# Year 4

Peacock, Pelican and Puffin

**WHAT IS MY CHILD LEARNING?**

**CURRICULUM PLAN**

##### Spring Term Curriculum 2020

Topic title: ‘Oot and aboot’ in Canada, and Teatime in Boston |

We will be writing across a range of fiction and non-fiction genres including: poetry, narrative, scriptwriting, recounts, explanation, persuasive and information texts. The work will be based on our three key texts for the term:
Children will develop the use of complex and compound sentence structures, using main and subordinate clauses and a range of coordinating conjunctions. They will use a range of punctuation including; commas, exclamation marks, question marks, inverted commas, hyphens, colons and apostrophes. In addition they will also be focussing on conjunctions, adverbs and prepositions to express time and cause. Spelling will be delivered through the support for spelling program and the year-four spelling list from the curriculum.
The children will be reading a wide range of fiction, poetry, plays, non-fiction and reference books during our destination reader lessons. Through focused activities, the children will develop their comprehension, inference, prediction, summarising and evaluation skills. |

We will be developing the year 4 maths key skills using the Inspire Maths scheme of work. • Number and place value of numbers to 100,000. • Addition and subtraction using mental and written methods. • Multiplication and division facts up to 12 x 12 • Multiplication and division using mental and written methods. • Understand the relationship between decimals and fractions. • Addition and subtraction of fractions. • Time, using a 12 and 24 hour clock. • Geometry – identifying different types of angle, plotting coordinates. • Calculating the area and perimeter of quadrilaterals and compound shapes. |

We will investigate electricity, creating simple circuits and looking at insulators and conductors. |

We will be thinking about why different groups moved to North America in the 1600s. We will plot dates on a timeline for the settlement of Boston. We will also be investigating the physical and human geography of North America, its states, its cities and its natural physical features. |

The children will develop their computing skills in two exciting projects entitled: · We are software developers · We are toy designers |

Our French work this term will focus on describing ourselves. |

Our RE work stems from two key questions: · How do we make moral choices? · What does it mean to belong to a religion? |

The children will be developing their art and drafting skills through a study of the works of major 20 As part of learning about a healthy and varied diet, the children will learn how to make a traditional Canadian meal. The children will also make their own simple circuit with a switch. |

The children will participate in weekly whole class ukulele lessons, lead by our music teacher, Miss Vetch. |

Invasion and field games (tag rugby and netball) Gymnastics and indoor athletics |

The children will be developing their moral character and resilience through the prism of empathy. This is part of a whole-school approach linked to Educaid. The first three habits we will be developing are the empathetic skills of; emotional literacy, moral identity and perspective taking. In our Y4 assemblies we will be exploring the ideas of: · Helping others to keep safe · Growing up. |

The children will be taking part in music workshops with some professional opera singers. We will endeavour to arrange a number of special events over the course of the year and will advise you to what these are when they are arranged. |

Please support your children’s learning by daily reading, times-tables and number bond practise. Please ensure your children complete any homework set. Maths support links can be found on the school website under- curriculum / maths. |

##### 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.

__Reading __

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.

__Spellings__

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.

__Handwriting__

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.

__Terminology __

**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.

**Measures**

- 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.

**Fractions**

- 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.

**Angles**

- 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°).

**Decimals**

- 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.

**Time**

- I can convert between minutes and seconds, using 1 minute = 60 seconds.
- I can express time using 12 hour or 24 hour notation.

**Statistics**

- 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

**Homework to do at home while the school is closed**

**Y4: Learning Pack Two: Weeks 3-4 **

** ****Dear children and parents,**

**Well done for all your hard work over the last two weeks. We know how difficult it can be completing work at home by yourself, and we have felt incredibly proud when logging onto Mathletics and seeing how everyone is keeping up to date with everything.**

**Monday 6th April should have been the first day of the Easter Holidays. As teachers we will be carrying on, keeping the school open for the children of key workers and continuing to work from home. We encourage you to keep going too, maintain the routine that you have set up and keep going.**

**If you decide that you are going to have a break, then please start with the activities laid out in this pack rather than any new packs that may be sent out. This is because we have based activities in this pack on the first half of the book ‘The Firework Makers Daughter.’ And will continue the books in later weeks.**

**Make sure that you look yourself and your families. Find the time to do things that help you relax and to find the time to talk to your friends and relatives that you are not living with.**

**We miss you all very much and hope to see everyone soon,**

**Kind regards,**

**Mr Descrettes, Miss Coleman and Miss Buckley**

The Firework Maker’s Daughter Chapter 1

The Firework Maker’s Daughter Chapter 2

The Firework Maker’s Daughter Chapter 3

The Firework Maker’s Daughter Chapter 4

The Firework Maker’s Daughter Chapter 5

The Firework Maker’s Chapter 1

The Firework Maker’s Chapter 2

The Firework Maker’s Chapter 3

The Firework Maker’s Chapter 4

The Firework Maker’s Chapter 5

Levitating ballons & floating balls

Screaming straws & raspberry balloons

Soapy speed boats, floating metal, petrified pepper & water rings

How to Join Letter-Join: http://www.coldfall.haringey.sch.uk/wp-content/uploads/2020/03/Letter-Join-home-access.docx

**Homework to do at home while the school is closed**

**Dear Parents,**

**We have put this pack together so that the children can continue their studies at home whilst the school is closed. Please read the instructions below and brief your children on the work that they need to do. We recommend that written work is completed in the children’s homework books or another workbook that you have at home.**

**We hope to see everyone soon and that everyone remains happy and healthy.**

**Kind regards,**

**Mr Descrettes, Miss Coleman and Miss Buckley**

** **

**Daily Reading:**

The children must read for a minimum of thirty minutes per day. The children will have brought back a selection of books that they can choose from, but they are welcome to read books from home. The children must finish at least one book over the two weeks and then complete a book review for the book that they have read. The book reviews should consist of the following: a profile of the main character or characters, a summary of the plot, a list of five reasons why the book was enjoyed or not enjoyed and an alternative design for the front cover.

