Year 4 – What am I learning now? (Term 1 2021-22)

Who we are

Central idea

Our minds and bodies can influence our health

Lines of Inquiry –  an inquiry into

  • How the digestive system works (function)
  • How our body behaves depending on how we treat it (change)
  • How a healthy diet will affect our wellbeing (connection)

Subject Focus

  • PE and Science—healthy lifestyle, healthy mind and healthy body. Children will use scientific study the impact of healthy choices on mental and physical wellbeing.
  • Art and DT—through sculpture to create accurate 3D representations of the human teeth


  • Children will participate in a carousel of activities  about healthy and unhealthy lifestyle choices relating to our: physical and  mental well-being.
  • Students will discuss the central idea and ask questions to guide this term’s inquiry.

Home Learning Opportunities

  • Discuss healthy lifestyle choices  with family and create a balanced food plan.
  • Exercise and mindfulness.

Class Stories

  • The Iron Man – Ted Hughes
  • A journey through the digestive system with Maxiom Super Scientist – Emily Sohn

Transferrable skills (approaches to learning)

  • Social skills:  working in groups, team work, and decision making.
  • Research skills: investigating children’s snack choices
  • Communication skills:  Writing, presenting information through.

Links to PSHE / SMSC

This term students will be studying “Dreams and Goals” – helping them build their aspirations for the year ahead. Students will examine the contribution of wellbeing to these aspirations.

Key Vocabulary

  • Digestive system  – small intestine, large intestine, stomach. appendix,  mouth, saliva, tongue, teeth, digestive tract, oesophagus, kidneys, liver.
  • Teeth—incisor, canine, premolar, molar.Carnivore, herbivore, omnivore.

Career Links

  • Dieticians
  • Dentists
  • Orthodontists
  • Counsellors
  • Artist
  • Journalist
  • Personal trainers 

Sharing Success

During the term, children will upload evidence to their Class Dojo profiles that they have met their lines of inquiry. The action will be a reviewed behaviour policy ratified by the students and shared with their peers and the community.


Children will research and use their knowledge to write a healthy school snack policy through conducting  a Y4 survey on break time snacks. They will then write a  persuasive letter to the  headteacher, convincing her to implement this policy.

Milestones covered in this Inquiry

Science - Lead Inquiry Subject
  • I can they identify and name the basic parts of the digestive system in humans  (mouth, tongue, teeth, oesophagus, stomach, and small and large intestine)
  • I can describe the simple functions of the basic parts of the digestive system in humans
  • I can they identify the simple function of different types of teeth in humans
  • I can work scientifically by finding out what damages teeth and how to look after them
  • I can  work scientifically by comparing the teeth of carnivores and herbivores and suggest reasons for differences
  • I can explain what a simple food chain shows
  • I can construct and interpret a variety of food chains, identifying producers, predators and prey
Design and Technology
  • I can use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking
  • I  know that a healthy diet is made up from a variety and balance of different food and drink, as depicted in The Eatwell plate
  • I can they select tools and equipment suitable for the task 
  • I can measure, mark out, cut and shape materials and components with some accuracy
  • I can assemble, join and combine materials and components with some accuracy
  • I can experiment with and combine materials and processes to design and make 3D form
  • I can begin to sculpt clay and other moldable materials
  • I can set high aspirations and goals, some of which might include areas that I want to improve. 
  • I understand that not all hopes come true, but I can use these experiences to build new dreams. Resilience
  • I can work collaboratively towards shared goals, taking on other people’s ideas and encouraging a team spirit.
  • I can create a lengthy presentation that moves from slide to slide and is aimed at a specific audience
  • I can insert sound recordings into a multimedia presentation
  • I know how to manipulate text, underline text, centre text, change font and size and save text to a folder
  • I can make connections between stories of temptation and why people can find it difficult to be good
  • I can give examples of rules for living from religions and suggest ways
  • I can  give examples of ways in which inspirational people have been guided
English: Spoken Language
  • I can give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. 
  • I can articulate and justify answers, arguments and opinions.
  • I can use relevant strategies to build my vocabulary.
  • I can ask relevant questions to extend my understanding and knowledge.
  • I can participate in discussions, presentations, performances, role play/improvisations and debates .
  • I can consider and evaluate different viewpoints, attending to and building on the contributions of others
English: Writing
  • I can use a range of presentational devices, including use of title, subheadings and bullet points. 
  • I can organise writing into sections or paragraphs; create cohesion by linking ideas within paragraphs.
  • I can discuss and develop initial ideas in order to plan and draft before writing. 
  • I can describe characters, settings and plot.
  • I can find key words and ideas; begin to write a summary.
  • I can identify, represent and estimate numbers using different representations
  • I can count in multiples of 6, 7, 9, 25 and 1000
  • I can recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
  • I can order and compare numbers beyond 1000
  • I can read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value
  • I can identify, represent and estimate numbers using different representations
  • I can find 1000 more or less than a given number
  • I can count backwards through zero to include negative numbers
  • I can order and compare numbers beyond 1000
  • I can round any number to the nearest 10, 100 or 1000
  • I can solve number and practical problems that involve all of the above and with increasingly large positive numbers
  • I can interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero