Mr Danielsen and Mrs Yesuf
Class mail: firstname.lastname@example.org
Art Year 4 24
He makes the whole body fit together perfectly. As each part does its own special work, it helps the other parts grow, so that the whole body is healthy and growing and full of love.
Dear Year 4,
We are so excited to see you all back at school continuing your Pilgrim journey in year 4. We are going to make sure that this year is going to be full of fun and enjoyment while learning about new and exciting topics.
We wish you all the best luck in year 4!
Year 4 teachers
- Bring a named water bottle from home
- Wear your PE kit to school on Thursdays - remember some warm layers too, if needed
- If you're having school dinners - try to already have an idea of what you want each day when you come to school
- This term's homework will be set on Google Classroom as before. It will be set on a Thursday and will be due in by 8am the following Thursday. We will be placing a significant focus on speedy recall of our times tables - so that practice will also be good for any extra challenge. Homework Club will take place on a Monday lunchtime - please remember to ask in plenty of time if you are struggling.
- Wear your Forest School clothes every alternate Friday - and bring a change of clothes in case you get particularly wet or muddy
- Bring a reading book from home to keep in your tray if you like
- Leave all your bits and bobs at home - you won't need your own stationery or pencil cases or games etc
- Keep talking to us - it helps us all - we're here for your whole family
What have we learnt so far (term 1/2)?
This is a three-week Writing Root using the film (which can be found online) and text of Varmints by Helen Ward and Marc Craste. The sequence of learning starts with children entering the classroom to find seeds and flowers mysteriously left with an urgent letter of appeal from the main protagonist in the text, urging children to look after them and learn all they can about these gifts. Children will go on to plant the seeds and write instructions about the process, collecting subject-specific vocabulary as they go. Children will also dissect the flowers left behind, identifying and labelling the various parts and explaining their various roles in reproduction and pollination. Children will be given opportunities to describe flowers, write letters and make speeches to a secret society of gardeners who plan to change the world through the power of nature. This series of lessons culminates in children writing an explanation text about the life cycle of a plant with a clear structure
English Varmints Work
Term 1 topic: Romans (History based topic)
We will learn ...
In this unit about the Romans, children will learn about the spread of the Roman Empire out of Italy and across large parts of Europe, parts of North Africa and West Asia. They will learn how Britain changed after the invasion and conquest by the Roman army in AD 43 and about the impact on daily life. Children will learn about the Roman legacy and will explore key historical terms such as 'empire', 'invasion' and 'conquest'. At the beginning of the unit, children will learn about the origins of the city of Rome and about its growth and position at the heart of the Roman Empire. Children will have the opportunity to study written primary sources and to explore why the Romans invaded Britain. Subsequent lessons will also make use of a range of written and archaeological evidence to look in detail at an aspect of the Roman occupation and the Romanisation of Britain. This includes the building of a network of roads, the construction of new towns and the development of agriculture and countryside villas. By learning about Queen Boudicca of the Iceni tribe, children will explore British resistance to Roman rule and consider the events of the rebellion from different perspectives. The building of Hadrian’s Wall (in AD 122) allows children to explore the diverse nature of the Roman army, the expertise they had in building and engineering and the struggles involved in controlling the northern border of the empire. When learning about life in a Roman villa, children will undertake their own independent research. Studying the Romans will assist children in identifying similarities and differences, in using historical sources of evidence and will help them to develop the skills to ask and answer historical questions. Finally, this unit will help the children to understand how the Roman Empire influenced and shaped the world and that the Romans left a lasting legacy on the 'Britain' that we know today.
Romans Year 4 24
What have we learnt so far? (Term 1)
• count in multiples of 6, 7, 9, 25 and 1000; • find 1000 more or less than a given number; • count backwards through 0 to include negative numbers; • know that ten hundreds are equivalent to one thousand, and that 1000 is ten times the size of 100, and use this to work out how many hundreds there are in other four-digit multiples of 100 • recognise the place value of each digit in a four-digit number; • compose and decompose four-digit numbers using standard and non-standard partitioning, writing the related addition calculation, and being able (with standard partitioning) to subtract any single place value part from the whole number; • order and compare numbers beyond 1000; • identify, represent and estimate numbers using different representations; • reason about the location of any four-digit number, including identifying the previous and next multiple of 100 and 1000; • round any number to the nearest 10, 100 or 1000; • divide 1000 into 2, 4, 5 and 10 equal parts, and read scales/number lines marked in multiples of 1000 with 2, 4, 5 and 10 equal parts; • solve number and practical problems that involve all of the above and with increasingly large positive numbers; • read Roman numbers to 100 (I to C).
What have we learnt so far? (Term 2)
Add and subtract numbers with up to four digits using the formal written methods of column addition and subtraction.
• 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.
• Continue to practise mental methods to aid fluency.
Science Year 4 24
What have we learnt so far? (term 1)
• We can name the different types of teeth found in humans. They can explain their function.
• We can explain what tooth decay is and how to look after our teeth.
• We can describe the simple functions of the basic parts of the digestive system in humans.
• We can construct and interpret a variety of food chains, identifying producers, predators and prey.
What have we learnt so far? (term 2)
• Describe sounds around them
• Identify high and low sounds.
• Identify loud and quiet sounds.
• Observe how different sounds are made.
• Describe how sounds change over distance.
• Participate in an investigation to find the best material for absorbing sound.
• Answer questions based on their learning using prompts.
• Create a musical instrument that will play different sounds.
• Predict what will happen in an investigation.
• Make observations
Rochester Library - Author Visit
Year 4 Curriculum Expectations