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Year 4

What we are learning this week:

 

Summer 2, week 6

English- ‘The Secrets of a Sun King’

We have continued with our focus story in both English and Shared Reading session; ‘Secrets of A Sun King’ by Emma Carroll.

The story involves a thirteen-year-old Lilian and her Egyptologist keen Grandad, and the discovery of Tutankhamun’s tomb. We have started a new focus in writing, moving towards the children creating their own Narrative of the main characters from 1922 discovering the tomb of Tutankhamun before the famous archaeologist, Howard Carter.

We have completed Story-Maps to help us to plan our own narratives, which we will be in the final week of school to write our own narratives. The children are writing a narrative concerning the main characters returning the heart of Tutankhamun into a secret tomb.

Maths

This week, we have started our final Maths topic of SYMMETRY, looking at practical ways to help us to understand where the lines of symmetry are on shapes, and exploring how the lines can be found when 2D shapes are folded over. We also introduced a new Mathematical term, Congruent Shapes- shapes that are EXACTLY the same.

We have continued learning ROMAN NUMERALS throughout the week, looking at how to write numerals 1- 100!

History

This week, the children enjoyed our ‘Ancient Egypt Day’, which saw the children immerse themselves in History lessons all day, whilst dressed in Ancient Egyptian costumes. The learning covered Mummification, the Afterlife and Hieroglyphics!

 

Previous week's learning:

Summer 2, week 5

English- ‘The Secrets of a Sun King’

We have continued with our focus story in both English and Shared Reading session; ‘Secrets of A Sun King’ by Emma Carroll.

The story involves a thirteen-year-old Lilian and her Egyptologist keen Grandad, and the discovery of Tutankhamun’s tomb. We have started a new focus in writing, moving towards the children creating their own Narrative of the main characters from 1922 discovering the tomb of Tutankhamun before the famous archaeologist, Howard Carter.

We have concentrated on using a writing technique called ‘Showing Not Telling’, where we try to describe how characters are feeling rather than simply stating how they feel. Here are some examples:

Example 1

Telling: “She was happy."

Showing: “She skipped down the hallway, a wide smile spreading across her face, and her eyes sparkled with joy."

Example 2

Telling: "He was tired."

Showing: “He dragged his feet and yawned repeatedly, rubbing his sleepy eyes."

Example 3

Telling: “The cake was delicious."

Showing: "The rich chocolate melted in her mouth, and the sweet, creamy frosting left a delightful taste on her tongue."

Maths

This week, we have continued to revise and practise ALL of the Maths skills that we have learn during Year 4, but with a focus on reasoning and word problems.

We have also started learning ROMAN NUMERALS throughout the week, explaining their relevant to us in the modern day, linking back to clocks and telling the time with Roman numerals.

Science

For our current of ‘Sound’, we continued to explore how sound is produced by vibrations. We used instruments and rulers to demonstrate and prove to ourselves that pitch is determined by the size of the object making the sound. These photos help to explain what we did:

      


Summer 2, week 4

English- ‘The Secrets of a Sun King’

We have continued with our focus story in both English and Shared Reading session; ‘Secrets of A Sun King’ by Emma Carroll.

The story involves a thirteen-year-old Lilian and her Egyptologist keen Grandad, and the discovery of Tutankhamun’s tomb. We have started a new focus in writing, moving towards the children creating their own Narrative of the main characters from 1922 discovering the tomb of Tutankhamun before the famous archaeologist, Howard Carter. We have concentrated on using our FIVE SENSES to describe what the tomb will look, feel, sound and smell like.

Maths

This week, we have revised and practised ALL of the Maths skills that we have learnt during Year 4, focussing on our Arithmetic skills. Next week, we will be focusing on revising and practising these skills in reasoning and word problems.

At home, you could start to play with ROMAN NUMERALS, with your child, as this is the area of learning that we will be exploring in a couple of weeks’ time.

