Year 4 – What am I learning now? (Term 1 2022-23)

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

  • Writing a narrative story, explanation text and formal letter.
  • Use a range of presentational devices to guide a reader.
  • Discuss, organise and develop ideas in order to write a range of texts.
  • Use key words to describe characters, settings and plot.
  • Evaluate and assess the effectiveness of my own and others’ writing and suggested improvements.
  • Use a range of punctuation for clarity and cohesion.
  • Use modal verbs, fronted adverbials and the present-tense correctly.
  • Participate and engage in discussions and select which information is important and make relevant.
  • Form letters clearly and legible.
  • Use a range of comprehension strategies to identify, summarise, predict, explain and discuss to improve understanding of the text.
  • Engage with and read a range of texts.
  • Common exception words from Year 3/4 word list.
  • Plan, design, make and adapt models in 3D form as well as creating monoprints.
  • Label the same features on an aerial photograph as on a map.
  • Explain the difference between the British Isles, Great Britain and the UK.
  • Find and name up countries and cities in the UK, locate them on an atlas and a globe; describe their key topographical features and land use patterns.
  • Follow the design process of research, design, make and evaluate to create a dish for healthy eating.
  • Plan, obtain, present and evaluate how egg shells change over time.
  • Read, spell, pronounce and use scientific vocabulary.
  • Describe, identify and name the basic parts of the digestive system and teeth in humans.
  • Compare the teeth of carnivores and herbivores and construct and interpret a variety of food chains, identifying producers, predators and prey.
  • Recognise spreadsheet and input data into a prepared database.
  • To use technology appropriately and responsibly.
  • To be able to manage their time when using technology.
  • Place historical features, events and people in a chronological order.
  • Research what life was like for a child in the Mayan period and use photographs and illustrations to present my findings.
  • Recall and talk about some rules for living in religious traditions and suggest ways in which they might help believers with difficult decisions.
  • Give examples of ways in which inspirational people have been guided by their religion.
  • Listen, sing, compose and perform music.
  • Understand notation.
  • Explore different timbre.
  • Developing fundamental skills in Gymnastics, Dance and Multi-skills.
  • Set high aspirations and goals, work collaboratively towards shared goals, taking on other people’s ideas and encouraging a team spirit.
  • Build resilience by understanding that not all hopes come true, but use these experiences to build new dreams.