Year 4

Peacock, Pelican and Puffin

Letters to parents

Consent form for school trips and other off-site activities year 4

Value of the Month

Loyalty

When thinking of this value I’m reminded of footballers, who having scored a goal, run to their supporters kissing the badge on their shirt.

Read more.

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Summer Term Curriculum 2023

YEAR FOUR CURRICULUM PLAN

Week beginning:

Monday 17th April – TAD day.

Pelican Class Phasels Wood Trip 20th -21st April

Campaign week. In order to raise environmental awareness, we will be writing about why oceans matter, what plastics can and can’t be recycled, how can we tackle the environmental issues. We will also be creating some art work based on the beautiful sea horse.

Monday 24th April

Puffin class assembly 28th April

In English, we will be reading The Firework Makers Daughter by Philip Pullman and using our Destination Reader skills to understand the plot and characters. We will be dissecting the literary devises used in order to understand how it makes the book powerful and how to transfer these skills into their own creative writing.

In Maths, make a whole with tents and hundredths, partition decimals then flexibly partition decimals and finally compare decimals.

In Science, we will be studying Electricity for this half term. We will start by identifying common appliances that run on electricity.

In Geography, we will be exploring how mountains are formed and what causes an earthquake, tsunami or volcano. This week we will be know what lays beneath our feet (tectonic plates etc) and how these plates can cause earthquakes.

Monday 1st May- Bank Holiday

5th May Peacock assembly

In English, we will use FANTASTIC to support our creative writing from the previous week.

In Maths, ordering decimals, rounding to the nearest whole number and halving and quartering decimals.

In Science, we will construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.

In Geography, we will be understanding how mountains are formed and identify some of the most well-known mountains worldwide.

Monday 8th May Bank Holiday

Peacock Class Phasels Wood Trip 11th-12th May

In English, as above.

In Maths, (Money) writing money using decimals, convert between pounds and pence, compare amount of money and estimate money.

In Science, we will identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery.

In Geography, we will be studying volcanoes’ features and what causes an eruption.

Monday 15th May

In English, we will be reading Escape from Pompeii by Christina Balit with the view to relating the theme of the story to personal experiences and writing an autobiographical story/account reflecting that theme.

In Maths, calculate with money and solving worded problems/investigations with money.

In Science, we will recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit.

In Design Technology, we will create mechanical systems- Levers and Linkages. Or

Produce will be a picture book with levers and linkages about volcanoes.

Monday 22nd May

Puffin Class Phasels Wood Trip 24th-25th May

In English, we will be writing our own autobiographies.

In Maths, (Time) years months, days and weeks, hours, minutes and seconds, converting digital and analogue convert to 24 hour and convert from 24-hour clock. In Science, we will recognise some common conductors and insulators, and associate metals with being good conductors.

Wider Curriculum

In Reading (DR), the children will read The Firework Makers Daughter by Philip Pullman, to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating.

In Music with Mr Ramon, the children will be continuing to learn to play the Ukulele with the music teacher for the whole summer term.

In PE– Fitness/Circuits the class teacher will be teaching orienteering using maps and compasses and working on our team building skills.

Mr Browning will be teaching Tennis, focusing on ball control.

In Computing- Creating media and photo editing.

In PSHE, we will be covering the units: Consent, where does my food come from, respect, being responsible and earning money.

In French– We will be studying ‘The Classroom’ where we will be identifying classroom objects, subjects and people’s names, in French.

Half Term

Monday 5th June

In English, for the next two weeks we will be looking at discussion texts where we will consider different sides of an argument and decide on a course of action, summarising our reasons in a letter.

In Maths, (Shape) understand angles as turns, identify angles and compare and order angles.

In Science, we will be studying Sound in this last term. Identify how sounds are made, associating some of them with something vibrating.

In History, we will be learning about the Anglo Saxons. We will be learning why the Romans withdrew and the Saxons invade and settle. We will also understand who they were and how did they divide Britain up.

Monday 12th June

In English, as above.

In Maths, we will be exploring angles in triangles, quadrilaterals, polygons then looking at lines of symmetry.

In Science, we will learn to recognise that vibrations from a sound travel through a medium to the ear.

In History, we will be looking at what life was like for an Anglo Saxon. This will include diet, clothing etc.

Monday 19th June

Year 4 Multiplication tables check all week.

In English, we will be looking at persuasive writing. We will assemble and sequence points in order to plan the presentation of a point of view, using graphs, images and visual aids to make the view more convincing.

In Maths, we will be creating symmetric figures and solving worded problems.

In Science, we will find patterns between the pitch of a sound and features of the object that produced it.

In History, we will be looking at two primary resources Venerable Bede and Anglo-Saxon Chronicles.

Monday 26th June

In English, we will be learning all about metaphors and how they present in various texts.

In Maths, (Statistics) interpret charts, comparison, sum and difference.

In Science, we will find patterns between the volume of a sound and the strength of the vibrations that produced it.