Art

This week, Art was linked to the Ancient Egyptians, and the understanding of how they would make pigments in their paint from a variety of materials. To explore this, the children used different brush techniques; ‘scumbling’, ‘mixing wet-on-wet’, ‘crosshatching’, ‘stippling’. Finally, they mixed different materials into paint to see their effect on the texture, such as soil, grass and sand.


Summer 2, week 2

English- ‘The Secrets of a Sun King’

We have continued with our focus story in both English and Shared Reading session; ‘Secrets of A Sun King’ by Emma Carroll.

The story involves a thirteen-year-old Lilian and her Egyptologist keen Grandad, and the discovery of Tutankhamun’s tomb. In a couple of weeks, the children will be writing their own narrative story of a Tutankhamun chariot race.

This week’s focus was on the description of a chariot race in Ancient Egypt that saw the Pharoah Tutankhamun crash. The children are working towards writing their own NEWSPAPER report of the event, and using evidence to indicate whether this was an accident or not.

Maths

We completed our statutory Multiplication Check this week, and we are very proud of how the children conducted themselves with this!

Since then, we have started our new Maths topic of TIME! So far, we have concentrated on the Months of the Year, Hours in the day and the intervals of 5 minutes. #

We have focussed on the following ‘traditional’ rhyme to help us to remember which months have 30, 31, 28 or 29 days:

30 days has September,

April, June and November,

All the rest have 31

Except February, 28 days here

Or 29 in each leap year.

Science- Good Vibrations!

Our new topic for Science this term is ‘Sound’! The first lesson’s focus centred on how sound is created via objects (sound sources) vibrating and travelling through the air as sound waves (related to our understanding of how particles work from our previous Science unit of ‘States Of Matter’). As a consequence, this lesson was LOUD!

The children HIT, STRUMMED and BLEW different instruments to explore and demonstrate how vibrations are created. See the marbles moving over the drum skin photo below!

 

Summer 2, week 1

English- ‘The Secrets of a Sun King’

We have started our new focus story in both English and Shared Reading session; ‘Secrets of A Sun King’ by Emma Carroll.

The story involves a thirteen-year-old Lilian and her Egyptologist keen Grandad, and the discovery of Tutankhamun’s tomb. In a couple of weeks, the children will be writing their own narrative story of a Tutankhamun chariot race.

Maths

We have continued our consolidation of Times Tables knowledge, getting the children all ready for taking the statutory Multiplication Tables Check (MTC). To read more about this, please see:

https://www.gov.uk/government/collections/multiplication-tables-check

To help the children with this, we have been using the following website for practise:

https://www.timestables.co.uk/multiplication-tables-check/

As you can see, it is all about recalling their Times Tables at speed. In fact, the children have 6 seconds to answer each question online. Please note, YEAR 4 WILL DO THIS CHECK THE WEEK BEGINNING 10th JUNE 2024.

Computing

Our new topic is ‘We Are Meteorologists’, where we will cover collecting and analysing weather data. Over the next week, we will be collecting data, both descriptive and numerical, about the weather at Balfour. We will be collecting it daily via analogue (paper!) methods, and in week 3 we will be putting all of the data in spreadsheets (digital) and analysing the weather patterns.


Summer 1, week 6

English- POETRY SLAM!

We continued our unit on Performance Poetry, where we immersed ourselves in lots of different forms of poetry that could be performed. Children have been encouraged to bring their favourite (or their family’s favourite) poems into school to share in performances. This week, each class voted for their favourite performances from their peers. The top 3 groups from each class will be performing outside in our Year 4 POETRY SLAM on the last day of term. Checkout the Balfour Twitter account in the future for photos!

Maths

This week has seen further consolidation of our Times Tables, getting the children all ready for taking the statutory Multiplication Tables Check (MTC) in early June. To read more about this, please see: https://www.gov.uk/government/collections/multiplication-tables-check

To help the children with this, we have been using the following website for practise: https://www.timestables.co.uk/multiplication-tables-check/

As you can see, it is all about recalling their Times Tables at speed.

Samba Band Visit!

Year 4 had a visit from Year 10 and 11 students from Varndean Secondary school this week, where they demonstrated their Samba Band. Various children were invited up to participate- it was incredibly loud!

