On our Year 4 page, you will find information about our current units of learning, homework, learning challenge questions, PE kit requirements, as well as any other information you may need.
In Year 4, we cover six fantastic units of learning:
Autumn 1: How did Britain change between the end of the Iron Age and the end of the Roman occupation?
During this period of history, Britain underwent significant changes as it transitioned from a society dominated by Celtic tribes to one that was part of the mighty Roman Empire. Through interactive activities and engaging discussions, students will gain a deeper understanding of this fascinating period of British history.
We will explore the key events and developments that took place, including the Roman invasion of Britain and the changes that were made to the country’s infrastructure, economy, and culture. We will learn about the resistance of the Celtic tribes and the impact that this had on the Roman occupation.
The Romans Knowledge Organiser
Roman Mosaics Knowledge Organiser
Autumn 2 : How do we energise ourselves in the UK?
In their captivating journey of discovery, our young learners will delve into the fascinating subject of “How do we energise ourselves in the UK?” Through a series of engaging lessons and hands-on activities, our pupils will unravel the secrets behind the various energy sources that power our nation. From wind turbines and solar panels to fossil fuels and hydroelectricity, our students will gain a deeper understanding of how we obtain and utilise energy to meet our needs. Get ready to witness their curiosity ignite as they explore the dynamic world of energy right here in the United Kingdom!
Energise the UK Knowledge Organiser
Electricity Knowledge Organiser
Wind Turbine Knowledge Organiser
Spring 1:How are mountains formed and what causes an earthquake or volcano?
Greetings, Year 4 explorers! Are you ready to embark on an exciting journey to unravel the mysteries of our planet’s most awe-inspiring natural phenomena – mountains, earthquakes, and volcanoes? Prepare to delve into the fascinating science behind these mighty forces and discover how they have shaped our world’s landscape.
Classification Knowledge Organiser
Spring 2: What did the Ancient Greeks bring to the world?
Welcome to our exciting half-term curriculum on Ancient Greece for Year 4 pupils! This term, we will be learning about the incredible legacy that the ancient Greeks have left us. From the Olympic Games to democracy, the Greeks have made significant contributions to the world that we live in today. We will explore the myths and legends of ancient Greece, including the stories of gods and heroes that have captivated audiences for thousands of years. We will also learn about the incredible achievements of the Greeks in areas such as art, architecture, literature, and philosophy, and how their ideas have shaped the world we live in.
Summer 1: How did the Industrial Revolution shape the UK we know today?
This half term, we will be exploring the fascinating unit of learning of the Industrial Revolution and its impact on modern-day life in the UK. From the steam engine to the textile mills, we will delve into the key inventions and innovations that shaped this period of rapid change and transformation. Pupils will learn about the social, economic, and political consequences of the Industrial Revolution, and how it paved the way for the modern world we live in today…
Ind.Revolution Knowledge Organiser
Summer 2: What are biomes and how are they created?
This half-term, we will be exploring the fascinating world of biomes and discovering how different environments are created across our planet! Pupils will learn what a biome is and investigate how factors such as climate, temperature and rainfall influence the plants, animals and landscapes found in different parts of the world.
Knowledge Organiser
States Of Matter Knowledge Organiser
DT Knowledge Organiser Biomes
Homework:
We will be setting weekly homework on Doodle Maths, English and Spelling related to our week’s learning, and we will have a weekly class battle on Times Tables Rock Stars.
Each week, we expect the pupils to complete their homework on the three Doodle platforms: Doodle Maths, Doodle English and Doodle Spellings.
In addition to Doodle, we expect the pupils to be reading at least 4 times a week and learning their weekly spellings.
P.E. Days:
This term, the children will need their PE kits in school for a Tuesday and a Friday. We suggest the children bring their kit in at the beginning of the week and leave it in school until they finish the week on Friday.