In Art, we will be looking at the artist Addona Khare through the medium of pencils and oil pastels where we will: Record shapes, lines and details from observation and how where objects overlap.

Monday 3rd July

In English, using our knowledge of metaphors we will be studying poems with metaphors then creating our own. We will look at: The Sun, by Wes Magee and Don’t be scared, by Caroll Ann Duffy to inspire our writing.

In Maths, interpret line graphs, draw line graphs.

In Science, we will recognise that sounds get fainter as the distance from the sound source increases.

In History, we will be looking at how the Saxons discovered Christianity and its impact on Britain.

Monday 10th July

Thursday 13th July, Exhibition evening 4-6

Friday 14th July (am),

Sports Day

In English, what disappears as soon as you say its name? A child! Only joking, silence of course! That’s right, this week we will be reading riddles and writing our own!

In Maths, (Position and direction) describe position using coordinates, plot coordinates, draw 2-d shapes on a grid.

In Science, we will be doing an open investigation using all our knowledge gained from this term in science and conduct our own, child led, scientific enquiry.

In History, finally we will be learning all about the History of Sutton Hoo.

Monday 17th July

Friday 21st July Last day of school. Finish at 1:30.

In English, as above.

In Maths, translate on a grid and describe translation on a grid. We will then conclude this unit with investigation work.

In RE– we will be asking the question: How should we live and who can inspire us? We will touch on Judaism, Sikhism, Christianity and Hinduism to support our ideas.

Wider Curriculum

In Reading (DR), the children will read The Iron Man by Ted Hughes- to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating.

In PE– Children will be doing hockey and sports day preparation.

Mr Browning will be doing rounders and cricket.

In Computing– Programming and repetition in games. Children will be building programmes and looking at the effectiveness of repeating sequences.

In PSHE, we will be learning about problem solving and resourcefulness, try and try again and finally leadership.

In French– we will be studying Goldilocks and The Three Bears, in French!

Supporting Learning at Home

Please make sure that you spend time reading with your child at home. As well as listening to your child read, we recommend reading aloud to your child as a regular story time session. Please help your child practise their weekly spellings and help them practise their number bonds and/or times tables. Homework is set on Fridays and is due on Wednesdays. You may wish to use this overview to see what your child is learning each week so that you can discuss this learning with your child at home.

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

Number – number and place value

Pupils should be taught to:

count in multiples of 6, 7, 9, 25 and 1000
find 1000 more or less than a given number
count backwards through zero to include negative numbers
recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
order and compare numbers beyond 1000 identify, represent and estimate numbers using different representations
round any number to the nearest 10, 100 or 1000
solve number and practical problems that involve all of the above and with increasingly large positive numbers
read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.

Number – addition and subtraction

Pupils should be taught to:

add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
estimate and use inverse operations to check answers to a calculation
solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

Number – multiplication and division

Pupils should be taught to:

recall multiplication and division facts for multiplication tables up to 12 × 12
use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
recognise and use factor pairs and commutativity in mental calculations
multiply two-digit and three-digit numbers by a one-digit number using formal written layout
solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

Number – fractions (including decimals)

Pupils should be taught to:
recognise and show, using diagrams, families of common equivalent fractions
count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number
add and subtract fractions with the same denominator
recognise and write decimal equivalents of any number of tenths or hundredths
recognise and write decimal equivalents to 1/4, 1/2, 1/3
find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
round decimals with one decimal place to the nearest whole number
compare numbers with the same number of decimal places up to two decimal places
solve simple measure and money problems involving fractions and decimals to two decimal places.

Measurement

Pupils should be taught to:

Convert between different units of measure [for example, kilometre to metre; hour to minute]
measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
find the area of rectilinear shapes by counting squares
estimate, compare and calculate different measures, including money in pounds and pence
read, write and convert time between analogue and digital 12- and 24-hour clocks
solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

Geometry – properties of shapes

Pupils should be taught to:

compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
identify acute and obtuse angles and compare and order angles up to two right angles by size
identify lines of symmetry in 2-D shapes presented in different orientations
complete a simple symmetric figure with respect to a specific line of symmetry.

Geometry – position and direction

Pupils should be taught to:

describe positions on a 2-D grid as coordinates in the first quadrant
describe movements between positions as translations of a given unit to the left/right and up/down
plot specified points and draw sides to complete a given polygon.

Statistics

Pupils should be taught to:

interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

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

Letter-Join home access (Writing)

Peacock Class making switches for a series circuit, and testing materials to see if they are insulators or conductors of electricity.

Some images of Peacocks outside collecting specimens for their Unit of Learning: Living Things.

We went on to classify their specimens by creating classification keys.

Here are some pictures of Peacock class enjoying their Year 4 parent and carers Book Look.

Year four had a brilliant time concluding our Unit of Learning all about Sound. The children were able to explore sound through fruit to tuning forks!

Here are some images of us making our healthy Mac n cheese with a parent helper who’s a head chef at Nobu. Peacocks had a wonderful time and have talked about how they’ll make it at home for a healthy dinner for their families.