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Year 4

Autumn Term 

English

This term, your child will be studying the following units, which will be linked to our Victorian Discovery project: ”Is change always for the better?”

Descriptive Writing: To use adjectives and similes to write vivid character and setting descriptions that could replace those in the novel “Fair’s Fair” by Leon Garfield.

Suspense Story: Write their own story entitled “Stop, thieves!” about a child’s adventure set in Sheffield, as he discovered the repercussions of his actions.

Non-Chronological Reports: To use sub-headings, bullet points and diagrams to present factual information about what life was like for those living in Victorian workhouses.

Diary Writing: To assume the characters of Dr Barnardo and one of the orphans he placed in home and write their dairy extracts for retrospective events. 

Biography: To write Charles Dickens’ biography; including key events in his childhood, adult life and career as an author.  

Playscript: To set out (including stage directions) and perform a section of the novel “A Christmas Carol” by Charles Dickens as a playscript.

They will up level the quality and content of their writing by including the following within their work:

Vocabulary – developing a wide and exciting range

Conjunctions –to create complex sentences

Punctuation – working towards being able to use the full range of punctuation accurately

Imagery – to create interest through the use of similes, metaphors and personification.

Reading: Reading is vital and underpins all areas of education. At school, we will have shared reading and comprehension sessions, where we will develop their literal and inferential skills. It would be beneficial, if your child could read, at home, at least twice a week and comments in their reading record book linked to fluency, expression & ability to decode could be added.

 

Maths

The following areas of the Maths will be revised and developed this term:

Number and Place Value:

Find 1,000 more or less than a given number; Recognise the place value of each digit in a four digit number (thousands, hundreds, tens and ones / units); Order and compare numbers beyond 1,000; Identify, represent and estimate numbers using different representations; Round any number to the nearest 10, 100 or 1,000; Count backwards through zero to include negative numbers and Read Roman Numerals to 100 ( I to C) and know over time, the numeral system changed to include the concept of zero and place value.

Addition and Subtraction:

Add and subtract numbers with up to 4 digits using formal written methods of columnar addition and subtraction where appropriate; Estimate and use inverse operations to check answers to a calculation and Solve addition and subtraction two step problems in context, deciding which operations and methods to use and why.

Measurement: Length and Perimeter:

Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres and Convert between different units of measure (e.g. kilometres to metres).

Multiplication and Division:

Count in multiplies of 6, 7, 9, 25 and 1,000; 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 and 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.

Times Tables: It would be beneficial if your child could recall within a few seconds times tables from 2x to 12x. In school, we will focus upon learning times tables facts through the use of Tackling Tables. Differentiated activities / tests will be used to match the ability of the children. At home, your child could use TT Rock Stars, the internet: topmarks “Hit the Button” and Tackling Tables; these are motivational programmes / games, which your child could compete: individually, with friends or with parents.  

During the term, your child will continue to develop their understanding of mathematics through the use of:

Fluency Questions e.g. What is the value of the underlined digits in each of the numbers? 6,983,   9,021,   789,   6,572      

Reasoning Tasks: Mo says: “When I add hundreds to a number, only the hundreds column will change.” Is Mo correct? Explain your answer with examples.

Problem Solving Tasks: Katya has multiplied a whole number by 10. Her answer is between 440 and 540. What could her original calculation be?

 

Science

This term, your child will be an apprentice electrician and sound engineer inspired by the inventions of Thomas Edison and Alexander Graham Bell.  They will complete practical tasks and record their findings to learn more about the electricity and sound. The concepts explored will include:

Electricity: identify common appliances that run on electricity; construct a simple series electrical circuit; recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit and identify some common conductors and insulators, and associate metals with being good conductors.                                 

Sound: identify how sounds are made due to vibrations; recognise that vibrations from sounds travel through a medium to the ear; find patterns between the pitch of a sound and features of the object that produced it; find patterns between the volume of a sound and the strength of the vibrations that produced it and recognise that sounds get fainter as the distance from the sound source increases.

 

Discovery Project:

“Is change always for the better?”

Our project for this term is Victorians.  We will be discussing the concept of change; what it is and whether changes made in Victorian times were for the better and improved peoples’ lives.  During the project, your child will be discussing and debating the impact of following key concepts: consequences, fairness, poverty and reform.  As good historians, they will be analysing and questioning primary and secondary sources, interpreting bias and constructing timelines of key events including: the life of Queen Victoria; the impact of the industrial revolution, the roles of children in the work force, the growth of the British and repercussions of crimes.