PE Kit:
We ask the children to bring fleeces and jogging trousers as well as outdoor footwear (if required during the colder months of the year), as the children will have an indoor and an outdoor session each week. This should include:
- White T-shirt
- Navy shorts (indoor PE)
- Plimsolls/trainers
- Navy or black tracksuit top and bottoms (for colder weather)
Swimming:
TBD
Key Dates:
Swimming – TBD
Production (performance to school) – TBD
Production (performance to parents) – TBD
Meet the Teaching Staff
Miss Hazlehurst – Much the Miller’s Son (4OH)
Miss Turner – Merry Men (4RT)
We are also fortunate to be supported by:
Miss Booth
Mrs Hodgson
Mr Kirkwood (Sports)
Mrs Willis (Language and Music Expert)
The word-lists for years 3 and 4 are statutory (Gov.uk). The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging, but the 100 words in each list can easily be taught within the two years of lower key stage 2 alongside other words that teachers consider appropriate.
Quality Texts:
What is the Power of Reading?
The Power of Reading is CLPE’s proven professional development programme that supports pupils to develop reading comprehension and writing composition, and fosters a whole school love of reading and writing. The Power of Reading puts quality children’s literature at the heart of English learning and is built on years of research and best practice.
Below is a list of quality texts that children in year 4 will be accessing this year to support and enhance their learning. We try to link our class text with our history/geography units of learning:
Autumn 1: The Romans: Gods, Emperors and Dormice.
Join Marcia Williams on a journey to Ancient Rome to meet the gods, find out who Romulus and Remus were and discover what happened to Julius Caesar. Experience life as an ancient Roman in this fascinating and humorous retelling of the rise and fall of the Roman Empire. Packed with jokes, comic illustrations and fascinating facts, this hugely entertaining fictional biography will make you look at the Romans in a whole new light!
Autumn 2: The King who banned the dark.
When a little boy grows up to be king, he decides to use his power to tackle his fear of the dark by banning it. His advisors persuade him that the best way to do this is by convincing the people that it was what they wanted anyway. They even plan a celebration of the dark ban with a grand fireworks display but maybe the people are not as susceptible as the king and his advisors believe… This debut picture book by Emily Haworth-Booth, in which the predominantly yellow colour palette lights up the darkness, has a strong underlying political and philosophical message very relevant for our times.
Spring 1: Animal tales from India.
A beautifully produced collection of animal fables from the ancient Indian book of tales, the Panchatantra, adapted by poet Nikita Gill and vibrantly illustrated by Chaaya Prabhat. Lessons and morals around loyalty, friendship, kindness, self-belief and more are communicated with levity in Gill’s warm text. The book encapsulates the dual capacity of traditional tales to offer wonder and escapism, while simultaneously offering a lens through which to more deeply understand the world.
Spring 2: Grendel.
Grendel is a little monster who adores chocolate. So when he is presented with the opportunity of making three wishes – guess what he does? In this new take on the King Midas story, a wish that everything he touches would turn to chocolate has the inevitable consequences.
Summer 1: Street Child.
This novel really does bring history to life. The reader gains insight into living and working conditions for poor children in the 1860s. Orphan Jim Jarvis makes his own way in life until he becomes the child who prompts Doctor Barnardo to set up homes for destitute children. Particularly memorable is the episode where Jim works shovelling coal for a waterman.
Summer 2: The Rhythm of the Rain.
The ubiquity of water throughout the world, its necessity to humans and animals and how the water cycle works are all explored in an imaginative combination of words and pictures. It begins and ends with Issac, playing in a pool by a mountainside as raindrops start to fall, and wondering where the water goes from a jar he empties. The reader follows the river that flows past Issac’s home as it winds through the countryside and the city to the sea. Mist from the ocean rises up into a cloud bringing rain to thirsty people in a land far from Issac’s pool.
School Diary
Pupils will be receiving a new school diary. This will be complete with important school information and can be used as a point of contact between parents and teachers. These diaries will be checked on a weekly basis. It is therefore the children’s responsibility to have them in school every day. Please feel free to comment on the reading children are doing at home. We encourage all parents to make a note of children’s reading as prizes will be awarded at the end of each half-term.
Reading is fundamental, in fact, it is one of the most important ingredients to becoming all that you can be.
Reading develops the brain, provides a window into the world around you and helps you do better in all school subjects. We recommend that children are heard for at least fifteen minutes each night and notes to be made in their planners.
What the research would suggest:
• Parents and the home environment are essential to the early teaching of reading and fostering a love of reading; children are more likely to continue to be readers in homes where books and reading are valued (Clark and Rumbold, 2006).
• Reading for pleasure is strongly influenced by relationships between teachers and children, and children and families (Cremin et al, 2009).