 

Stool Ball Training Visit

We have another visit from a Sports Leaders group, to teach both the children AND the teachers how to play Stool Ball (a game that originated in Sussex!).

 


Summer 1, week 5

English- POETRY SLAM!

We started a new, short unit on Performance Poetry, where we immersed ourselves in lots of different forms of poetry that could be performed. Chidlren have been encouraged to bring their favourite (or their family’s favourite) poems into school to share in performances.

See the genius of Michael Rosen describing what makes a good, effective performance of a poem at:

https://www.youtube.com/watch?v=RvV23xoZRkI

Subsquently, the children have begun to work in small groups, to harness all of these perfomance poetry skills. The culumination of this performance poetry will be a GRAND Year 4 POETRY SLAM on the last day of term, where the best performers (voted for by their peers) will showcase their talents across the year group.

Maths

We have been continuing our learning about Division with Remainders, by delving into word problems and practical problems that combined our knowledge of Multiplication Facts, Division and Remainders. Here are a couple of example questions so you are able to discuss these with your children:

Science- Changing from Liquids to Gases

Continuing our current Science topic of ‘States of Matter’, and last week’s learning around the Water Cycle, this week we started an experiment to investigate (via a FAIR TEST) what effect that temperature has on the Rate of EVAPORATION.

Various vessels of water were located around each classroom, in locations where there is temperature difference. For example, one in a cupboard, one on the teacher’s desk and one by the warmer window.

The children have predicted how the different temperature will affect how quickly the water evaporates (i.e., the Rate of Evaporation).


Summer 1, week 4

English

We have been editing and subsequently publishing our Amazonian narratives, based on the tale of ‘The Ride of Passage’, about an Amazonian boy who is tasked with capturing animals by his tribe’s elders.

The following video was discussed with the children, because it gives a great understanding of how to edit a piece of writing:

https://www.youtube.com/watch?v=CUScPnDwzPU

Each child produced and PUBLISHED a small book of their narrative:

 

Maths

We have started a new unit of learning, ‘Division with Remainders’. We have looked at solving division problem using our Multiplication knowledge (Times Tables!).

We have challenged the children to remember the mathematical names for each part of a Division equation, by leaving these displayed around school:

   

 For the Division problems, we have looked at the following STEM sentences:

For examples, 21 cows divided between two cow sheds would be, ’21 divided between 2 is equal to 10 each, with a remainder of 1’.

We have progressed to understanding how we check if the DIVIDEND of a number is a multiple of the DIVISOR, i.e.. is it a number in the times table of the Divisor?

Science- The Water Cycle!

Since the current Science topic is ‘States of Matter’, this week we have discussed how LIQUIDS turn to GAS (vapour) by EVAPORATION, and subsequently CONDENSING back to water droplets in the WATER CYCLE.

We have discussed how this happens at home with bathrooms and showers, producing water vapour (STEAM) which then CONDENSES on to windows and mirrors.

Geography- The Amazing Amazon

We have continued to learn about the Amazon river the Amazon basin, making our own Fact Files:

 

We have also learnt to compare the Human and Physical geography of The Thames and The Amazon rivers, looking at both the similarities and the differences.

 


Summer 1, week 3

English

We have continued our English focus of stories from other cultures, with the aim of the children writing their own story from Amazonian culture based around a moral. We have specifically focused on the tale of ‘The Ride of Passage’ about an Amazonian boy who is tasked with capturing animals by his tribe’s elders. Does he succeed? Please watch the story with your children if you wish, as they will be writing their own version of this next week. It can be found at: https://www.literacyshed.com/the-other-cultures-shed.html

Maths

We continued with our fraction learning, and consolidated our different strategies for adding and subtracting fractions that we learnt in week 2. The children have been further encouraged to use ALL of the methods, and subsequently to choose their preferred methods.

ART- The Children’s Parade!

