# Year 4

Peacock, Pelican and Puffin

**WHAT IS MY CHILD LEARNING?**

**CURRICULUM PLAN**

##### Autumn Term Curriculum 2019

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 focusing 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.
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.
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 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

Another group of Puffins cooking a healthy version of Mac n Cheese!

The children worked hard on homework projects all about Canada. Here the children are presenting their projects to the class.

Zeynep’s Dad went to Canada, and Zeypnep created a PowerPoint to share with the class about his trip and the sights that he saw.

Here are some of our Puffin poets enjoying National Poetry Day.

Some children recited poems that they shared with the class!

In Puffin Class we are chef’s! We made our very own healthy version of Mac n Cheese.

In Puffin Class we are actors! Here we are acting in R.E where the children learnt about ‘moral choices’ and Christianity.

#### Mr Descrettes

Year Team Leader

#### Miss Coleman

Class Teacher

#### Miss Buckley

Class Teacher

#### Miss Aden

Trainee Teacher

#### Mr Roach

Trainee Teacher

#### Miss Coates

Graduate Teaching Assistant

#### Mrs Arslan

Teaching Assistant