Ochre Class: Diogo
Honey Class: Alastair
Maureen (Cover Supervisor)
This term in Year 4 we have lots of exciting things coming up. We will be exploring a range of interesting topics including 'Roman Britain'.
Maths: This week, we have been consolidating our understanding of addition and subtraction, including word problems.
English: In English we have finished reading 'The Matchbox Diary' and wrote sentences using preposition phrases.
Pages 24-25 - prepositions.
Pages 7 adding and page 9 subtracting.
Maths: This week, we have been rounding decimal numbers.
English: We have introduced a new text this week: 'The Matchbox Diary' by Paul Fleischman. We have explored the first few pages and made predictions about the story using modal verbs and subordinating conjunctions. We have also looked at using speech in our writing.
Page 63 - punctuating speech.
Pages 1 & 2 - counting and numbers.
Maths: This week, we have been partitioning three and four digit numbers.
English: Following on from our reading of the book "The Journey" by Francesca Sanna, children have identified the features of a formal letter and have planned and written their own letters in role as the mother from the book.
Page 29 - staying in the same tense.
Maths: This week, we have been converting between different units of capacity, length and mass.
English: Following on from our reading of the book "The Journey" by Francesca Sanna, children have identified the features of an informal letter and have planned and written their own letters in role as the girl from the book.
Page 27 - measuring problems.
Page 28 - past tense with 'have'.
Maths: This week, we have been using number lines to support our mental addition and subtraction skills.
English: Having read the story "The Journey" by Francesca Sanna, children have learnt the features of a diary and written daily diary entries for the girl in the story.
Page 8 - addition.
Page 62 - punctuating speech.
Maths: This week, we have consolidated our understanding about how to find the perimeter of 2 dimensional shapes and we have learned how to find the area of rectilinear shapes. We have solves word problems relating to area and perimeter.
English: This week, we have read the story "The Journey" by Francesca Sanna and discussed the concept of the word "refugees". We have identified the features of a diary and identified character's emotions throughout the book "The Journey".
Pages 11 and 17
Pages 65 and 66
Maths: This week, we have consolidated the connection between tenths and decimal fractions and use decimal notation. We also rounded numbers with one decimal place to the nearest whole number; we have compared and ordered numbers with one decimal place.
We have consolidated writing and telling the time to the nearest 1 minute using an analogue clock and digital clock and we have converted between analogue and digital clocks (12 hour). We have solved word problems relating to time.
English: This week, we have identified the features of advertisements. We have planned and created our own persuasive adverts using the skills learned in the last couple of weeks.
Pages 11 and 17
Pages 65 and 66
Pages 33 and 25
Pages 72 and 73; 76 and 77
Maths: This week, we have consolidated our knowledge of fractions and how to find unit and non-unit fractions of numbers and objects.
English: This week, we have created travel brochures about Porto; we have used the features of persuasive texts to convince a specific audience to travel to Portugal.
Pages 70 and 71
Maths: This week, we have consolidated the formal layout of division. We have generated the steps for success needed to solve any equations involving division. Later this week, we have solved word problems involving multiplication and division.
English: This week, we have identified the features of persuasive texts and researched about Portugal and its human and physical characteristics.
Maths: pages 15and 16
English: Pages 70 and 71
Maths: This week, we have consolidated the formal written method of multiplication. We have generated the steps for success needed to solve any equation involving multiplication. Later on this week, we have solved word problems involving multiplication.
English: This week, we have created a generic story mountain which we used to plan and write our own fantasy story.
Maths: pages 12 and 14
English: Pages 94 and 95
Maths: This week, we have learned about 2D shapes; their properties and lines of symmetry. We have also looked in more detail at coordinates, we have explored positions on a 2D quadrant as coordinates.
English: This week, we have looked at subordinating conjunctions, how to adequately use them to link a main clause to a subordinating clause.
Maths: pages 34 and 35
English: Pages 26 and 27
Maths: This week, we have learned how to solve missing number problems using the inverse; we have consolidated how to multiply/ divide by ten and by the end of the week, we have solved correspondence problems.
English: This week, we have written a full newspaper article. We consolidated our knowledge about the features of a newspaper. We made our headline short and snappy and then we wrote a leading paragraph that sums up what the story is about. We wrote our report in the third person and the past tense and split it up into paragraphs to help the reader clearly understand the information.
