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- Curriculum
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- Maths Years 1 - 3
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- Y1/2 All around Northolt
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- Y1/2 Having a bright idea
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- Y3/4 Animal Kingdom
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- Y3/4 The Second World War
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- Y5/6 Water

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### Overview of progression in Year 4

### Number and place value

In Year 4, children use place value in four-digit numbers, such as 3742 is three thousands, seven hundreds, four tens and two ones. They learn to count in 6s, 7s, 9s, 25s and 1000s, and say 1000 more or less than a specific number. They encounter negative numbers by counting back past zero on number lines, and continue work on rounding (to the nearest 10, 100 or 1000) and estimation. Children are introduced to Roman numerals to 100 and find out how the number system has changed over time.

### Addition and subtraction

Children extend previous years’ work by adding and subtracting numbers with up to four digits, using mental and written methods, including columnar addition and subtraction. They keep practising mental methods of addition and subtraction as well as written methods, performing calculations increasingly quickly and confidently. They continue using estimation as well as inverse operations to help check answers.

### Multiplication and division

Children learn the remaining multiplication tables up to the 12 multiplication table, and use facts from the tables to solve increasingly complex multiplication and division problems. They build on their work with mental methods of calculation in Year 3, using their knowledge of place value and number facts to multiply and divide confidently. They begin to use a formal written layout for multiplication when multiplying two-digit and three-digit numbers by one-digit numbers.

### Fractions (including decimals)

Developing ideas from Year 3, children confidently count up and down in hundredths. They learn about and recognise equivalent fractions, simplifying them when necessary (for example, understanding that 1/3 = 2/6 = 4/12). They move on to understand and show families of equivalent fractions. They build on earlier work, practising adding and subtracting fractions with the same denominator (2/3 + 7/9 = 11/9). Children also work with decimal equivalents of tenths and hundredths and of 1/2, 1/4, 3/4, understanding that decimals and fractions are different ways of expressing numbers. They round numbers with one decimal place to the nearest whole number, and compare numbers with the same number of decimal places, up to two decimal places. They use fractions and decimals to solve straightforward money and measure problems.

### Measurement

In Year 3, children learned to measure the perimeter of 2D shapes; they now extend this, calculating the perimeter of rectilinear shapes including squares. They work out the area of rectilinear shapes by counting. Children compare digital clocks and analogue clocks, reading, writing and converting time between the two systems. They begin using £ and p notation to record money.

### Geometry: properties of shapes

Children learn about a wider range of geometric shapes, including different types of triangles and quadrilaterals. They develop work on acute and obtuse angles from Year 3, comparing and ordering angles up to two right angles. They work with lines of symmetry in 2D shapes.

### Geometry: position and direction

Children begin to work with a coordinate grid (first quadrant only), using coordinates to describe positions on a grid.

### Statistics

Children are introduced to the difference between discrete and continuous data, using bar charts for discrete data (numbers of children travelling to school by different methods) and line graphs for continuous data (children’s heights). Children will build further on their work with line graphs in Year 5.

### Overview of progression in Year 5

### Number and place value

Children work with numbers up to at least 1,000,000, using knowledge of place value to work out the value of digits. They continue working with negative numbers in different contexts, and practise reading Roman numerals to 1000 (M), which helps them work out years written in Roman numerals. They continue using techniques introduced in earlier years for approximation and estimation.

### Addition and subtraction

Children use columns in written addition and subtraction, accurately adding and subtracting numbers with more than four digits. They use mental methods to add and subtract increasingly large numbers, and use rounding to check their answers. With support they choose appropriate operations and methods, and work ut the level of accuracy required to answer a particular problem. They will continue to develop this work in Year 6.

### Multiplication and division

Children identify multiples and factors, and find all the factor pairs of a given number. With support, they use factors to help solve multiplication and division problems involving larger numbers, and they confidently use written methods to multiply and divide large numbers. They extend their mathematical vocabulary and understanding, beginning to work with prime numbers, prime factors, composite (non-prime) numbers, square and cubed numbers.

