St Luke's C of E Primary School

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Year 4

Year 4 Curriculum 


Please see below assessment criteria for Reading, Writing and Mathematics. 

If you have any questions, concerns or complaints regarding the curriculum please contact the Head Teacher, Mr Delves, via the school email address -


A downloadable document is available for all areas. 


E Targets

Comprehension Targets:





Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.





  1. I can infer characters' feelings, thoughts and motives from their actions.





  1. I am beginning to justify my inferences with evidence from the text.





  1. I can predict what might happen from details stated and implied or what has happened so far.





  1. I can recall and summarise the main ideas and themes in a range of texts.





  1. I am able to discuss the choice of language in order to create moods and build tension.





  1. I can discuss the affect the choice of language has on the reader.





  1. I am beginning to consider the impact of a descriptive style on a reader.





  1. I can use the title, index, glossary and contents to retrieve information from texts.





  1. I can record information from non-fiction, using titles, headings, sub- headings and indexes.





  1. I can prepare poems and plays for reading aloud and performance.





  1. I can use intonation, tone, volume and action in the plays and poems I read aloud.





  1. I can identify recurring themes and elements in different stories. E.g. the triumph of good over evil.





  1. I can recognise some different forms of poetry and their form e.g. haiku, limericks, narrative poetry.





  1. I can explain and discuss my ideas about books, maintaining focus of the topic.





  1. I can recommend books, with reasoning.





  1. I can ask relevant and purposeful questions to improve my understanding of a text.





  1. I can check that the text makes sense, discuss my understanding and explaining the meaning of words in context.





  1. I can identify how language, structure and presentation contribute to meaning.

Decoding Targets:





20. I can construct the meaning of words in context by applying a growing knowledge of root words, prefixes and suffixes.





  1. I can read further exception words and note their spellings.



E Targets





Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.





  1. With the support of a success criteria, I can include the main features of a type of writing.





  1. I can include some character traits in my character descriptions.





  1. I can attempt to capture and suggest mood in my setting descriptions.





  1. I can develop characters, settings and plots that are well developed to create a coherent narrative.





  1. I can use alliteration effectively and I’m beginning to use similes.





  1. I am beginning to use collective nouns.





  1. I can generally use organisational devices effectively.





  1. Generally, I can use the perfect form of verbs to mark relationships of time and cause e.g. present- she has arrived; past- by the time we arrived at the party, it had ended; future- By the time we arrive the party will have ended.





  1. I can effectively choose a range of connectives that: signal time, shift attention inject suspense and shift the setting.





  1. I can organise paragraphs around a theme, using mind maps if necessary.





  1. My paragraphs generally have a logical order.





  1. I can include a mixture of simple, compound and complex sentences in my writing (may need prompting).





  1. Most of the features listed are used in writing: conjunctions, adverbs, direct speech, clauses, adverbial phrases, fronted adverbials.





  1. I can extend the range of sentences with more than one clause using a wide range of conjunctions e.g. despite, although, however.

Writing: Composition Target

Writing: Transcription Targets





  1. My handwriting is legible, showing a quality and consistent joining of letters.





  1. I use well-chosen prefixes and suffixes in my writing.





  1. I can spell most homophones correctly.





  1. I can place the possessive apostrophe in words with regular and irregular plurals.





  1. I can use commas after fronted adverbials.





  1. I can use and punctuate direct speech accurately e.g. Dad said softly, “Please sit down.”

Writing: Analysis and Presentation Targets





I can understand and use the following terminology:





  1. pronoun,





  1. possessive pronoun





  1. adverbial.





  1. I can use appropriate intonation when reading aloud.


Number & Calculations

E Targets






Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To Know and Use Numbers






  1. I can count in multiples of 6, 7, 9 25 and 1000.
  2. I can find 1000 more or less than a given number.
  3. I can count backwards through zero to include negative numbers.





  1. I can read Roman numerals to 100 (I to C).
  2. I can identify, represent and estimate numbers using different representations.





  1. I can order and compare numbers beyond 1000 (including measures).





  1. I can recognise the place value of each digit in a four-digit whole number.
  2. I can round any number to the nearest 10, 100 and 1000.





