Peacock, Pelican and Puffin
WHAT IS MY CHILD LEARNING?
Summer Term 2019
|Topics: Adventures on the high seas
In our first half term, our focus will be on the journeys to Australia and New Zealand made by Captain Cook and his crew. In the second half term, we will be sticking to our nautical theme and look at piracy.
All of our English work is topic based. We will be doing a lot of work based around two key texts: a non-fiction book about the life of James Cook and then a version of Robert Louis Stevenson’s Treasure Island.
Speaking and listening: The children will participate in discussions, presentations, performances, role plays and debates. The children will also learn extracts of text off by heart to help them develop their writing.
Reading and comprehension: The children will read, listen to and discuss a wide range of fiction and non-fiction books. In our whole class Destination Reader lessons the children will be developing reading skills such as: skimming, scanning, prediction, summarising, inference and deduction.
Writing: The children will be immersed in writing and will be planning and writing a number of fiction and non-fiction pieces, including: story writing, biography writing, character descriptions, poetry and radio play scripts. The children will learn to improve their writing through ongoing grammar activities and by continuing to employ varied sentence starters and descriptive devices. There will be an emphasis on self- and peer- editing as a means of improving writing.
Spellings: The children will continue to practise and learn words that follow a specific pattern and spellings from the Y3&4 key words list.
Handwriting: The children will continue to practise their continuous cursive script. The children are always expected to produce work to a high standard of presentation.
Our objectives for maths are to:
· Read analogue and digital clocks
· Solve mathematical problems involving time.
· Understand and identify different types of angles
· Understand, identify and draw sets of perpendicular and parallel lines.
· Accurately measure or calculate the perimeter of shapes
· Find the area of rectangles
Our first science topic will be Light, where we will be learning about sources of light, shadows and reflections. Our second will be Plants where we will be learning about parts, lifecycles and requirements for life.
History: The children will be learning about time-lines and sequencing the events of Captain Cook’s life.
Geography: The children will learn the terms import and export and look at the trade links between Australia and the UK.
The children will develop their word processing skills using MS Word; they will also be developing their coding and debugging skills using Scratch.
En ville -in town. The children will learn to ask for and give directions. We will follow directions to go on a Treasure hunt. They will learn different shop names and make a junk model village of the different French shops.
à la plage- at the beach
We will learn flavours of ice creams and be able to order an ice-cream in an ice-cream shop role-play set up. The children will design menus for the ice cream café day. We will learn some basic beach safety in French too!
Art / Design Technology
The children will learn different techniques using watercolour paint e.g. creating tone. We will then develop our skills of line, tone and colour by sketching and painting a variety of plants and flowers. Each class will produce an additional piece of Art for exhibition evening. This will be based on an artist from the 1990’s.
The children will continue to learn how to play the recorder and continue to learn to read and record standard musical notation.
The children will learn the rules of and develop their skills in netball and tennis. The children will develop their balance and coordination through lessons in athletics.
The children will be learning about Collaboration, Moral Courage and Altruistic Leadership Abilities.
The children will complete work on the key question ‘what can we learn from the life and teachings of Jesus?’
Special events/ enrichment opportunities
We will be hosting a recorder concert, which we would like to invite all parents to.
How parents can be involved in home learning
Please read daily with your child and practise spellings and multiplication tables as much as possible.
English Key Skills
Speaking and Listening
I can listen and respond appropriately to adults and my peers.
I can ask a range of relevant questions to extend my understanding.
I can answer questions using full sentences and can begin to justify my answers.
I can listen to and remember important points in discussions and stories
I can participate in conversations staying on topic, initiating and responding to comments.
I can use talk to develop understanding through speculating, imagining and exploring ideas.
I have an increasing command of Standard English.
I can participate in discussions, presentations, performances, role play and debates.
I can read and understand all key words for Y4.
I can read independently for sustained periods of time.
I can listen to and read a wide range of fiction, poetry, plays, non-fiction and reference books.
I can distinguish between fact and opinion and recognise the point of view being presented in a text.
I can use scanning as a tool for summarising a text.
I can read for a range of different purposes.
I can mark extracts of a text by annotating and selecting key headings, words or sentences.
I can use a dictionary, index, glossary and thesaurus.
I can read with understanding, a range of texts and discuss: themes, events, characters, feelings.
I can predict, infer, and deduce a given text.
I can explain characters’ actions.
I can identify and summarise evidence from a text to support a hypothesis.
I can ask questions to improve my understanding of a text.