 

How can you help your child?

Spellings this year, your child will follow the No-Nonsense Spelling Scheme for Y4. On a daily basis, they will learn the given spellings by completing a variety of tasks. Termly Spellings are uploaded on Class Dojo, so your child can practise them at home, before being tested on these spellings the following Friday. It would also be advantageous if your child could learn, over the year, the Y3/4 100 spellings; they are tested on two of these spellings each week.

Creative homework tasks are outlined on a separate sheet; your child can select three of the tasks they want to complete that appeal to their interests.

Maths homework will be given out on Thursday and should be completed on line by the following Monday. For those children, who do not have access to a laptop, tablet etc they can complete their homework in school on a Friday during lunchtime. 

By the end of Y4, children are expected to be able to recall times tables facts for up to 12x table. Regular practise of these at home, using interactive web-sites would be beneficial in developing your child’s confidence within this area of maths.

PE Kit – Like in Y3, your child will wear their PE kit, instead of their school uniform, on the days they have PE: Y4EG & Y4LR: Tuesday & Friday Y4MS: Tuesday & Thursday.

If you need to speak to us, you could contact us via Class Dojo or telephone the office.

During our project, our local historian, The History Van, will visit school (22/11/22) and share Victorian artefacts and fascinating facts about daily life during this era.  Throughout the project, we will be making links to our project question and analysing where change have been seen during this historical period.  We will also be using these concepts to make cross-curricular links in Geography, Art, Design Technology, RE and Science.  By the end of the autumn term, your child will be critical-thinking historians, able to impart key knowledge to amaze you and all the family!

 

Spring Term

English

 

This term, your child will be studying the following units, which will be linked to our Geography Explore Project: ”What doe it mean to “take things for granted”?”

Suspense Story: Write their own story entitled “What was that?” about two children’s adventure on the way home from school.

Non-Chronological Reports: To use sub-headings, bullet points and diagrams to       present factual information about penguins and polar bears, especially their              adaptation, diets and life cycles.

Diary: Race to the Poles: To write informal diary entries for Captain Scott’s         expedition to the South Pole.

Descriptive Writing: To write vivid descriptions: incorporating imagery, expanded noun phrases and impressive vocabulary, of Lucy’s first impression of Narnia and a  comparison between the characters of the White Witch and Mr Tumnus.

Persuasive Argument: To persuade people to reuse, recycle and reduce with the aim of protecting our environment.

Informal Letter: To write an informal letter to parents with tips on how at home we can help to protect our environment.

The children will be encouraged to up level the quality and content of their writing by including the following within their work:

Vocabulary – developing a wide and exciting range;

Conjunctions –to create complex sentences;

Openers – to start sentences with ing / ed verbs, adverbials, similes and conjunctions;

Punctuation – working towards being able to accurately use the full range of           punctuation

Imagery – to create interesting descriptions through their use of similes, metaphors and personification.

Reading: Reading is vital and underpins all areas of education. At school, we will have shared reading and comprehension sessions, where we will develop their literal and  inferential skills. It would be beneficial, if your child could read, at home, at least twice a week and comments in their reading record book linked to fluency, expression & ability to decode could be added.

 

Maths

The following areas of the Maths will be revised and developed this term:

Multiplication and Division:

Count in multiplies of 6, 7, 9, 25 and 1,000; Use place value, known and derived facts to multiply and divide mentally, including multiplying by 10 and 100; dividing by 10 and 100;Write and use factor pairs, Multiply 2 and 3 digit numbers by 1 digit using columnar method; Divide 2 and 3    digit numbers by 1 digit using a formal written method.  

Measurement: Length and Perimeter:

Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres and convert between different units of measure (e.g. kilometres to metres).

Fractions:

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; add and subtract fractions with the same denominators and 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.

Decimal:

Recognise and write decimal equivalents of any number of tenths or    hundredths; compare numbers with the same number of decimal places up to two decimal places; round decimals with one decimal place to the   nearest whole number; recognise and write decimal equivalents to ¼, ½ and ¾ and find the effect of diving a one or two digit number by 10 or 100, identifying the value of the digits in the answer as ones (units), tenths and hundredths.

 

Times Tables: This coming June, the children will complete a times     tables test set by the Government and to help them prepare for this, we will be testing the children regularly using Tackling Tables and a          particular times tables each week.  At home, children could continue to use Tackling Tables as well as TT Rock Stars and Topmarks “Hit the   Button” to boost their confidence within this aspect of Maths.

