vu+ data logger and a laptop.

This unit progresses learners’ knowledge and understanding of data and how it can be collected over time to answer questions. Specifically, it builds on the concept of answering questions with data which is first introduced in the KS1 data and information units. The unit also introduces the idea of automatic data collection. Learners are also introduced to data in tables and graphs, knowledge they will build on in the Year 5 unit (flat file databases) and the Year 6 unit (spreadsheets).

Brief overview of each lesson

  1. Learners will consider what data can be collected and how it is collected. They will think about data being collected over time. Learners will also think about questions that can and can’t be answered using available data, and reflect on the importance of collecting the right data to answer questions.
  2. Learners will build on the idea of collecting data over time, and be introduced to the idea of collecting data automatically using computers such as data loggers. They will also be introduced to the concept that computers can capture data from the physical world using input devices called ‘sensors’. Learners will establish that sensors can be connected to data loggers, which can automatically collect data while not attached to a computer.
  3. Learners will open an existing data file and use software to find out key information. They will analyse a data file which shows hot water cooling over time.
  4. Learners will think about questions that can be answered using collected data. They will choose a question to focus on and then plan the data logging process that they need to complete. After learners have completed their plan, they will set up the data loggers to check that their plan will work. This setting up is designed to ensure that the data collection will work, and that learners will have data to use in the next lesson.
  5. Learners will access and review the data that they have collected using a data logger. They will then use the data collected to answer the question that they selected in the previous lesson. Learners will also reflect on the benefits of using a data logger.



In this unit pupils will learn to listen more carefully so as to be able to understand a familiar fairy tale recounted in French using picture, word and phrase cards. Pupils will be exposed to more language and will be encouraged to use a variety of activities to support their learning. This unit links strongly to transferable literacy skills.

In this unit children will:

  • listen to the familiar fairy tale Goldilocks in French and understand the meaning using picture cards.
  • relisten to the familiar fairy tale and retain more new vocabulary using word cards.
  • relisten to the familiar fairy tale and consolidate my new knowledge with phrase cards.
  • use my new knowledge to re-write the story of Goldilocks in French.
  • present my version of the story to the class.

As part of our wider curriculum, children can also choose to complete homework from our homework menu (see below). This is optional, however, it will be enjoyable for the children and it will allow them to take their learning further and share it with you at home. Once any tasks have been completed please bring them into school and we will do our best to display as many of them as possible.

We would love to see how creative you can be and display your hard work for all to see.

Reading is an essential part of the curriculum and opens up many other curriculum areas. We expect children to read at least three times a week at home. Some children may choose to read independently, which is completely fine, but it is also helpful for adults to check children understand the vocabulary within the text and understand the content of what they are reading.   

Children need to spend time at home practising their times tables. Children can prepare for the times table challenge and aim to achieve their best times. Don't forget to visit the Times Tables Rock Stars website to help them practise their tables and earn coins to promote their band! It is their challenge this year to top the leader board and help their band to win the Battle of the Bands.

Look out for the weekly spellings that will be set on Spelling Shed on a Friday – children will practise throughout the week at school. Children have access to Spelling Shed which allows them to practise their assigned weekly spellings. 

Another set of important spellings which will inevitably help children with their writing is the Y3/4 Statutory word list. It would be great if children could also spend time practising these. 

Other Useful Information


P.E. days are:

4B - Tuesday and Wednesday

4F - Tuesday and Wednesday

Please ensure that your child brings their P.E. kit in on a Monday and keeps it in school until Friday (when it will be sent home for washing etc). This is very important as sometimes timetables may need to be changed and P.E. sessions may be on alternative days.

Indoor Kit = plain white t-shirt, shorts and suitable shoes (pumps or trainers)

Outdoor Kit = tracksuit bottoms and warm jacket and shoes suitable for the outdoors (trainers)


Please remember that no jewellery should be worn and earrings MUST be removed by children before P.E. Long hair also needs to be tied back.


This website has a good range of free games to practise phonics and decoding skills.

This has a good range of games which support your child’s spelling and grammar skills.

This is a fun and competitive way for your child to learn their times tables. Look out for new competitions and challenges. Try to top your class leader board.