End of Year Expectations for Year 4 for New National Curriculum – EXPECTED (At National Standard)

Year 4 Maths
Year 4 Number and Place Value
Number and Place Value Addition and Subtraction Multiplication and Division Fractions
Sufficient evidence shows the ability to: Sufficient evidence shows the ability to: Sufficient evidence shows the ability to: Sufficient evidence shows the ability to:
 Count in multiples of 6, 7, 9, 25 and 1000 find 1000  Add and subtract numbers with up to 4 digits using  Recall multiplication and division facts for  Recognise and show, using diagrams, families of
more or less than a given number. the formal written methods of columnar addition multiplication tables up to 12 × 12. common equivalent fractions count up and down in
 Count backwards through zero to include negative and subtraction where appropriate.  Use place value, known and derived facts to multiply hundredths; recognise that hundredths arise when
numbers.  Estimate and use inverse operations to check and divide mentally, including: multiplying by 0 and dividing an object by one hundred and dividing tenths
 Recognise the place value of each digit in a four-digit answers to a calculation. 1; dividing by 1; multiplying together three numbers. by ten.
number (thousands, hundreds, tens, and ones).  Solve addition and subtraction two-step problems in  Recognise and use factor pairs and commutativity in  Solve problems involving increasingly harder fractions
 Order and compare numbers beyond 1000. contexts, deciding which operations and methods to mental calculations. to calculate quantities, and fractions to divide
quantities, including non-unit fractions where the
 Identify, represent and estimate numbers using use and why.  Multiply two-digit and three-digit numbers by a one-
answer is a whole number.
different representations. digit number using formal written layout.
 Add and subtract fractions with the same denominator.
 Round any number to the nearest 10, 100 or 1000.  Solve problems involving multiplying and adding,
 Recognise and write decimal equivalents of any number
 Solve number and practical problems that involve all including using the distributive law to multiply two
of tenths or hundredths.
of the above and with increasingly large positive digit numbers by one digit, integer scaling problems  Recognise and write decimal equivalents to 1/4 , 1/2 ,
numbers. and harder correspondence problems such as n ¾.
 Read Roman numerals to 100 (I to C) and know that objects are connected to m objects.  Find the effect of dividing a one- or two-digit number by
over time, the numeral system changed to include 10 and 100, identifying the value of the digits in the
the concept of zero and place value. answer as ones, tenths and hundredths.
 Round decimals with one decimal place to the nearest
whole number.
 Compare numbers with the same number of decimal
places up to two decimal places.
 Solve simple measure and money problems involving
fractions and decimals to two decimal places.
Year 4 Geometry and Measures
Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics
Sufficient evidence shows the ability to: Sufficient evidence shows the ability to: Sufficient evidence shows the ability to: Sufficient evidence shows the ability to:
 Convert between different units of measure [for  Compare and classify geometric shapes, including  Describe positions on a 2-D grid as coordinates in the  Interpret and present discrete and continuous data
example, kilometre to metre; hour to minute]. quadrilaterals and triangles, based on their first quadrant. using appropriate graphical methods, including bar
 Measure and calculate the perimeter of a properties and sizes.  Describe movements between positions as charts and time graphs.
rectilinear figure (including squares) in  Identify acute and obtuse angles and compare translations of a given unit to the left/right and  Solve comparison, sum and difference problems
centimetres and metres. and order angles up to two right angles by size. up/down. using information presented in bar charts,
 Find the area of rectilinear shapes by counting  Identify lines of symmetry in 2-D shapes  Plot specified points and draw sides to complete a pictograms, tables and other graphs.
squares. presented in different orientations. given polygon.
 Estimate, compare and calculate different  Complete a simple symmetric figure with respect
measures, including money in pounds and pence. to a specific line of symmetry.
 Read, write and convert time between analogue
and digital 12- and 24-hour clocks.
 Solve problems involving converting from hours
to minutes; minutes to seconds; years to months;
weeks to days.
 Year 4 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to… Sufficient evidence shows the ability to...