I can discuss words and phrases that capture the reader’s interest and imagination.
I can analyse and evaluate texts, looking at language, structure and presentation.
I can select and discuss a favourite author.
I can learn a range of poems by heart.
Writing (composition and grammar)
I can write a t least 2 sides of A4.
I can experiment with a wide range of punctuation including apostrophes, inverted comma, commas to mark clauses, colons and hyphens.
I can plan what I want to write in a variety of different ways.
I can compose sentences orally building on varied and rich vocabulary.
I can increase the range of sentence structure I include in my writing.
I can use interesting, varied and ambitious words choices.
I can use conjunctions, adverbs and prepositions to express time and cause.
I can vary the way I start my sentences (similes, -ed clause, expanded -ing clauses, fronted adverbials) e.g. Grinning menacingly, he slipped the treasure into his rucksack.
I can compose compound sentences using coordinating conjunctions (and, or, but, so, for, nor, yet)
I can write complex sentences with a main and subordinate clause. (The tornado swept across the city, destroying the houses.)
I can complete a whole piece of writing in a range of styles (playscripts, poetry, stories, reports, information text, explanations, persuasive writing)
I can identify and use collective nouns (e.g. The bundles of clothes were thrown on the bed.)
I can use paragraphs with increasing accuracy to organise and sequence my work.
I can plan, edit, proof read and produce a final version.
I can spell accurately all key words for Y4.
I can use a range of spelling strategies (rhymes, mnemonics, and kinaesthetic strategies)
I can apply spelling rules for adding suffixes –sion, -ssion, -cian (as well as consolidating suffix list from Y3)
I can begin to use and apply spelling rules for adding prefixes sub-, inter-, super-, anti-, auto- (as well as consolidating suffix list from Y3)
I can spell homophones and near homophones (accept/except, affect/effect, ball/bawl…)
I can apply a range of spelling rules to unfamiliar words.
I can write from memory sentences dictated to me by my teacher containing spellings and punctuation learnt.
I can hold a pencil correctly; sit with good posture, steadying my work.
I can form all letters and break letters consistently and fluently.
I can use lined paper and be able to use guidelines in writing.
I can work towards presenting writing using a handwriting pen.
I can use correctly formed cursive script in all areas of the curriculum.
Consolidate-finger spaces, letter, word, sentence, statement, question, exclamation, command, full stops, capital letter, question mark, exclamation mark, speech bubble, speech marks, direct speech, inverted commas, bullet points, apostrophe, colon –instruction, singular/plural, suffix/prefix, word family, consonant/vowel, adjective, noun, noun phrase, adverb, imperative verbs, tense, connective, conjunction, prepostition, determiner, generalise, clause, subordinate clause, relative clause, relative pronoun, alliteration, simile, synonyms.
Introduce – Pronoun, possessive pronoun, adverbial, fronted adverbial, apostrophe – plural/possession
Maths Key Skills
Maths Key Skills Year 4
Number and Counting
- I can count, order and compare numbers to 100,000 and understand the place value of the digits.
- I can round numbers to the nearest ten, hundreds and thousands.
- I can round numbers to help me estimate and i can use this skill to help check my answers.
- I understand that factors are whole numbers and that the smallest factor of a number is 1 and the greatest factor is the number itself.
- I understand that the concept of factors and multiples are related e.g. 2 is a factor of 8 and 8 is a multiple of 2.
Multiplication and Division
- I can use the formal written method to multiply 4 digit numbers by a 1 digit number.
- I can use the formal written method to multiply 3 digit numbers by a 2 digit numbers.
- I can use the formal written method to divide a 4 digit number by a 1 digit whole number.
- I can use regrouping in multiplication and division.
- I can apply concepts in the 4 operations to solve word problems up to 3 steps..
- I know all my x tables up to 12 x12.
- I can visualise and measure in compound units cm and m.
- I can visualise and measure in compound units Km and m.
- I can visualise and measure in compound units Kg and g.
- I can visualise and measure in compound units Kg and g.
- I can visualise and measure in compound units ml and l.
- I can use all concepts in all four operations to solve 2 step word problems.
Tables and Line Graphs
- I can present and interpret data in a table and in a line graph.
- I know a mixed number is made up of a whole number and a proper fraction e.g. 1¼
- I know a proper fraction is part of a whole and is a number between 0 and 1.
- I know that in an improper fraction the numerator is greater than or equal to the denominator. The value of an improper fraction is greater than 1.
