Autumn Term 1
Year 4 have settled really well and quickly back into their school routine. Their behaviour is excellent, the children are eager to learn and they are showing that they are active, resilient and independent learners already. We are collecting smiley emojis as a class for following our class rules all day. Once the class collects 31 emojis, they will have some well-earned golden time. We also have some extra rewards which are given to children for their perseverance, resilience, seeking help at the right time whilst still being an independent learner. We are all very proud of our hard work and we keep trying our very best!
Collective worship is a special time for us all. We all gather together and listen to a reading from the Bible. We listen and respond to God’s word and consider how this relates to our lives. We reflect on how we can learn from the Bible and what choices we should make going forth. Together we like to pray, listen to songs and sit quietly to remember how lucky we are to be part of God’s beautiful creation!
As we are learning more about the Bible, we also like to listen to songs about God. We had a great class discussion about the lyrics of You Never Let Go. We reflected on God’s word: Be content with what you have; for God Himself has said, “I will never, never let go your hand: i will never never forsake you.” Listen to the song here
Whilst reflecting on how to respect and care for God’s world and our environment, we read and discussed some scriptures from the Bible that we felt were important for us. The children felt very passionately that we have to make sure we do our best to look after our surroundings.
We also have a Live Simply focus on our working wall where we displayed some of our key messages our class found important.
RE – The Bible
In RE this half term, we will learn how the Bible tells us about God and His love for us. We will learn some Old Testament stories and we will consider how the Bible can help us and others in need. Our research skills will be put to the test as we look up references from the Old and New Testament. By looking up and reflecting on Scripture, we will explore how they link to our own life experiences.
We used the Bible to find scriptures. We learnt about the names of the books in the Old Testament and New Testament. We persevered and found the chapter numbers and then the numbers of the verses. We all worked well together as a team!
To further deepen our understanding and practice our skills, we studied the books of the Bible even further. We used our maths skills to fill in a tally chart about the 66 books and we spent time pronouncing all their names.
Some comments the children made:
“We were the quickest to find the first scripture.”
“I got better at using the contents page.”
“I know the verse numbers are very small!”
We also used our Bibles for a handwriting challenge! We had to find the longest word and writing them down neatly. The children got very competitive and had lots of fun browsing the pages.
We used our English skills in RE, whilst we were reading a parable, a prayer and a song from the Bible. We explored these texts to be able to reflect on what they tell us about God. We noted down our reflections in our books by structuring our ideas under subheadings.
As we have been working on our understanding regarding the Bible, the children wrote a letter to a friend to explain all that they have been learning. As part of our editing work, we went outside for a Burn2Learn activity to be able to find some good examples and bad examples from letters. The children had to stick close to their partners and work as a team to note down their thoughts. We then shared our findings and reasoned why we judged them to be good or bad examples.
Our theme of ‘Amazing Adventures’ runs throughout our English learning this half term. We will be exploring the classic novel Alice’s Adventures in Wonderland by Lewis Carroll. We will look at the curious vocabulary used in the book and work out the meaning of words and phrases within context. The children are beginning their learning journey by a class debate: Should Alice follow the white rabbit? We will begin by unpicking the key features of persuasive texts to gain a better understanding of the features we will be learning about. Following this, we will write our own pieces of letters and diary entries.
We started exploring our new class text and dived into making predictions based on the title, front cover and blurb of the book. The children had fun discussions about what curious and fantastic animals the story might have!
Year 4 had a great time playing the Burn2Learn Beach Ball Bonanza! We bounced the beach balls and listed as many nouns, adjectives and verbs as we could!
Some comments the children had:
“I had fun because we could throw the ball fast.”
“I am proud because I listed a lot of adjectives.”
Should Alice follow the White Rabbit? We had a class debate where we composed and rehearsed our arguments. We shared our opinions and tried to persuade each other. We came up with well-considered, persuasive sentences.
Year 4 had a close look at the different features of an informal letter. We had to find the sender’s address, date, greeting, chatty, informal language, conclusion, complimentary close and the sender’s signature.
We also try our best to keep on top of our neat handwriting. We take our time and practise on a morning to make sure we can apply our lovely handwriting when we are writing our fabulous letters in English.
We have been working hard on our editing skills in English. The children are getting more and more confident in finding run-on sentences and correcting punctuation mistakes. Our other focus is correct letter formation, which requires the children to spot errors in the use of capital and lowercase letters.
We have been writing our formal letters and working hard on getting all our BEE (Basic English Editing) Zones correct! The children have been excellent at giving each other feedback and encouragements!
The next text type that we explored were diaries. We started by making links to our prior learning and discussing what diary entries are and who could write them. The children then had lots of examples from the Leeds Library Services books of various diaries that they could work with. We unpicked the features of diary entries and used our time after our class discussion to read the diaries for enjoyment.
At the start of this half term, children will develop their place value knowledge. We will spend time consolidating our place value knowledge about 3-digit numbers. Following this, we will learn to read, write and partition 4-digit numbers and we will investigate number lines to 10,000. We will be rounding, counting in thousands, ordering and comparing 4-digit numbers. Our learning also includes solving worded problems and working on our mathematical reasoning skills.
