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Countess-Anne

Year Group 4 

Autumn 

Corridor displays: there are two for the Autumn term; one to explore new beginnings and the other focused around part of the Christmas narrative, and are based on the work of Jan Richardson. The displays should be a mix of a whole class piece of art work and written reflections/ thoughts:

https://janrichardsonimages.com/gallery.php?gid=62

Classroom displays:

Behaviour class rules: use one of the parables as a discussion point from which you build and agree your class rules.

Bloom’s Taxonomy display: this should be clearly be displayed and referred to throughout the year helping pupils to identify the different ways in which they can use what they have learnt in order to progress in their learning.

Religious Education:

Gospel: The concept of Gospel is represented within Christianity as Jesus’ incarnation is ‘Good News’ for all people. Gospel means ‘good news’. His life, teaching and ministry embody what it is like to be one of the people of God, what it means to live in relationship with God. Jesus’ example and teaching emphasise loving one’s neighbour - particularly the weak and vulnerable - as part of loving God. Pupils will have the opportunity to learn the idea of a Gospel is portrayed within Christianity, Islam and Buddhism, of how it challenges people to evaluate how they live their lives.

 

In Y4 Pupils will further develop their understanding of Hinduism. They will learn what Hindus mean by the term karma, how Sanskrit is used to inspire the Hindus way of life and how they would choose different pathways in order to attain Moksha.

 

Remembering and Understanding: The learner will know that Hindus believe in Karma and how this affects the way they live their lives.

Applying: The learner will be able to detail how a follower would apply the Hindu way of life and how the Sanskrit is used to inspire this.

Analysing, Creating & Evaluating: The learner will be able to create their own pathway to Moksha with reference to the different four types of pathways used in Hinduism

English:

Assessments:

English Assessments:

§  STAR reading test – on Accelerated Reader x3.

Sept/ End of each half term. SL to organise dates and inform staff at the beginning of the year.

§  NFER Single word spelling test x 2.

Sept and end of autumn term. Please send updated results to SL.

§  Rising stars – Grammar, Punctuation And Spelling tests x 2.

End of each half term. Please check the content of each test at the beginning of term to ensure the content is taught. Results recorded on Excel sheet and sent to SL.

 

N.B: Speaking and Listening opportunities via World Poetry Day

 

Other procedures:

§  Daily spelling practise –Early Morning Work and weekly spelling test. (Should include spelling patterns identified from SWST and spellings from the NC programmes of study for the relevant year group.)

§  Regular use of Accelerated Reader. Pupils taught to choose their book from their z.p.d. and complete a quiz when finished; use their reading record to write the book/ when they read/score of quiz.

§  Guided reading – Cracking comprehension used to teach pupils vocabulary and specific reading skills with follow up tasks x 4-5 sessions a week.

§  Read and response lesson x 1 a week plus homework. Teachers guide pupils through whole book – vocabulary development; themes; reading beyond the literal etc.

§  Handwriting- 1 EMW a week to teach letter formation; 2 x other in week to practise handwriting at the start of an English lesson. (Link to spelling – with use of Charles Cripps handwriting scheme.)

§  Priority reading list – identifying those pupils needing adult intervention more often.

§  Weekly idiom.

§  CGP Grammar, punctuation and spelling homework book.

§  Priority reading list – identifying those pupils needing adult intervention more often.  EFSM pupils heard every day.

§  Independent reading- pupils taught to sustain a period of reading up to 30 mins.

 

Reading:

Read and Respond text: Iron Man

Guided Reading: Cracking Comprehension

4 sessions a week. 25 - 30 mins.

 

Writing Genres for assessment supported by grammar focus:

Traditional tales

Grammar focus to improve writing:

W2, S1, S2, S3, T1, T2, P3.

W1, P1, P2.

Report – link to Time and Place.

Grammar focus to improve writing:

W2, S1, S2, S3, T1, T2, P3.

Recount

Grammar focus to improve writing:

W2, S1, S2, S3, T1, T2, P3.

Poetry / Riddles – one week building vocabulary

Year 4 Grammar and Spellings - see detailed English medium term plan Year 4

Maths:

N.B: Multiplication screening test in the Summer term.