As you may know, Year 4 have been in charge of making the structure for this year’s Children’s Parade. The overall theme is ‘Dreams’, and we have chosen to make a Big Make structure of a giant GNOME! Each individual class has been making different accessories to follow this theme, which the children will carry in the parade; lanterns, fish and giant flowers. All Year 4 children have been invited to join the Parade on Saturday 4th May in central Brighton.

Science- States of Matter!

We have continued our science topic of the ‘States of Matter’, looking at the properties of Solids, Liquids and Gases. This week’s focus was on how solids MELT into liquids. The children designed a FAIR TESTS with ice cubes MELTING over time, and how chocolate reacts with warm water.

  

 


Summer 1, week 2

English

We have continued our English focus of stories from other cultures, with the aim of the children writing their own story from Amazonian culture based around a moral. We have specifically focused on the tale of ‘The Ride of Passage’ about an Amazonian boy who is tasked with capturing animals by his tribe’s elders. Does he succeed? Please watch the story with your children if you wish, as they will be writing their own version of this next week. It can be found at: https://www.literacyshed.com/the-other-cultures-shed.html

Maths

We continued with our fraction learning, but it got progressively more challenging throughout the week, as we looked how to SUBTRACT different types of fractions, using different methods. The following photos show the methods that teachers modelled for the children to follow:

 

             

             

 

The children have been encourage to use ALL of the methods, and subsequently to express which method they found to be the most efficient and effective for their individual learning styles.

Science- States of Matter!

We have started our new topic of the ‘States of Matter’, looking at the properties of Solids, Liquids and Gases, and trying to categorise them. We consequently explored the role of PARTICLES in states of matter, and how particles behave differently in each state. The children ‘role-played’ each state of matter on the playground, using the following guides:

 

 

Computing- We Are Artists

We have been continuing with our unit looking at the idea of ‘Tessellating Shapes’, using the following definition:

The children continued to explore a new (for us!) software program entitled ‘Inkscape’ that allows them to experiment with rotating and tessellating shapes.

It would be great to challenge the children to discover tessellations around them in the outside world (natural or human-made). If you (they!) discover any that they would like to share, please feel free to share with your class teacher. Mr Huxley will collate them, and share them with the whole year group. There might even be a winner!


Summer 1, week 1

English

This week launched our new English focus of looking at stories from other cultures, with the aim of the children, in two weeks’ time, writing their own story from Amazonian culture based around a moral. This connects with our Geography topic of ‘Amazing Amazon’. We have read several traditional tales from different cultures, and discussed their associated morals. The stories have included, ’The Tortoise and The Vulture’, ‘The Great Kapok Tree’ and ‘The Legend of Juratai’

Maths

We are continuing with fraction learning for the next couple of weeks, exploring how Mixed Numbers and Improper Fractions are related. For example, 2 and 1/5 is a Mixed Number because it uses a mix of a whole(s) and a fraction. It can also be expressed as an Improper Fraction, as 11/5, because there are 11 fifths in 2 and 1/5. This is demonstrated in the model below:

This has been requiring our knowledge and skills of our Multiplication Table knowledge too.

Computing- We Are Artists

We have a new unit in Computing; We Are Artists. The children were introduced to the idea of ‘Tessellating Shapes’ this week, using the following definition:

They began to explore a software program entitled ‘Inkscape’ that allows them to experiment with rotating and tessellating shapes.

We discussed how nature can produce tessellating shapes. For example, the arrays of hexagonal cells in a honeycomb, or the diamond-shaped scales that a snake skin pattern makes. We also looked

at how tessellating shapes occur in the human world. For example, brickwork or artwork (like Escher’s art work with tessellating animals).

It would be great to challenge the children to discover tessellations around them in the outside world (natural or human-made). If you (they!) discover any that they would like to share, please feel free to share with your class teacher. Mr Huxley will collate them, and share them with the whole year group. There might even be a winner!

Author Visit!

The children’s author, Hannah Peckham (see https://hannahpeckham.co.uk/) visited KS2 today. As well as reading a selection of her books, Hannah explained how her books use animals to explain and help with mental health issues.

She also very kindly took a very long Q&A session about how she became an author, what motivates her to write, where she gets her ideas from and publishers!

