Year 4

Peacock, Pelican and Puffin

Value of the Month

EXCELLENCE

Excellence is defined as ‘The quality of being outstanding or extremely good’.

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Spring Term Curriculum 2023

YEAR FOUR CURRICULUM PLAN

Spring Term Learning

Week beginning:

 

Wednesday 4th January

 

 

In English, for the first week of the term, we will be reading a variety of poetic monologues then working on our prosody, automaticity and accuracy.

In Maths- Multiplication and Division, we will be learning about factors, factor pairs, multiplying by 10 and 100

In History, we will be learning about the Ancient Egyptians.  We will be looking at what was happening in Britain when the Ancient Egyptians were at their most powerful.

Monday 9th January

In English, for the second week of the term, we will be writing our own monologues ensuring we include poetic devices such as onomatopoeias, alliteration, rhyme, personification and metaphors.  

In Maths, we will be dividing by 10 and 100. We will then be exploring related facts between multiplication and division, use a variety of informal written methods to multiply a 2-digit number by a 1-digit number.

In History, we will continue learning about the Ancient Egyptians.  We will look at what archaeologists have discovered and how they have helped us find out information about the Ancient Egyptians and other civilisations.  

Monday 16th January

In English, for the next four weeks of the term, we will be reading a story with a dilemma called The Great Food Bank Heist. The children will use a range of punctuation including; commas, exclamation marks, question marks, inverted commas and apostrophes.

In Maths, we will be multiplying two and three digit numbers by one, two and three digit numbers.

In History, we will continue learning about the Ancient Egyptians. We will learn how and why the Ancient Egyptians were influenced by their Gods. We will also learn why they created a culture of slavery.

Monday 23rd January

In English, the children will continue to use a range of punctuation including; commas, exclamation marks, question marks, inverted commas and apostrophes.

In Maths, we will be dividing two and three digit numbers by one digit numbers. We will then look at correspondence problems and efficient multiplication to end the unit of Multiplication and Division.

In Science, over the next two weeks, we will be learning about what happens to the food we eat. We will know and label the prats of the digestive system as well as understand the function of each organ of the digestive system

Monday 30th January

 

Thursday 2nd February  – How to help your child at home’ meeting for parents – 9.05 am

In English, the children will be writing their own stories with a dilemma using inspiration from the core text- The Great Food Bank Heist. They will ensure they continue to use a range of punctuation including; commas, exclamation marks, question marks, inverted commas and apostrophes. There will be a particular focus on ensuring they can write a story with direct speech as well as show not tell to express a character’s emotions.

In Maths- Length and Perimeter, we will be exploring length and equivalent lengths measured in kilometres and meters. We will then look at perimeter on a grid, a rectangle and a rectilinear shape.

In Science, we will be identifying the different types of teeth in humans as well as the function of these teeth. Finally, we will construct and use food chains to identify producers, predators and prey.

Monday 6th February

 

 

Friday 10th Valentines Disco.

In English, the children will finish writing their own stories with a dilemma using inspiration from the core text- The Great Food Bank Heist. They will ensure they continue to use a range of punctuation including; commas, exclamation marks, question marks, inverted commas and apostrophes. There will be a particular focus on ensuring they can write a story with direct speech as well as show not tell to express a character’s emotions.

In Maths, we will be finding missing lengths in rectilinear shapes, calculating the perimeter of rectilinear shapes and to end the unit we will be exploring perimeter of polygons and regular polygons.

In Art, we will be studying Lubaina Hamid and using paint to recreate our own versions of her famous piece ‘Naming The Money’.

Wider Curriculum

In Reading (DR), the children will use our core text of The Great Food Bank Heist by Onjali Q. Rauf to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts during our science week.

In Music (Mr Ramon through the whole Spring term), the children will be continuing to learn to play the Ukulele with the music teacher.  

In PE- Fitness/Circuits the class teacher will be teaching the children to do circuit training to develop strength and stamina.

In Gymnastics (Mr Browning through the whole Spring term), the children will be working on their flexibility, coordination, strength and sequencing.

In Computing- Programming, we will be learning how to create a program that uses count-controlled loops to produce a given outcome

In PSHE, we will be covering the units: Everything Will Be Alright, All About Tik-Tok, Identify Gender and Fair Trade: Change Through Choice.

