Curriculum Information Year 4 UNIT 4
How The World Works
The Central Idea:
The design of structures has evolved to meet human needs
Unit Summary:
Throughout the unit, students will investigate architecture both locally and globally. They will explore the use
of materials and the importance of patterns and shape in the design of man-made structures. As an
introduction to the unit, groups will visit the Central District to explore the connections between Maths and
design. Children will collect evidence with cameras and sketch their thinking using labelled diagrams.
Students will engage in a range of hands on practical activities to explore structural design, using this
knowledge to create a model of their own structure.
Lines of Inquiry
Key Concepts
Transdisciplinary Skills
Considerations when designing
Function
Communication Communicating
structures
Connection
ideas and designs to others.
What should we consider when building
Change
Research Observing, collecting
a structure? How does advancement in
examples and asking questions about
Related Concepts
mathematical and scientific
structures before planning a design.
Knowledge, Technology,
understanding impact on structural
Self-Management: Students use gross
Structure
design?
and fine motor skills to manipulate
Learner
Profile
Design and purpose of structures
materials to create structures. They
Thinker, Reflective,
What expertise is required to create a
will develop spatial awareness when
Knowledgeable,
structure from design?
designing nets, creating plans to scale
Communicators
Creative approaches to architecture
and making shapes that fit.
and design
Attitudes
Thinking: Knowledge, application,
How is design influenced by the past?
Creativity, Appreciation,
analysis and evaluation when
Can you predict the future of
Curiosity
designing and creating structures
architecture and design?
As part of our curriculum, students will continue to learn, develop, use and apply their subject area,
knowledge and skills. During this unit, children will also be taught to:
Language
Mathematics
Social Studies
Explore a range of explanation and Explore and apply their
Compare the design of structures in
narrative texts through Guided
understanding of shape various locations in relation to the natural
Reading and Literacy Circles,
and space and
environment.
identifying their key elements.
measurement (please
Identify geographical and environmental
refer to the attached
factors that influence the design of
Reinforce their understanding of
rubric for more detailed
structures in various locations.
explanation texts and apply this
information).
Understand and explain why some
when writing their own explanation
materials are suited for different
of how to build a spaghetti bridge.
Alongside this, students
will continue to work on purposes.
Use different writing conventions to
their Number standUnderstand and explain how uses of
enhance story-writing features, e.g.
alone unit, focusing on
materials are related to their physical
paragraphs, sentence construction
multiplication and
properties.
and use of connectives.
division.
Investigate the practical applications of
forces in structures.
Action is an important part of the curriculum where children can take the opportunity to extend their
learning. This can take many forms, from a discussion initiated by your child, bringing something to school
from home or a request to go somewhere in the community to find out more. To support your child at home
with this unit of inquiry, you may wish to:
Visit the Hong Kong History Museum to see how human design has changed the landscape of Hong Kong.
Explore different structures found in our local area by discussing their design and purpose e.g. Tai Po houses
on stilts, temples, Skyscrapers etc.
Using paper and nets to create 3D shapes.
Use materials, e.g. Lego, to design a model of a man made structure. Bring it in to share with your class.
Use Google sketch-up to design a structure.
Research the tallest or most unusual mega structures in the world today.
Inquire into why buildings are made out of different materials in different countries.
Identify patterns found on buildings, and in the environment, can you recreate these.
If you want to take some action and offer your expertise in any area, we would love to hear from you
Mathematics Shape and Space
Location
Transformation
and Symmetry
2D and 3D Shape
Beginning
Sort, describe, compare and label regular and
irregular two-dimensional shapes and threedimensional objects using appropriate
vocabulary
Consolidating / Meets Expectations
Exceeds Expectations
Sort, draw, describe and classify regular and
irregular two-dimensional shapes and
three-dimensional objects using appropriate
vocabulary (parallel, perpendicular,
diagonal)
Identify, describe, classify and
visualize properties of triangles,
quadrilaterals and polyhedrons
using mathematical vocabulary
Construct three-dimensional objects
from given dimensions
Create and describe symmetrical patterns,
pictures and shapes
Connect three-dimensional objects with
their nets and other two-dimensional
representations
Identify and record order of rotational
symmetry
Identify and draw lines of reflective symmetry
in patterns, pictures and shapes
Describe translations, reflections and
rotations of two-dimensional shapes
Describe and model congruency and
similarity in two-dimensional shapes
Describe direction and position using
mathematical language for example describing
rotations: whole turn; half turn; quarter turn;
clockwise and anti-clockwise
Describe direction using the four compass
points
Describe direction using the eight
compass points
Locate and record features on a grid using
coordinates in the first quadrant
Locate and record features on a grid
using coordinates in two quadrants
Construct three-dimensional objects and
recognize them in different orientations
Transform, reduce and enlarge twodimensional shapes
Create and interpret simple grid references to
show position and pathways (e.g. A4)
Mathematics: multiplication and division
Beginning
Consolidating / Meets Expectations
Exceeds Expectations
Model multiplication and division using Model multiplication and division using
groups and/or arrays
groups and /or arrays
 Model the relationship between
 Model the relationship between
multiplication and division using
multiplication and division using tokens
tokens and drawing arrays on squared
and drawing arrays on squared / graph
paper
paper, making connections to area.
Recall multiplication and division facts
Recall multiplication facts up to 10 x 10
Uses known multiplication facts to mentally
to at least two, three, five and ten
and related division facts
multiply two digit numbers by a one digit
times tables
number
 Securely recall of multiplication and
 Securely recall of multiplication and
related division number facts to 10 x 10
related division number facts to at
times tables
least 2’s, 3’s, 5’s, 10’s times tables
Solve multiplication problems
Solve problems involving multiplication
Solve problems (including real life and
(including real life and word) using
(including real life and word) using
word) involving multiplication of large
appropriate written and mental
efficient mental and written strategies
numbers by one or two digit numbers using
strategies
efficient mental and written strategies
 For example: Doubling strategies; Split
 For example: Doubling strategies,
strategy; rounding and compensation;
 For example: Place Value Partitioning;
Place Value Partitioning (split
Inverse operation - using fact families;
Doubling and Halving; Known Facts;
strategy), Inverse operations (using
using facts and multiples
Rounding and Compensating
fact families)
 Carry out short multiplication using a
 Carry out short multiplication using a
written method
formal method
 Multiply whole numbers by 10, 100,
 Carry out long multiplication using an
1000
expanded formal written method
Solve division problems (including real
Solve problems involving division by a
Develop efficient mental and written
life and word) using written and
one digit number, including those with
strategies for division representing
mental strategies for division without
remainders
remainders as fraction
remainders
 For example: Halving strategies; Split
 For example: Halving, Partitioning,
strategy; Fact families; apply rules of
Chunking, Inverse Operation
 For example: Sharing, Halving
Strategies, Fact Families
divisibility; Using factors and multiples,
 Carry out short division using a formal
Grouping
written method
 Carry out short division using a written
method
 Divide whole numbers by 10,100
Use estimation and rounding to check the reasonableness of answers to calculations
Note –For further information and examples of the strategies found within the rubric please refer to the
progression of strategies documents in the Parents as Partners section of the Glenealy Globe.