 

Spring 2, Week 4

English: We have continued our writing unit on how to write ‘Instructions’, focusing on our end goal of being able to write instructions for Vikings to use on a Viking raid. We recreated the famous Viking raid on the monastery of Lindisfarne in 793AD, within the classroom, and thought about what the Vikings needed to do to prepare for the raid, activities done during the raid and afterwards. Please see the following photos to demonstrate how much the children threw themselves into the roles!

Maths: We have continued to learn about fractions, as well as spending the week assessing the children’s knowledge of all of the Maths that they have learnt so far. We have looked at Mixed Fractions and Partitioning Wholes into Fractions.

Science Week!

Our theme in Year 4 for Science week has been ‘Time’ in Science, and specifically ‘Time Travellers’ (designing a time travelling programme on Scratch), ‘Design A Farm of The Future’ and ‘Nature in the Future’ (where the children explored and discussed how we could improve the nature in the school grounds).

  

 

 

Spring 2, Week 3

English: We have started a new writing unit on how to write ‘Instructions’, which includes the use of Imperative Verbs (which we can also call ‘BOSSY’ verbs), e.g., ‘eat’, ‘tidy’, ‘write’ and ‘walk’. The children are working towards writing a set of instructions for a Viking raid on England, but from the point of view of the monks at the monasteries that the Vikings blundered.

Maths: We have started learning about fractions! We have specifically looked at how to explain why a PART can only be defined in relation to a WHOLE (e.g., ‘If Europe is the whole, then the United Kingdom is part of the whole) and identifying the number of EQUAL or UNEQUAL parts in a WHOLE.

WORLD BOOK DAY!

The whole of Balfour Primary embraced World Book Day on the 7th March, and the children of Year 4 didn’t disappoint! 

                                

                   


Spring 2, Week 2

English: We completed our unit on ‘Information Texts’, combining all of our learning together to create a page for an Information Text on Mountains, with a special focus on Mount Everest. We used ‘conjunction’s, ‘fronted adverbial’s and making sure we used Capitals for ‘proper’ nouns.

Maths: We finished our unit of learning on coordinates, by plotting shapes on to grids using several coordinates.

History: Our topic of ‘VICIOUS VIKINGS’ has allowed us to explore what ‘conflict’ means, and put this into the context of the Viking period in Great Britain. We researched what ‘offensive’ moves and strategies the Vikings used, and consequently the ‘defensive’ strategies that Alfred the Great deployed against the Vikings. The fortunes of the Vikings were then plotted on to a ‘Living Graph’ (see photo below).


Spring 2, Week 1

English

We have continued our focus on creating an Information Text about Mount Everest, by following the journey of Hillary and Tenzing, and all of the attempts to climb Everest. We have used the English grammar skills of ‘Possessive Apostrophes’, ‘Proper’ nouns and ‘Fronted Adverbials’.

Maths

This half-term has seen us focus on ‘coordinates’, and especially describing how Polygon shapes have ‘moved’ or have been ‘translated’ on a grid. Please see the photos below for examples of the children’s learning!

History

We have started our new History topic of ‘VICIOUS VIKINGS’, by linking the Viking period of English history to the Anglo-Saxon period (which the children learnt in the Autumn term in Year 4). We tried to remember the 7 Anglo-Saxon Kingdoms across England- see if your child can remember them!

Then, we learnt how Alfred the Great agreed a treaty with Viking raiders and created the area known as Danelaw.


Spring 1, Week 5

 

English- POETRY!

We finished our unit on poetry, focusing on ‘IMAGERY’ in poetry. The children produced some great imagery. For example, ‘the sun kisses the top of the mountain’ and ‘the echo of a distant waterfall’.

As a reminder, you could ask the children to explain Similes (e.g. ‘as slow as a snail’), Personification (e.g. ‘darkness creeped over the field) and Metaphors (e.g. ‘the classroom was a zoo’), as well as using all of the 5 SENSES, to see how much they remember.