We like to get active in maths. We went for orienteering outside to find and note down some 4-digit numbers. The children got more and more confident following their maps and working as a team to find every hidden clue! This has also been a great opportunity to build on our knowledge of place value.
As we have been exploring the place value of numbers, the children enjoyed an active Burn2Learn session outside. The children had to test each other and read out 4-digit numbers. They also had to quiz each other on the value the various digits represented in a number.
We have been working on finding more or less than a given number. The children created their own game and tested themselves and each other on how fluently they could answer the number sentences.
In Year 4, we have been busy counting in multiples! We have been working on our times tables, counting in 1000s and counting in 25s. In class, we had a competition of which table group will find the correct order of counting in 25s and we also discussed the patterns we noticed. We ventured outside for a Burn2Learn activity to use our playground as inspiration for our counting. We used chalk to write in the multiples of 25 and then we had to jump across all the numbers whilst saying them out loudly.
This half term, we will be learning about states of matter as we sort everyday materials into solids, liquids and gases. We will describe their properties and explore the behaviour of the tiny particles inside them. The children will investigate what conditions affect changes of state.
Year 4 ventured outside and enjoyed some great weather whilst working in teams. After we learnt what solids, liquids and gases are, we had a go at grouping various materials and comparing them.
We learnt about how particles move in the different materials. Our modelling skills were put to the test when we had to recreate the particle arrangements with ping pong balls. As an extra fun Burn2Learn activity, we organised ourselves into groups and acted out the movements of particles.
We worked on developing our scientific vocabulary as we did our fun word search in science and used dictionaries to find the meaning of words we were not sure about. We then had to use the scientific words in our own sentences to show our understanding.
To further explore solids, liquids and gases, we carried out some fair testing in Year 4. We used fizzy drinks to demonstrate that gases have weight. We used a scale to measure in grams and had to use our Maths skills to tell the difference between our measurements. First, we had to measure the weight of the fizzy drinks. Then, after stirring our drink and making it flat, we measured again. We could prove that by the gas escaping, some of the drinks became lighter.
Some of the children’s comments were:
“I had the most fun stirring.”
“Why can’t we drink the pop?”
“Our drink had the most carbon dioxide.”
We will bring stories to life with our project this term. Children will have the chance to explore moving parts in a variety of storybooks and learn how to recreate some of these parts using different tools and techniques. Children will design, create and evaluate their very own pop-up books.
We began our learning journey by evaluating an existing product. We had a close look at the pop-up book by Robert Sabuda. The children really enjoyed looking down the mesmerising rabbit hole! We checked various pages and looked for the different moving mechanisms used. We then reflected on the use of materials and the uses of concertinas, pop-out objects, window flaps and levers.
We carried on with planning our own pop-up books. The children had the option to choose two scenes from Alice’s Adventures in Wonderland and to make up their own fantasy scene as well.
To get ready for our practising of creating moving mechanisms, we used some quick warm-up finger gym activities to focus on our fine motor skills. We then used some bandages that we had to carefully roll into tight rolls. It was tricky as we had to do it with both hands one after the other!
We then dived into our challenges to practise cutting and shaping techniques and made various moving mechanisms out of card and paper.
To begin the half term, we will be using Sketches. The children will choose famous landmarks in the UK and recreate them in digital watercolour. We will work with layering colours and choosing appropriate shades for our artwork. After we have finished this, the children will move onto using Book Creator to create a book trailer for Alice’s Adventures in Wonderland. We will deepen our knowledge regarding the advanced features of the app to combine text, images, audio and video. We will use The Queen’s Handbag by Steve Anthony as an inspiration for our Sketches art.
We began by learning about Internet safety and the children had a fantastic discussion about the various ways we can make sure to keep our personal information safe, how to be kind to each other online and why Stop! Block! Tell! is good to follow.
We linked our Computing learning to our Geography topic of the UK. We took inspiration from the story and illustrations of The Queen’s Handbag by Steve Anthony. We had to choose a famous landmark from the UK and create a digital artwork. The children worked really well and confidently with the Sketches app and used many layers of colour and different lines and patterns to make their work stand out.
Some of the comments the children made:
“I liked to use watercolour for the background.”
“I used the small brush for the stone blocks.”
“I kept changing colours to make it very colourful.”
We will go for an adventure around the United Kingdom, learning about where the UK is in the world, then exploring its countries, capital cities and counties. We will develop our map skills as we identify the topographical features of the UK and explore famous natural and man-made landmarks. The children will carry out an environmental survey around the school grounds for their fieldwork activity. They will compare and evaluate environmental factors and consider how our surroundings could be improved.
We worked on our map skills in our Geography lessons in Year 4. We learnt about the difference between the British Isles, Great Britain and the United Kingdom. The children used their atlases to find the counties and capital cities on the map. We then also used our Maths skills to locate points on our grid which were found in the different countries.