Week 1 – 3: Number and place value –numbers up to 10,000

Week 4 – 7: Calculations: Addition and Subtraction within 10,000

Week 8 – 11: Calculations: Multiplication and Division

Week 12: Calculations: Further multiplication and division

Science:

· Can set up practical enquiries, comparative fair tests

· Can make systematic observations and measurements

· Can record and classify and present helpful data

· Can use results to make predictions, suggest improvements and raise further questions

· Can identify similarities and differences between scientific ideas

· Can present the process and findings of an enquiry to others

Electricity

  • Can identify common appliances that run on electricity
  • Can construct and label a simple series electrical circuit and say whether a lamp will light up  based on its position
  • Understands how a switch works
  • Knows common conductors and insulators and that metals are good conductors

Key vocab

Conductor

Components

Switch

Circuit

Design and Technology:

Technology: is the collection of techniques, skills, methods and processes used in the production of goods, services or in the accomplishment of objectives.

Making a programmable Moon buggy

Key vocabulary: Chassis, Axel, Reinforce

Remembering and Understanding: The learner understands that resources are chosen depending on their properties, upon constraints and lastly criteria.

Applying:  The learner can work within a team understanding the application and ‘pros and cons’ of delegation; i.e. different roles to different team members.

Analysing, Creating & Evaluating: The learner can analyse a making process and communicate ways of improving efficiency, e.g. through the use of alternative technologies, reducing waste or through the delegation of roles within a larger team.

Computing:

E-safety – the safe and respectful use of technology.

Remembering and Understanding: A learner can use digital technology safely and show respect for others when working online (Scratch communities) identifying what would be unacceptable or inappropriate behaviour in a range of contexts.

A learner knows to talk about concerns and inappropriate online behaviour in school to a trusted adult.

Applying: A learner can demonstrate that they can act responsibly when using computers. A learner talks about concerns and inappropriate online behaviour to a trusted adult in school or at home.

Analysing, Creating & Evaluating: A learner can evaluate whether behaviour is responsible when using computers and online communities e.g. observing copyright and any terms and conditions. A learner can discuss the consequences of particular behaviours when using digital technology. A learner knows to talk about concerns and inappropriate behaviour in a range of contexts e.g. adults at home or in school or external agencies such as child line, CEOP or the police. 

 

Programming – the automation of a process.

Remembering and Understanding: A learner can use sequences and commands in order to programme a simple scripted animation, turtle graphic or musical composition.

A learner can write a program to produce output on screen.

Applying:  A learner can apply sequences of commands, block instructions and repetition to a program in order to make a game.

A learner can write a program that accepts typed input to produce an on-screen output. (e.g. If space button is pressed the sprite moves 10 steps).

Analysing, Creating & Evaluating:  A learner can create a program with sequences of commands, block, repetition and selection.

P.E:

Aut. 1 swimming and dancing Aut. 2: cycling and fencing

Teamwork – the ability to work appropriately, skilfully and in attitude, with others to achieve a common goal.

Competition – to work actively, through teams or individually, in order to overcome opponents, whilst working within a set of guidelines and rules.

Health – to recognise how exercise and nutrition can contribute to a healthy lifestyle.

Art – 2nd half-term:

Tone and Value: Tone is the intensity, or saturation, of a colour; Value is the degree of light and dark of each colour in a composition

Focus artist: Jade Purple Brown

 

Remembering and Understanding: A learner can select and use relevant resources and references to develop their ideas to show tint, shade and value scale.

A learner can use sketchbooks, purposefully to improve understanding, inform ideas and plan for an outcome using tint, shade and value scale (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome).

Applying: A learner can investigate the nature and qualities of different tints, shades and value scales and the materials required to create these.

A learner can apply the technical skills they are learning to improve the quality of their work (for instance, in painting they select and use different brushes and colours to create different tints, shades and value scales).

Analysing, Creating & Evaluating: A learner can regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve their use of tint, shade and value scales.  A learner can describe the key ideas, techniques and working practices of a variety of artists, crafts makers, architects and designers that they have studied in relation to tint, shade and value scales.

Music:

Rhythm - the pattern of longer and shorter sounds often linked to the pattern of the words in a song.

Remembering and Understanding: A learner has a growing awareness of reading and writing rhythm notation with simple time symbols.