Maths

We have focussed on dividing by 100 in different ways, and focusing on the relationships of numbers. For example, knowing ‘70 ÷ 10 = 7’ means that you also know ‘700 ÷ 10 = 70’, or knowing ‘120 ÷ 10 = 12’ means that you also know ‘1,200 ÷ 10 = 120’.

Science- Electricity

We have continued our theme of Electricity by discussing ‘switches’, and how they operate by CONNECTING a CLOSED circuit of electricity or BREAKING a CLOSED circuit of electricity.


Spring 1, Week 4

English- POETRY!

We have started a 2 week unit of poetry, focusing on ‘IMAGERY’ in poetry, and trying to convince the children that poetry does NOT have to rhyme! The focus has been on different types of imagery, but all with the aim of asking the children to PAINT A PICTURE WITH WORDS, using vivid language.

We have focused on Similes (e.g. ‘as slow as a snail’), Personification (e.g. ‘darkness creeped over the field) and Metaphors (e.g. ‘the classroom was a zoo’), as well as using all of the 5 SENSES.

The children will be writing their own imagery poem next week, based on the awe-inspiring nature of mountains. The photos that follow show the children’s initial thoughts about imagery that they might use. Any help at home to discuss how to describe the awesomeness of mountains, using vivid language, would be greatly appreciated!

            

  

Maths- We have focussed on further multiplication strategies, with a focus on multiplying and dividing by 10. i.e., when multiple a 2- digit number by 10, then a ‘zero’ needs to be added, e.g. 24 x 10= 240.

Science- Electricity

We have continued our theme of Electricity by discussed materials that conduct or insulate, ‘conductors’ and ‘insulators’, by testing various materials to determine that metals are conductors. Ask your children if they know what materials make good conductors!

 


Spring 1, Week 3

English: The children planned and wrote their narrative stories based on our focus book, ‘Arthur and Golden Rope’ By Joe Todd- Stanton, where the focus was on describing characters and their actions with ‘powerful’ verbs and adverbs, alongside including the conjunctions of ‘when’, ‘while’ and ‘if’ in their writing. The stories were ‘published’ into old style journals (see the photos).

Maths: We have focussed on multiplication equations, using parts of multiplication and division equations in word problems, as well as understanding that if the number 0 (ZERO) is in a multiplication equation (e.g. 5 x 0 = ) the answer will always be 0. This was quite mind-blowing for the children!

Geography- ‘Touching The Sky’

This term’s Geography focus is the understanding of mountains, under the title ‘Touching The Sky’. So far this half-term, the children have explored the different types of mountains, how mountains are formed and the features of mountain ranges. They have been exposed to the following related vocabulary- base/foot, snow line, peak/ summit, face, ridge, slope, tree line and plateau.


Spring 1, Week 2

English: We have continued with our focus book, ‘Arthur and Golden Rope’ By Joe Todd- Stanton, with a focus on the use of verbs and adverbs to describe the actions of a character. For example, Mr. Huxley ran (the verb) quickly (the adverb) for the bus, while he was on his way to the airport.

Consequently, we have challenged the children to use more ‘powerful’ verb and adverbs. For example, Mr. Huxley hurtled (the ‘powerful’ verb) frantically (the ‘powerful’ adverb) for the bus, while he was on his way to the airport.

Maths: We have continued to focus on the 7 times table, practising our recall and developing our understanding of word problems using the 7 times table.

Computing: We have started a new unit, called ‘We Are Musicians’ where the children have begun to use the Garage Band app on the school iPads, with the aim of developing repeated percussion patterns and loops.

Science: Our science topic is Electricity (‘You Are In For A Shock!’), and so far, the children have categorised appliances that use either Mains power, Battery power or both. This week they explored how to make electrical circuits, using sets of bulbs, cables and batteries, and discussed ‘Open Circuits’ and ‘Loops’. We have also discussed safety around Main power.


 Spring 1, Week 1

English

We started looking at our focus book, ‘Arthur and Golden Rope’ By Joe Todd- Stanton. The children explored a book by the same author in Year 3 (‘The Secret Of Black Rock’). The focus for the next three weeks is to develop the children’s ability in their narrative writing, and we have started to think about powers that artefacts and objects might have. The English skill is to use the conjunctions of ‘when’, ‘while’ and ‘if’ to describe the powers of the artefacts. The pictures below show their ideas!