**Writing:**

The children have learnt how to use commas to separate clauses in sentences. They know that a main clause: tells you one thing, contains a subject and a verb and makes sense by itself.

Here is a list of sentence types, with examples, that the children have learnt so far this year:

Because sentences (complex sentence): Because the school is shut, the children must work at home. *This sentence starts with a ‘because…’ statement, is followed by a comma and then ends with a main clause.*

Even though sentence (complex sentence): Even though there is no school, learning can still be fun. *This sentence starts with an ‘even though…’ statement, is followed by a comma and then ends with a main clause.*

ABOYS sentences (compound sentences): The children must read for thirty minutes, yet they can read for longer if they want to. *This sentence includes two main clauses separated by a comma and a coordinating conjunction (and, but, yet, or, so).*

Adverbial starter sentences (complex sentence): When school is reopened, we will be checking that the children have completed their work. *This sentence starts with a word or a collection of words that say HOW, WHERE or WHEN something has happened, it is followed by a comma and then by a main clause.*

‘Showing not telling’ sentence: A smile crept across the children’s faces when they saw the exciting tasks they had been left by their teachers. *This sentence uses description to show the reader how a character is feeling rather than just telling them.*

** **

**Week one:**

We would like the children to imagine that they are a scientist on an expedition into the depths of the Amazon rainforest. They are searching for never before seen creatures. Each night, as they make camp, the scientists are to write a diary entry explaining what has happened in their day. There should be at least five diary entries. Each entry should aim to include at least three of the different sentence types listed above and be at least two paragraphs/ ten lines long.

We recommend that the children complete some of their topic work before beginning their diaries so they can ground their writing in fact.

**Week two:**

We would like the children to plan and write an adventure story entitled ‘Lost in the Amazon.’ The children should think hard about adventure stories they have read before and then make sure that they set the scene, develop a problem, reach a crisis point and then resolve the problem within their story.

As the children have a full week to write their stories, we expect for them to be at least one and a half pages of A4 in length, to include many examples of the sentences listed above and to include ambitious vocabulary. The children should draft, check and edit their work and then use a line-guide to write up their story in best. (This will then double up as handwriting practise).

**Maths:**

The children will be set daily activities on Mathletics to complete. The children should also aim to spend at least twenty minutes a day on Mathletics Live so that they can practise their mental maths.

**Topic- Geography:**

Through research, we would like the children to find out answers to the following questions:

What is a rainforest? Where are rainforests found? What are the different layers of the rainforest? What animals can be found in a rainforest? Why do we need our rainforests? What is happening to our rainforests?

When the children have found answers to the following questions they must find a way to present the information in an interesting way. For example, the children could create a factual poster or create a small booklet or folder. The children should be ready to present this work to their peers when they return.

**Topic- Art:**

We would like the children to work on their sketching and shading skills. They could collect items from around the house to sketch and shade to practise and look on YouTube for advice on how to improve their skills.

We would like the children to create one best piece of art that has some connection to the rainforest. For example, this could be a sketch of a toy animal that would be found in a rainforest, or of a plant that could be found in the rainforest.

**Spelling:**

The children should search through newspapers and magazines for as many different examples of contractions (don’t, I’ll, can’t) as possible. Be careful to not collect words that use an apostrophe to show possession (Margaret’s).

When the children have found a contraction, they should record it and then write its full form next to it. E.g. they’re- they are, I’ve- I have. Children should practise and learn the contractions. The children could make themselves a snap game where they aim to match up the contraction with its full form.

When the children have learnt the spelling of the contractions please read to them the following sentences as a dictation. Explain how they should write the whole sentence and convert the full form to its contracted form.

- It is a lovely day today is it not?
- I can not wait until you are ten.
- She will have to wait until you have finished.
- I would have done it a different way but it does not matter.

** **

**Useful websites**

www.twinkl.co.uk – this has a one month free trial and is full of learning resources and activities.

www.oxfordowl.co.uk/for-home – here you will find lots of eBooks, spellings and games.

www.bbc.co.uk/bitesize – this has learning on every subject from science to R.E.

www.letterjoin.co.uk – this website is offering a free trial and has lots of handwriting resources.

https://www.topmarks.co.uk/maths-games/ – this website has extra games in addition to what is on mathletics.

How to Join Letter-Join: http://www.coldfall.haringey.sch.uk/wp-content/uploads/2020/03/Letter-Join-home-access.docx

Children in Y4 recently enjoyed designing and making their own working torches.

Year 4 did great in art. Look at the marvellous things they did!

As part of our topic, we had a professional steel pan group (Solid Steel) come in and teach Puffins how to play the steel pans.

The Puffins had a lot of fun as weather reporters. They reported factual information that they had researched about hurricane storms in The Caribbean.

Puffin Class – enjoying their science lesson on electricity.

During maths, Puffins were the teachers today. They demonstrated how to multiply 2 digit by 2 digit numbers.

Here are some of our kind Waffle monitors taking care of Waffle.

In English, Puffins had fun doing some drama.

The children in Y4 (and Mr Hassan) had great fun using the multi link cubes to investigate the ‘n’th’ term in algebra. They also really enjoyed having some free time to just play with the cubes!

Some children recited poems that they shared with the class!