Applying: A learner can read and write rhythm notation with simple time symbols.

Analysing, Creating & Evaluating: A learner can improvise a variety of four beat rhythms using rhythm names and rests.

Time and Place – 1st half-term:

Topic: The Tudors

History:

Historical Enquiry – the manner of historical investigation and use of differing sources

Remembering and Understanding: A learner can distinguish between motive and cause.

Applying: A learner can explain why different individuals or groups of people have different motives.

Analysing, Creating & Evaluating:  A learner can analyse how the consequence of an event has affected people and places in different ways.

Geography:

Geographical Enquiry – the manner in which people try to understand and interpret different places

Remembering and Understanding: The learner can generate geographical questions about a place.

Applying: The learner can take part in a fieldwork investigation into an area.

Analysing, Creating & Evaluating: The learner can create a questionnaire that responded to a geographical question.

Modern Foreign Language:

Understanding

Remembering and Understanding: The learner can recognise simple instructions and respond accordingly.  

Applying: The learner can recognise and read out a few familiar words or phrases, connecting these to images as well as performing a familiar story, poem, song or game.

Analysing, Creating & Evaluating:  The learner can read and understands familiar words, following the instruction given and create their own games using appropriate vocabulary  (Simon says).

 

P.E:

Aut. 1 swimming and cycling Aut. 2: dance and fencing

Teamwork – the ability to work appropriately, skilfully and in attitude, with others to achieve a common goal.

Competition – to work actively, through teams or individually, in order to overcome opponents, whilst working within a set of guidelines and rules.

Health – to recognise how exercise and nutrition can contribute to a healthy lifestyle.

Art – 2nd half-term:

Tone and Value: Tone is the intensity, or saturation, of a colour; Value is the degree of light and dark of each colour in a composition

Focus artist: Jade Purple Brown

 

Remembering and Understanding: A learner can select and use relevant resources and references to develop their ideas to show tint, shade and value scale.

A learner can use sketchbooks, purposefully to improve understanding, inform ideas and plan for an outcome using tint, shade and value scale (for instance, sketchbooks will show several different versions of an idea and how research has led to improvements in their proposed outcome).

Applying: A learner can investigate the nature and qualities of different tints, shades and value scales and the materials required to create these.

A learner can apply the technical skills they are learning to improve the quality of their work (for instance, in painting they select and use different brushes and colours to create different tints, shades and value scales).

Analysing, Creating & Evaluating: A learner can regularly reflect upon their own work, and use comparisons with the work of others (pupils and artists) to identify how to improve their use of tint, shade and value scales.  A learner can describe the key ideas, techniques and working practices of a variety of artists, crafts makers, architects and designers that they have studied in relation to tint, shade and value scales.

Music:

Rhythm - the pattern of longer and shorter sounds often linked to the pattern of the words in a song.

Remembering and Understanding: A learner has a growing awareness of reading and writing rhythm notation with simple time symbols.

Applying: A learner can read and write rhythm notation with simple time symbols.

Analysing, Creating & Evaluating: A learner can improvise a variety of four beat rhythms using rhythm names and rests.

Time and Place – 1st half-term:

Topic: The Tudors

History:

Historical Enquiry – the manner of historical investigation and use of differing sources

Remembering and Understanding: A learner can distinguish between motive and cause.

Applying: A learner can explain why different individuals or groups of people have different motives.

Analysing, Creating & Evaluating:  A learner can analyse how the consequence of an event has affected people and places in different ways.

Geography:

Geographical Enquiry – the manner in which people try to understand and interpret different places

Remembering and Understanding: The learner can generate geographical questions about a place.

Applying: The learner can take part in a fieldwork investigation into an area.

Analysing, Creating & Evaluating: The learner can create a questionnaire that responded to a geographical question.

Modern Foreign Language:

Understanding

Remembering and Understanding: The learner can recognise simple instructions and respond accordingly.  

Applying: The learner can recognise and read out a few familiar words or phrases, connecting these to images as well as performing a familiar story, poem, song or game.

Analysing, Creating & Evaluating:  The learner can read and understands familiar words, following the instruction given and create their own games using appropriate vocabulary  (Simon says).