    

Maths

We have focussed on the 7 times table, practising our recall and developing our understanding of word problems using the 7 times table.

 


Autumn 2, Week 4

English:

In English, we have started reading and exploring the story of Beowulf. We focused particularly on Grendel, using expanded noun phrases to describe the beast!

Maths:

In Maths we have been developing our understanding of the 3, 6 and 9 times tables.       

 

Autumn 2, Week 3

English:

In English we completed out debate topic by carrying out an in-class debate regarding ‘Should children wear school uniform?’.

Maths:

In Maths we have been developing our understanding of the 3 and 6 times tables.

Photos:

In Art we have continued to develop our drawing skills by using different techniques to give objects more depth. We practised these skills when doing observational drawings of Anglo-Saxon style pots.

 

Autumn 2, Week 2

English:

In English we have been looking at the structure of debates and exploring different debate topics.

Maths:

In Maths we completed our topic on perimeter. We completed an end of topic assessment.

Photos:

In Art we have loved experimenting with different drawing techniques to represent different textures. We then applied these skills when drawing an Anglo-Saxon warrior.

 

 

 


Autumn 2, Week 1

English:

This week we have been writing poems about the course of a river. The children have been using, perfect, syllabic and slant rhymes!

Maths:

In Maths we have been exploring types of polygons and perimeter.

Photos:

In History, we enjoyed sorting and acting out the Anglo-Saxon timeline!

 


Autumn 1, Week 7

English:

This week, our focus has been poetry! We have spent time exploring different types of rhymes; perfect, syllabic and slant rhymes. Slant rhymes were the most popular by far i.e. trousers and houses!

Maths:

This week, we revisited column addition and subtraction and completed an end of topic assessment.

Photos:

This week the children visited Pulborough Brooks. We went pond dipping, orienteering and did observational drawing of the stunning landscape. It was a truly magical trip!


Autumn 1, Week 5

English:

This week we have written our own explanation texts on volcanoes! We then planned a new explanation text based on our topic ‘Go with the Flow’.  

Maths:

This week, we have been rounding to the nearest 100 and 1000.  

Photos:

This week the children have been Times Table Rockstars! 

          


Autumn 1, Week 4

English: This week we have exploring explanation texts and picking out their features.

Maths: This week, we have been adding and subtracting 100s to make 1000s. We have been exploring how many 1s, 10s, and 100s you need to make 1000.

Photos: In Geography we created our own rivers and analysed how erosion and deposition create meanders.

                                                                               

Autumn 1, Week 3

English: This week was our composition week in writing. Using the book, The Rhythm of the Rain, pupils wrote their own ‘build up’ narrative. Their build ups followed Issac’s journey through the river to the sea, following his little jar of water. The focus was on using, inverted commas to punctuate speech, expanded noun phrases, adverbials, fronted adverbials and past tense verbs.

Maths: This week, we have continued consolidating our understanding of column addition and subtraction. We also completed an end of unit assessment.

Photos: In Geography, all classes had great fun creating a playdough diagram of a river’s structure!

                          

 


Autumn 1, Week 2

English: This week, we have continued reading The Rhythm of the Rain. The children have been practicing punctuating direct speech to express characters thoughts and feelings. They have also been using fronted adverbials. 

Maths: This week, we have continued consolidating our understanding of column addition and subtraction.  

Photos: In Maths we had lots of fun playing a column addition game. In pairs, the children had to roll dice and chose where to input those numbers in order to create the greatest number. This really helped secure the children’s understanding of the importance of place value.  

                                

                                                             

Autumn 1, Week 1

English: This week, we have been reading a book called The Rhythm of the Rain. The children have been learning about expanded noun phrases.

Maths: This week, we have been consolidating our understanding of column addition and subtraction.

Photos: In English we have been re-enacting our memorable water experiences.