 

During the term, the children will continue to develop their                  understanding of mathematics through the use of:

Fluency Questions e.g. Solve: 42 ÷ 10 = ___      35 ÷ 10 = ___       ___ = 26 ÷ 10

Reasoning Tasks: Rosie writes 85 ÷ 3 = 28 r 1. She says 85 must be 1 away from a multiple of 3. Do you agree? Support your opinion with an example.

Problem Solving Tasks: How many capital letters can you make with an area of less than 20 cm²? What is the area of half of each of the       letters you have created?

 

Science

This term, the children will be Protect Our Poles (POP) delegates; they will work in small groups to complete practical tasks and record their findings to learn more about the animals, landscape and climate of the polar regions: the Arctic and Antarctica.

The concepts explored will include:

States of Matter: Compare and group materials according to whether they are solids, liquids or gases; observe that some materials change state when they are heated or cooled and record the temperature that this happens and identify the parts played by evaporation and condensation in the water cycle.

Our World: Research environmental changes and how these pose dangers to living things and investigate the effects of global warning on the natural  habitats of penguins, through recording and repeating results.  

 

 

Explore Project:

“What does it mean “to take things for granted”?

Our geography based project for this term focuses upon some of the things we may take for granted in our daily life and the wider world. During the project, your child will be discussing and debating the impact of the following key      concepts: choice, loyalty, responsibility and value to our enquiry question. Our      project will begin with the study of our home town of Dronfield; discussing its land use, amenities and reasons why families choose to live here. As competent geographers, your child will be using maps, atlases and laptops to identify and describe the physical and human characteristics of settlements starting locally and then spreading to the wider world. This will allow them to compare and   contrast geographical features found in the UK to those found in other      countries. During this work, your child will develop their ability to identify   Ordnance Survey symbols; read and write 4 figure grid reference and state direction by using the 8 compass points. As part of the project, your child will be considering the ways in which people can improve or damage our                environment, focusing upon conservation, fair trade and life in war torn      countries. Cross-curricular links in PSHE, Art, Design Technology, RE and      Science will be made. By the end of the spring term, your child will be a critical-thinking geographer who will be able to impart key knowledge on different  locations and dazzle you with a wealth of knowledge!

How can you help your child?

Spellings this year will follow the No-Nonsense Spelling Scheme for Y4. On a  daily basis, the children will learn the given spellings by completing a variety of tasks.  Spellings will be copied down so children can practise them at home before being tested on these spellings the following Friday. It would also be advantageous if your child could learn, over the year, the Y3/4 100 spellings.

Creative homework tasks are outlined on a separate sheet; your child can   select three of the tasks they want to complete that appeal to their interests.

Maths homework will be set on Wednesday and should be completed on line by the following Tuesday.   Please help your child to find a quiet space and time to work on the tasks set to consolidate the current week’s learning. Dojos will be   given for the completion of online Maths homework.

By the end of Y4, children are expected to be able to recall times tables facts for up to 12x table. Regular practise of these at home, using interactive web-sites would be beneficial in developing your child’s confidence within this area of maths.

PE Kit – For this term, your child will wear their PE kit, instead of their school uniform, on the day they will have PE. For all three classes this term, it will be Tuesdays & Fridays.

If you need to speak to us, you could contact us via Class Dojo or telephone the office.

 

 

 

Documents

Page Downloads Date  
Year 4 Discover Project Homework Grid 25th Jan 2023 Download
  • 11:22 AM - Fri 25 November The Year 6’s have arrived at the Harry Potter Studios and are having a great time. https://t.co/9fvIxPj0wI
  • 05:34 PM - Thu 24 November The Y6 children have checked into their accommodation and are looking forward to their trip to Harry Potter Studios tomorrow 👍
  • 05:32 PM - Thu 24 November The Year 6’s are having a great time on their residential visit. First stop, Cadbury World…. https://t.co/EvtIQAUIMK
  • 03:51 PM - Fri 18 November The children and staff have loved being in school dressed in their pjs and onesies to raise money for Children in Need. Thank you for all of your donations.#ChildrenInNeed https://t.co/GUppbDmZd3
  • 10:03 PM - Sun 13 November Our beautiful Remembrance Day wreath and our school representatives at today’s Remembrance Sunday Parade. Thank you to everyone who supported today 👍 https://t.co/yKpc5QbWv9