We like to get active in our lessons. We went for orienteering outside to find use our map skills and also work on our maths by noting down some 4-digit numbers. The children got more and more confident following their maps and working as a team to find every hidden clue! This has also been a great opportunity to build on our knowledge of place value.
Part of our no car day, we learnt about air pollution in Year 4. We had to order various activities based on how much carbon dioxide they put out into the atmosphere. The children had a healthy debate on their tables and came up with their order. We then discussed how the percentages showed what were the top causes of emission.
We then used our maths skills to interpret and represent data as pictograms. The children evaluated which chemicals in the air are harmful and how much impact they have on air quality.
We made links to our prior experiences. The children fondly remembered their trip to Scarborough and we also discussed various things they knew about Wetherby. We expanded on our knowledge by reading more information from a travel guide.
We also made a plan where we collected information about Scarborough and Wetherby regarding their human and physical features.
We will investigate the Victorian era this term. We will use historical sources (Victorian paintings and other images) to find out about the Victorian period. Our research will include learning about the life of the rich and the poor and finding out more about the life and work of Charles Lutwidge Dodgson (Lewis Carroll).
As part of our French learning, we will be exploring vocabulary relating to French greetings, colours and school. The children will develop their vocabulary by taking part in active learning activities, listening to songs and speech. We will be discussing school objects and school routines to practise our pronunciation.
We began our French learning with an active Burn2Learn activity. We danced and copied the Super Movers and repeated French greetings after them.
After we had a go at learning how to pronounce the greetings, we worked in partners and acted out a conversation in French!
Some comments the children made:
“It was fun to say comme ci, comme ça in French.”
“I was nervous to perform, but we did it!”
“I found Bonjour easy to remember.”
We carried on and listened to the audio book How the dinosaur lost his shoes. The children liked the story and joined in with the parts where the English text switched to French for counting, greetings and different colours. We then had to write a bit about ourselves. The children also used their maths skills and wrote number sentences with the French words as well as their digits. We created our own glossary of French phrases after we translated our pages from the book.
We will use descriptive vocabulary to evaluate music. The children will listen to music pieces composed by Hans Zimmer and express their likes and dislikes. We will take inspiration from film music compositions and how they are used for dramatic effect.
We started our music learning with exploring musical vocabulary. We evaluated various pieces of music as we applied our English skills. We had to choose appropriate adjectives to show how relevant they were as we considered different musical pieces. The children worked very well together and they enjoyed listening to the music.
Some of the comments the children made:
“I liked when the music was dramatic.”
“My favourite was the loud, happy song with the guitar.”
In PE, the children will be developing their skills in team games. They will learn about the importance of warming up before exercise and the benefits exercise has on our own physical and mental wellbeing. They will also be working on improving their fitness, strength and accuracy.
We enjoyed our PE lesson outside where we worked on our strength and speed. We had a great time competing in relay races.
We also worked on our communication skills in PE. We practised chest passes and played team games to work on our skills. The children had a lot of fun with the competitive slam ball game where they happily counted their scores, trying to be the team to win!
We took the perfect opportunity during our PE lesson, to practise our maths skills! The children played a competitive game of jumping quiz! The children had to ask each otherr various multiplication table questions and the quickest answers got to jump ahead. There were several superstars who made it to the end of the playground quickly!
Year 4 worked hard on their dribbling skills. We worked independently, then we formed various sized groups to work together and work on our aim as well! The children were very resilient and carried on working hard all throughout the lessons!
In PSHE, we are focusing on mental health and emotional wellbeing. We agreed our classroom targets and rewards together and discussed how a growth mindset will help us embrace learning challenges and how we can build up our resilience. By having high aspirations for ourselves, we are keen on giving 100% effort in all we do and take our learning forward as we become lifelong learners.
As part of our usual wellbeing check ins, we reflected on our feelings and used different emojis to express how were were feeling. We also use the zones of regulations to express our mood by referring to four different colours. Blue means we are moving slowly. Green is where we always want to be, ready to learn! Yellow means we have a bit of a loss of control, we could be excited about something. Red would mean we lost control! We use some minions to remind us what the colours mean.
Max, our class worry monster is always there to gobble up our worries to keep them at bay. This way, we won’t have to worry too long and Max is in charge of our worrying thoughts. Max is also sitting next to a worry jar that has the same purpose!
We used our persuasive writing skills during our PSHE learning to apply for working together with the school’s school improvement partners. We voted for our class representatives. As part of our activity, we discussed democracy as it is part of our British Values. The children came up with very persuasive sentences and many excellent ideas!
In week 5, we celebrated wellbeing week in school. We focused on being kind, taking notice, being active, trying something new and feeling good! As a way to show that Year 4 cares about the environment, on Feel Good Friday, we used fallen leaves for our leaf rubbing art. We used pastel colours and this mindful activity to reflect on the enjoyment of arts and crafts. We also reflected on how we can be proud of our work. The children also discussed why it is important to take pride in our hard work in school and they really enjoyed the activity.