In French- Habitats, we will learn to tell somebody in French the key elements that animals and plants need to survive in their habitat. We will learn French examples of the most common habitats for plants and animals and give a named example of these habitats. Then we will tell somebody in French which animals live in these different habitats.

Half Term

Monday 20th February

In English, for the first week back, we will be exploring report writing by annotating various types of reports and looking at the main features of a report as well as what’s the same and what is different.

In Maths- Fractions, we will be understanding what makes a whole number and counting beyond 1. We will then partition a mixed number then use number lines with mixed numbers. Finally, we will compare and order mixed numbers.

In Geography, we will be learning all about Rainforests. This week we will focus on what biomes are and how the rainforest can be described as one. We will also look at where the world’s most famous rainforests are.

Monday 27th February

 

Friday 3rd March World Book Day

In English for the last week, we will be planning and writing our own report ensuring we include features of a report such as writing in second person, writing chronologically using headings and subheadings.

In Maths, we will be understanding improper fractions then converting a mixed number into an improver fraction then vice versa. We shall then explore equivalent fractions on a number line and investigate fraction families.

In Geography, we will learn what the main features of a rainforest are and why it is so important to protect our rainforest.

Monday 6th March

In English, for the next two weeks the children will be learning about features of a play script. They will read and annotate Romeo and Juliette and also be showing they can use and apply these play script features by writing their own short play script and performing it.

In Maths, we will be adding two or more fractions then adding fractions and mixed numbers together. We shall then be subtracting two fractions, then subtracting from whole amounts and finally, to end the unit, subtracting from mixed numbers.

In Geography, we will continue to learn why it is so important to protect our rainforest as well as recognise which creatures are endangered if we don’t do anything.

Monday 13th March

 

Red Nose Day Fri 17th

In English, the children will continue learning about features of a play script. They will read and annotate Romeo and Juliette and also be showing they can use and apply these play script features by writing their own short play script and performing it.

In Maths- Decimals, we will be investigating tenths as decimals, fractions and on a place value chart. We shall look at tenths on a number line.

In Science, for the next two weeks, we will be learning about Living Things. We shall start by exploring and using classification keys to group living things. We will then learn that plants can be grouped into flowering and non-flowering plants.

Monday 20th March

 

Parents’ Evening 22nd and 23rd March

 

Earth Hour -*Switch off Friday 24th March

 

In English, for the last two weeks of the term, we will be looking at narrative poetry. Here we shall learn what narrative poetry is and how it tells a story. We shall be exploring how the use of rhythm and rhyme makes it more powerful for the reader.

In Maths, we will be dividing a 1-digit number by 10. We shall then be dividing a 2-digit number by 10. We shall then explore hundredths as fractions, decimals and on a place value chart.

In Science, we will the learn that animals can be grouped into amphibians, reptiles, birds, mammals and fish. Finally, we will recognise that environments can change for good and that some changes to the environment can be a danger to living things.

Monday 27th March

 

 

Outdoor Maths lessons will begin

In English, for the last week of poetry, we will be writing our own poems and reciting them considering our intonation and voice projection then performing them to our peers.

In Maths, we shall continue to explore hundredths as fractions, decimals and on a place value chart. Finally, to the unit, we will be dividing a 1 or 2-digit number by 100.

In RE, we will be learning why some journeys and places are special through Judaism.

Wider Curriculum

In Reading (DR), the children will use our core text of The Ancient Egypt Sleep over by Stephen Davies to explore the reading skills of prediction, inference, questioning, clarifying, summarising and evaluating. We will explore non-fiction texts during our science week.

In PEDance, children will develop a range of expressive qualities and movement patterns.  Children will learn and create dance phrases, performing with quality and fluency. 

In Computing- Data Logging, we will be using collected data to find information and answer questions.

In PSHE, we will be covering the units: Government and Rules, Freedom in Beliefs and Family Relationships.

In French- Au Cafe, we will be learning how to order from a selection of foods and drinks from a French menu. We will learn to order a French breakfast, typical French snacks and ask for the bill. Finally we will learn how to say hello, goodbye, please and thank you.

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)

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.

Ms Marshall

Year Team Leader

Miss Coleman

Class Teacher

Miss Winstanley

Class Teacher

Ms Bains

Trainee Teacher

Mrs Lau

Teaching Assistant

Ms Zimmermann

Teaching Assistant