 Read with fluency a range of age-appropriate  Fully engage with and enjoy reading a range of texts, making choices and explaining preferences; know some text types; talk about books enjoyed both in and out of school,
text types from those specified for YRs 3 and 4 making textual references.
(including fairy stories, myths and legends,  Listen to, discuss and express views about a wide range of fiction ( including fairy stories, myths and legends over the two YR cycle), poetry (including those read aloud and
poetry, plays and non-fiction books). Read at a performed) and plays. Begin to justify comments.
speed sufficient for them to focus on  Listen to and discuss a range of non-fiction and reference or text books, that are structured in different ways; recognise typical presentational features.
understanding.  Identify themes and conventions in a range of books e.g. identify a theme of ‘recycling’ or ‘changes in leisure activities’; recognise the conventions of a myth or play script;
 Read most common exception words know how information is signposted in reference books.
effortlessly, noting unusual correspondence  Recognise several different forms of poetry, such as free verse, rhyming, shape, narrative, humorous; explain their differences.
between spelling and sound.  Draw inferences and justify with evidence e.g. characters’ feelings, thoughts and motives, from their actions or words. Draw comparisons.
 Know the full range of GPCs, and use phonic skills  Predict what might credibly happen from details stated and implied.
consistently and automatically to address  Explain the meaning of words in context; use dictionaries to check meanings.
unfamiliar or challenging words.  Check the text makes sense, reading to the punctuation and habitually re-reading.
 Determine the meaning of new words by  Explain and discuss their understanding of the text e.g. describe a sequence of events; the way a character changes through the story; the reason why Lucy is upset when
sometimes applying knowledge of root words Edmund lies; the different ways to make a cake.
and their affixes e.g. information, invasion,  Identify and summarise main ideas drawn from more than one paragraph e.g. a poem about funny relatives; a persuasive message to recycle rubbish.
enclosure, mountainous.  Retrieve and record information from non-fiction texts.
 Prepare poems and play scripts to read aloud  Identify how language, structure and presentation contribute to meaning e.g. that the word ‘threatening’ means that the storm is close and could be dangerous; the
and perform. Demonstrate understanding by introduction leads you into the text; each paragraph tells you about a different character.
using appropriate intonation and volume when  Discuss words and phrases that capture the reader’s interest and imagination.
reciting or reading aloud.  During discussion about texts, ask relevant questions to improve their understanding; take turns and build on what others have to say.

Year 4 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the ability to... Evidence: Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...
 Write from memory, simple dictated sentences  Discuss and develop initial ideas in order to plan  Write a range of sentence types which are
which include familiar GPCs, common exception  Writing is legible. and draft before writing. grammatically accurate e.g. commands, questions
words and punctuation.  All letters and digits are consistently formed and  Write to suit purpose and with a growing and statements. Experiment with sentences with
 Use knowledge of morphology to spell words with of the correct size, orientation and relationship to awareness of audience, using some appropriate more than one clause.
prefixes e.g. in-, il-, im-, re-, sub-, inter-, auto-. one another. features.  Use a variety of connectives to join words and
 Add suffixes which begin with a vowel e.g. forget,  Writing is spaced sufficiently so that ascenders  Organise writing into sections or paragraphs, sentences e.g. or, but, if, because, when,
forgetting. Add suffixes –sion, -ous, -cian and –ly and descenders do not meet. including fiction and non-fiction. although. Use time connectives.
e.g. completely, basically.  Appropriate letters are joined consistently.  Appropriately use a range of presentational  Vary sentence openers, changing the pronoun e.g.
 Write words spelt ch e.g. scheme, chemist, chef. devices, including use of title and subheadings. He / Jim, or with a fronted adverbial e.g. Later
 Spell most homophones in the YR 3-4 spelling  Use dialogue, although balance between dialogue that day, he…
appendix e.g. accept, except; scene, seen. and narrative may be uneven.  Use expanded noun phrases and adverbial
 Use apostrophes to mark singular and plural  Describe characters, settings and plot, with some phrases to expand sentences.
possession e.g. the girl’s name; the girls’ names; interesting details.  Use sentence demarcation with accuracy,
include irregular plurals e.g. children’s bags.  Evaluate own and others’ writing; proof read, edit including capital letters, full stops, question marks
 Spell the majority of words from the YR 3-4 word and revise. and exclamation marks; commas to separate
list. items in lists, and for fronted adverbials.
 Use inverted commas accurately for direct
speech.
 Identify the correct determiner e.g. a, an, these,
those.
 Usually use the past or present tense, and 1st/3rd
person, consistently.