Year 4

Peacock, Pelican and Puffin

Value of the Month

Trust

Our value for the month of October is trust. It seems pertinent to  think about our year 6 children who are visiting Tollesbury this month. Parents are trusting the school to keep their children safe and to look after them whilst they are away (in loco parentis – literally taking the place of a parent). This responsibility is at the heart of teaching and teachers.

WHAT IS MY CHILD LEARNING?

CURRICULUM PLAN

Autumn Term Curriculum 2021

CURRICULUM PLAN – WHAT IS MY CHILD LEARNING?

YEAR: 4

TERM: Autumn 2021

Topic title: Hilarious Homunculus, India Jones, The Year 4 Explorers and Let There Be Light!

English.

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: Carson Crosses Canada, There’s a Boy in the Girls’ Bathroom and War of the Worlds.

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.

Maths.

In the first half term we will be revisiting and securing our learning from year 3 – notably fractions. After half term, we will be developing the year 4 maths key skills using the White Rose scheme of work.

•                     Number and place value of numbers to 100,000.

•                     Addition and subtraction

•                     Multiplication and division

Science.

Hilarious Homunculus!

We will be learning about our brain and how we can use it to learn lots of new and different things every day, enabling us to gain the knowledge, skills and understanding that we will need to become successful now and in the future. By finding out more about how we learn, and how we can improve the way that we learn, we will be better equipped for meeting the many challenges ahead of us. We will need to be metacognitive learners, scientists and internationally minded. We will create our own ‘humorous homunculus’ illustrations, and sculptures, of humans and animals to represent how certain parts of the body have various proportional ‘dedication’ from the brain!

Let there be light!

Sound and light are all around us – from the sound of thunder and the flash of lightning in a storm, to a mobile phone ringing and flashing when someone calls us. We are surrounded by lights and sounds. But what is sound? How are sounds made? How do we see and hear? And why do we see lightning before we hear the thunder? We will learn to be scientists by experimenting and asking questions to find out all about light and sound waves! We will create a light and sound exhibition to educate our peers and parents all about light and sound travel.

History and Geography.

Indiana Jones and the Year 4 Explorers!

The people who helped create the first great civilisations were not unlike you and me. Today we can learn a lot about these people and their way of life through the things they left behind- from everyday objects to magnificent and rare treasures.

We will be learning about who the first Ancient civilisations were in Ancient Egypt, where they settled in the world and why they chose that place. We will look at how these civilisations grew rapidly and lasted for thousands of years. We will explore what their family life was like, how they communicated their life, their religion, traditions, and beliefs, who ruled these civilisations, their tombs- how they were built, why they were built and the process of making a mummy! We will investigate the treasures and paintings left behind in these tombs and how this can tell us about life in the past. We will look at their stories and retell these stories with music and compare life in the past to life today.

French:

We will be following the Language Angels scheme and learning how to present ourselves (including name, age etc), colours, describing our family and learning a nursery rhyme in Fench!

RE.

Our RE work stems from two key questions:

·         How do we make moral choices?

·         What does it mean to belong to a religion?

Art / Design Technology.

We will become tomb painters inspired by Ancient Egyptian tomb paintings focussing on the following key skills

·         Be able to plan and create an original work of art to express experiences, thoughts, ideas and/or emotions

·         Be able to create an original artwork to serve a given purpose selecting from a range of given media

·         Understand that inspiration for the creative process can come from changing and manipulating the work of someone else

In our Let there be Light topic, we will be making panpipes and exploring how manipulating pitch vibration can change to the sound of a wind instrument.

Music.

Pupils will learn to play the Ukulele. Their learning will focus on instrumental technique, learning to read and play from notation, playing as an ensemble, singing and playing simultaneously, listening and evaluating pieces of music and improvising and composing their own chord sequences.

PE.

Invasion and field games (tag rugby and netball)

Gymnastics and indoor athletics

PSHE and International.

During our Let There be Light Topic we will be learning about light and sound pollution. Light pollution and noise pollution is a global problem that can be harmful to people, animals and ecosystems. We look at the causes of this pollution, why it is a problem and is this a problem where we live.  We will use discussion and debate to conclude what the main problems are and how we can help improve the pollution.  Children will be able to reflect on their personal contribution to collective action, associate cause and effect related to global events and/or issues and understand that they can adopt behaviours to promote the responsible use of resources

In our topic, Hilarious Homunculus, we will be learning how to become good communicators through understanding each other’s body language and tone of voice. We will learn to be respectful by understanding that we must treat each other the way we like to be treated. Finally, we will learn to be better thinkers, by using other people’s ideas to help build on our own.

We shall also incorporate the Autumn Values: Peace, Trust, Creativity and Hard Work in our International learning and in circle times.

Special events/ enrichment opportunities.

Light and sound parent exhibition. Making homunculus sculptures from play dough and photographing it.

How parents can be involved in home learning.

Please support your children’s learning by daily reading, times-tables and number bond practice. Please ensure your children complete any homework set including the weekly spelling test.  All homework will be set on Google Classroom and should be uploaded onto Google Classroom once completed. 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

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

Ms Marshall

Year Team Leader

Miss Coleman

Class Teacher

Miss Winstanley

Class Teacher

Mr Walker

Trainee Teacher

Ms Amoako

Teaching Assistant

Ms Yarnell

Teaching Assistant

Mr Nuzzoli

Teaching Assistant