  1. I can solve number and practical problems with large positive numbers.
  2. I know which operation to use when solving problems.
  3. I can check my work and make corrections.
  4. I look for patterns in results when problem solving.

To Add and Subtract





  1. I can add and subtract numbers with up to four digits using the formal written methods of columnar addition and subtraction.





  1. I can solve two-step addition and subtraction problems in contexts.





  1. I can estimate and use inverse operations to check answers to a calculation.

To Multiply and Divide





  1. I can recall multiplication and division facts for multiplication tables up to 12x12.





  1. Using place value, and known and derived facts:
    • I can multiply and divide mentally, by 0 and 1.
    • I can mentally multiply together three numbers.
  2. I can recognise and use factor pairs in mental calculations.
  3. I can multiply two digit and three digit numbers by a one digit number.





  1. I can recognise and use the inverse relationship between multiplication and division and use this to check calculations and solve missing number problems.





  1. I understand the distributive law.
  2. I can use the distributive law and other multiplication and addition methods to solve:
    • Problems involving multiplying two-digit numbers by a one-digit number.
    • Integer scaling problems.
    • Correspondence problems.

To Use Fractions





  1. I can add and subtract fractions with the same denominator.
  2. I can recognise, find and write fractions of a length and of a shape. (unit and non- unit fractions)
  3. I can recognise, find and write fractions of whole numbers and set of objects.





  1. I can compare numbers with the same number of decimal places up to 2dp.
  2. I can count up and down in tenths and hundredths and understand how they arise.
  3. I can compare and order unit fractions and fractions with the same denominators.
  4. I can find the effect of dividing a one or two-digit number by 10 and 100.
  5. I can round decimals with one decimal place to the nearest whole number.





  1. I can recognise and show, using diagrams, families of common equivalent fractions. E.g. 1/4 is equivalent to 2/8, 3/12, 4/16, etc.
  2. I can recognise and write decimal equivalents of any number of tenths or hundredths.
  3. I can recognise and write decimal equivalents to 1/4, 1/2, 3/4.





  1. I can solve problems involving increasingly harder fractions.
  2. I can solve simple measure and money problems involving fractions and decimals to two decimal places.



Shape, Space & Measures

E Targets






Assessment Criteria Objectives / Key Performance Indicators (KPIs) in bold.

To understand the properties of shapes





  1. I can compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.
  2. I am beginning to classify different types of triangles, such as equilateral, scalene, isosceles and right-angled.
  3. I can identify acute and obtuse angles and compare and order angles up to two right angles by size.
  4. I can recognise the line of symmetry in a variety of diagrams, including where the line of symmetry does not dissect the original shape.
  5. I can complete simple symmetric figures when using a vertical or horizontal line of symmetry.


To describe position, direction and movement





  1. I can describe movements between positions as translations of a given unit to the left/right and up/down.
  2. I can use the directional terminology: clockwise/ anticlockwise, 90° to describe position, direction and movement.
  3. I can describe positions on a 2-D grid as coordinates in the first quadrant.
  4. I can plot specified points and draw sides to complete a given polygon.


To use measures





  1. I can convert between different units of measure. (E.g. kilometre to metre, hour to minute) using multiplication and division.
  2. I can measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. [expressing perimeter algebraically: 2(a+b)]
  3. I can find the area of rectilinear shapes by counting squares.


  1. I can read, write and convert time between analogue and digital 12- and 24-hour clocks.
  2. I can solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days.


  1. I can estimate, compare and calculate different measures, including money in pounds and pence.


To use statistics





  1. I can interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.


  1. I can solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables (i.e. Venn diagrams and Carroll diagrams) and other graphs.


To use algebra





  1. I can solve addition and subtraction, multiplication and division problems that involve missing numbers. E.g. Perimeter = 2(a+b); P= 36cm; a= 6cm.
  2. I can use my knowledge to solve routine and non-routine problems. E.g. possibility of set menu combinations.










Awards we have recieved so far.