Year 4 Summer 1
Meet The Teacher
Learning Values: Life Long learning, collaboration, problem - solving and being determined to achieve our best.
S.M.S.C: Peer pressure and decision making. Being respectful and responsible
English & Big Write
Continue to build a repertoire of sentence types to enrich writing.
- Ad same Ad (e.g. Bertie was always happy, happy because he liked school)
- Noun, who/where/ which
- 3_ed (3 adjective that end in ed to describe a noun)
- 2 pair (2 pairs of related adjectives ; each pair followed by a com- ma and separated by and) Emotion, (comma)
- Double ly ending sentences (2 adverbs after a verb)
- The more, the more
- De: De sentences (Description:Details)
– Why shouldn’t every sentence be a particular sentence type?
– How do I know which sentence type to use?
When is it appropriate to use different sentence types?
- Grammar focuses include: past tense; present perfect form and using conjunctions, adverbs and prepositions to express time and cause.
Continue work on:
- The Butterfly Lion. Comprehensions/poetry/link with science and DT (food chains and habitats.)
Begin work on:
- The Wolves in the Walls (Dave McKean and Neil Gaiman), Wolves (Emily Gravett)
- Top Gun of the Sky (Martin Bradley),
- Chn will investigate non-chronological reports.
- Discover exciting facts about British wildlife, (link to science)
- Produce their own interesting reports
- How do these Authors capture their readers?
- What are the features of non-chronological reports?
Big Write topics:
- Non-chronological reports
- New paper report
- Story writing
Addition, subtraction, multiplication and division applied to word problems and reasoning.
We will revise topics already covered.
- Rounding – to nearest 10, 100, 1000 Negative numbers
- Roman Numerals
- Comparing and rounding decimals Compare and classify 2D/3D shapes Defining quadrilaterals
- Time—12hr and 24hr clocks Measurement (litres)
When is rounding useful?
- What is the main difference between Roman numerals and the decimal system?
- Is there a way of remembering when to multiply and divide when converting units of measure?
Start topic living things and their habitats – environment changes that pose dangers to living things.
Using straightforward scientific evidence to answer questions or to support findings.
Construct and interpret a variety of food chains, identifying producers, predators and prey.
What are the main influences on changes to environment?
- How do food chains begin?
- How are food chains broken?
- How wolves live in the wild (link to English)
Atlas skills – maps
- Atlas skills – maps (including ordnance survey, atlases and globes and digital and computer mapping to locate countries and describe the features studied)
- 8 point of the compass
- 4 –6 figure grid references Introduce symbols and keys.
Do all maps use the same symbols?
- How are the grids accurately placed on a sphere shaped planet?
- Pupils know that seeds are objects in the natural world that can represent spiritual and creative potential. Examples of symbolism of seeds in Christianity and Islam.
- What religions are represented in our neighbourhoods. How do people in our local area worship? What does their faith mean to them? What are the similarities and differences between the religions and beliefs people hold in our local area? How does this affect us?
- Recognise and use pentatonic scales to create short melodies and accompaniments eg ostinati/riffs.
- To improvise in a ‘jazz’ style.
- Can I create a melodic shape eg an arch/series of arches?
- Can I maintain an ostinato/riff in a group?
- Can I play back a short pentatonic phrase and develop my aural perception?
Continue with ‘We are meteorologist presenting the weather’
- Find out ways of measuring weather -Look at weather data
- Predicting Weather
- Presenting weather
What to meteorologists do?
- How should our data be presented?
- Coding (Scratch) – create your own games.
- Why is coding so important today?
This term the children will begin looking at colours in order to describe objects.
The children will also begin learning the names for the different parts of the body and face. We will then be looking at descriptions of people and begin describing ourselves and others.
- Discuss and describe well known architects’ work and explain how their work is similar/ different.
- Look at famous building around London
- Sketch building and construct simple habitats – create simple joins with wood/card, use a bradawl for markings. (Linked to science)
- Why are some building ‘listed’?
- How do you become an architect?
- Children will be exploring a range of activities and games which will be focusing on the importance of teamwork.
- Can I work well in a team?
- Activities to improve coordination, balance and strength.
What are the differences and similarities we can identify between people. Exploring stereotypes.
- How can we identify people? Race, culture, gender, religion.
- What are the benefits and drawbacks of having differences between people?
- Learning and developing tolerance and respect for all types of people. What is prejudice and why should we avoid it?
History will not be studied this half term.
History will not be studied this half term.