- I can represent the same number with an improper fraction and a mixed number
- I can convert two or more related fractions related fractions to fractions with the same denominator and add or subtract them.
- I know that an angle is the amount of turning.
- I can accurately draw angles up to 180° and classify them as acute, obtuse or a right angle.
- I know that a right angle (a quarter turn) is 90°, 2 right angles (a half turn) is 180°, 3 right angles (a three-quarter turn) is 270° and 4 right angles (a complete turn) is 360°.
- I know the directions on an 8 point copmpas: north (N), south (S), east (E), west (W), north-east (NE),
north-west (NW), south-east (SE), south-west (SW).
Perpendicular and Parallel Lines
- I can draw a pair of Perpendicular lines that meet or intersect at right angles.
- I can accurately draw a pair of Parallel lines and know that they will never meet.
- I know that the perpendicular distance between a pair of parallel lines is equal at every point on the lines.
Squares and Rectangles
- I know that a square is a four-sided shape in which all the sides are equal and all the angles are right angles.
- I know that a rectangle is a four-sided shape in which the opposite sides are equal and all the angles are right angles.
- I can describe the properties of squares (all the sides are equal and each angle = 90°) and rectangles (opposite sides are equal and each angle = 90°).
- I understand that the first decimal place represents tenths and that 10 tenths = 1 one.
- I understand that the second decimal place represents hundredths and that 10 hundredths = 1 tenth.
- I understand that the third decimal place represents thousandths and that 10 thousandths = 1 hundredth.
- I can use this knowledge to compare decimal numbers.
- I can round decimals to the nearest tenth, hundredth and thousandth.
- I know that decimals up to 3 decimal places are equivalent to fractions with denominators 10, 100 and 1000.
- I can add and subtract, multiply and divide decimals and solve word problems involving decimals.
- I can convert between minutes and seconds, using 1 minute = 60 seconds.
- I can express time using 12 hour or 24 hour notation.
- I can make a bar graph with scales to present data.
- I can read and interpret bar graphs.
Area and Perimeter
- I know and can calculate the perimeter of a rectangle using the formula 2 × (Length + Width) and a square, using the formula 4 × length of side.
- I can calculate the area of a rectangle, using the formula of Length × Width (Ll x W) and a square, using the formula of it is Side × Side (S x S).
- I know that the distance of a composite shape is called the total distance around it.
- I know that the area of a composite shape is the sum of all the areas of all the individual rectangles and squares that make up the composite shape.
- I can solve word problems involving area and perimeter.
Symmetry and Tessellations
- I can identify a symmetrical shape because I can divide a shape into two equal parts with a line of symmetry, recognising that the two parts fit exactly when folded along the line of symmetry.
- I recognise that a shape can be tessellated if any number of them can be fitted together to cover a surface without any gaps or overlapping. If necessary, the shape can be rotated, but not flipped over.
Learn at Home
Slugs in Scratch
If you want to try the slug scratch game at home, below is a link to Scratch online, and the Youtube tutorial that tells you how to make it. PLEASE REMEMBER to switch Youtube to Restricted mode to keep you safe online!
SCRATCH – https://scratch.mit.edu/projects/editor/?tip_bar=home
SLUG VIDEO – https://www.youtube.com/watch?v=OYPOkSWa9Ak
Puffin Class doing a science experiment about the digestive system, how exciting!
Some children in Pelican and Owl class filmed a short video to publicise International Working Animals Day on the 15th of June. The children were shown all manner of obsolete technology from floppy discs to pagers. T
hey were also questioned as to what they thought conditions were like for office workers before being asked their opinions about working animals. The video was featured on the Metro and Daily Mirror websites amongst others. Well done to those who took part.
Year 4 had a great time at the Science Museum last week, where they really enjoyed Wonderlab.
Puffin’s working hard on an art project that was led by an artist, Sarah Callis.
Miriam spent some time with year 4 and answered lots of their questions and spoke to them some more about her wonderful work in Sierra Leone.
Puffins’s made banners and posters to surprise and welcome Miriam and to celebrate Educaid’s 25th anniversary.
Here are some photos of Puffins making quesadillas in the food tech room. They made this Mexican dish from recipes which they wrote up for English.
Here are some pictures of Year 4’s World Book Day celebrations!
Here are some pictures of a science experiment Puffin Class did linked to our topic lesson on volcanoes. And one on changing states of matter.
Here are some pictures of this year’s Valentines Disco!
Year Team Leader
Graduate Teaching Assistant