### Fractions (including decimals and percentages)

Children compare fractions with denominators that are multiples of the same number (comparing 3/7 with 6/14). They also identify equivalent fractions of a given fraction including tenths and hundredths. They learn about mixed numbers and improper fractions, and understand how mixed numbers could be converted to improper fractions, and vice versa. With support and using practical equipment and diagrams, they multiply proper fractions and mixed numbers by whole numbers.

Children convert decimal numbers into fractions (0.65 = 65/100). Extending their work from previous years, they use thousandths and make connections between these and tenths, hundredths and their decimal equivalents. They round decimals to the nearest whole number, and to one decimal place, and begin to work with numbers with three decimal places.

Children begin to work with percentages and find solutions to problems using percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5, for example. This forms a basis for further work on percentages in Year 6.

### Measurement

In Year 4, children calculated the perimeter of rectilinear shapes; they now extend this to composite (or compound) rectilinear shapes, and calculate the area of squares and rectangles. They begin to understand and estimate volume and capacity, and compare metric with common imperial units. They will build on this work in Year 6.

### Geometry: properties of shapes

Children extend their work on angles from Year 4, estimating, measuring, comparing and drawing a variety of angles using degrees. They use given dimensions to help them draw shapes accurately, and use techniques learnt in the context of missing number problems to help them work out missing angles.

### Geometry: position and direction

Building on work with coordinate grids from Year 4, children work out the position of shapes following reflection or translation, in the first quadrant.

### Statistics

In Year 4, children were introduced to line graphs; now they use information from line graphs to solve problems. They practise completing and reading tables, including timetables.

### Overview of progression in Year 6

### Number and place value

Children work with numbers up to 10,000,000, using knowledge of place value to work out the value of digits. They continue working with negative numbers in different contexts, and work out intervals across zero.

### Addition, subtraction, multiplication and division

Children continue to practise using efficient written and mental methods for all four operations, working with larger numbers and increasingly complex calculations, and confidently using number facts from the multiplication and division tables. They learn about the correct order of operations, understanding that (for example) to work out (7 + 8) ÷ 3 they need to tackle the operation in brackets first.

### Fractions (including decimals and percentages)

Children begin to add and subtract fractions with different denominators. They multiply pairs of simple proper fractions together, and divide proper fractions by whole numbers.

Children begin to multiply and divide numbers with two decimal places by one-digit and two- digit whole numbers. They are introduced to this in practical contexts such as measures and money (for example, multiplying 1.80 metres by 2, or dividing £1.80 by 3).

Children extend their work on percentage and decimal equivalents of fractions, begun in Year 5. They work out simple percentages of whole numbers, and encounter equivalences between fractions, decimals and percentages in different contexts.

### Ratio and proportion

In Year 6, children are introduced to the concepts of ratio and proportion and use these to compare quantities and sizes; for example, understanding that mixing sugar and flour in a ratio of 1:2 means using 1 part of sugar for every 2 parts of flour, and that the proportion of sugar in the mixture is 1 out of 3 parts, which is 1/3.

### Algebra

Children begin to form an understanding of algebra by encountering the use of symbols and letters to represent unknown elements, for example using letters to represent missing numbers in missing number problems. They also describe and generate number sequences and patterns. They begin to use simple formulae expressed in words, such as ‘the perimeter of a rectangle is two times the length plus two times the width.

### Measurement

Children extend their Year 5 work on calculating area and estimating volume and capacity to calculate the area of parallelograms and triangles, and work out the volume of cubes and cuboids using standard units. They convert measurements from miles to kilometres.

### Geometry: properties of shapes

This year, children make nets to build simple 3D shapes, and work out unknown angles in triangles, quadrilaterals and regular polygons. They draw and name the different parts of a circle (radius, diameter and circumference).

### Geometry: position and direction

Extending their work with coordinate grids, children learn to describe positions on all four quadrants of the grid, including using negative numbers. They translate simple shapes on the coordinate plan, reflecting them in the axes.

### Statistics

Children continue working with line graphs and also learn how to use pie charts, linking this with their work on angles, percentages and fractions. Children learn how to work out the mean of a set of data and understand when it might be appropriate to calculate the mean, and why.