HONEY CLASS and OCHRE CLASS
Maths: This week, we have learned how to collect, interpret and present data using different types of charts. Children created bar charts to present different findings, whilst, by the end of the week, they started interpreting and presenting data in line charts.
English: We looked in more details at the features of a newspaper, working towards writing a full newspaper article all together as a class.
HONEY CLASS and OCHRE CLASS
Maths: This week, we have consolidated understanding that addition and subtraction are inverse operations. We have solved missing number problems going from concrete to pictorial to abstract representations. We have mentally added two and three digit numbers using number lines and Dienes to support.
English: We have been starting to learn about Viking invaders, and have discovered the story of the first Viking raid, at Lindisfarne Monastery in Northumbria. The children have looked at the features of newspaper articles and written their own newspaper articles about the Viking raid. We also enjoyed listening to the Scop, an Anglo-Saxon storyteller at the Museum of London.
page 37 (preparation for next week's learning on statistics)
Maths: This week, we have consolidated our understanding of measurement. We have learned how to use a ruler and make accurate measurements. We have also converted between different units of measure. We have consolidated our understanding of perimeter, we have found the perimeter or shapes and solved word problems involving perimeter.
English: This week, we have consolidated our understanding of direct speech, we have discussed the rules to correctly punctuate direct speech and generated our own dialogues.
Maths: This week, we have been working on time and money, we have consolidated adding and subtracting money, converting pence to pounds and vice versa. We have solved word problems involving money using the skills learnt during the week.
We have also consolidated how to tell the time in analogue and digital clocks; by the end of the week we have solved word problems involving time.
English: This week, we have continued reading the story of Beowulf. We have retold the story in many different ways; we story mapped it using the Explain Everything App. By the end of the week, we wrote the second part of the story in paragraphs, focusing on expanded noun phrases, the use of figurative language direct speech and powerful descriptive words.
Pages 28 and 30
Pages 6 and 7
Maths: This week, we have been working on fractions, we have consolidated adding and subtracting fractions with the same denominator. We have found unit and non-unit fractions of a number and we have solved word problems involving fractions.
English: This week, we have learned the story of Beowulf. We have retold the story in many different ways; we acted it out, we story mapped it and we wrote a story mountain. By the end of the week, we wrote the whole story in paragraphs, focusing on expanded noun phrases, the use of figurative language and powerful descriptive words.
Pages 8 and 9
Maths: This week, we have been working on division, including using the bus stop method.
English: This week we have been reminiscing about the exciting things we did last week, either in school or on the Isle of Wight. The children did sequenced writing explaining what they did.
Half Term Homework
Please do your half term diaries (see information below) and learn the spellings below (please note there are different lists for Ochre and Honey classes).
Spellings Ochre Class
Spellings Honey Class
Have a wonderful half term!
Maths: This week, we have consolidated the partitioning method and the short formal method of multiplication. We have applied the skills by solving word problems that involved multiplication.
English: This week, we have looked at the features of a diary. We have sequenced, planned and written a diary entry about the events of the Ides of March.
Maths: page 13
English: page 54
Have a lovely weekend!
Maths: This week we have looked at the properties of 2-D shapes. We have sorted shapes according to their properties using Venn and Carroll diagrams.
English: This week we have researched and taken notes about life of the Celtic Queen Boudicca. We have written information texts about Boudicca's rebellion against the Romans and how she became a legend.
Maths: page 32
English: page 52
Maths: This week we have consolidated the formal written method of addition. Children have used the column method to add three-digit to two and three-digit numbers.
English: This week we have researched and taken notes about life in Roman Britain. We have written information texts about the Romans way of life in Britain and we published it using pens (Ochre class)
English: page 22 - Conjunctions
Maths: page 3 and 6
Ochre's class assembly script below.
Ochre's class assembly script:
Ochre’s Class Assembly
Frankie: Good morning everyone and welcome to our class assembly. We hope you enjoy it!
Miles: School has just started and we all have many responsibilities, doing the homework, listening to our teacher and many more…
Elif: You might or you might not know yet but every single child in the world has rights.
Faith: As we grow, we have more responsibility to make choices and exercise our rights.
Amelia: Let’s just go over some of the most important ones
Ava: Everyone under eighteen has these rights.
George: All children have these rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is,
Poppy: whether they are a boy or girl, what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis.
Caitlin: All adults should do what is best for you. When adults make decisions, they should think about how their decisions will affect children.
Ritaj: The government has a responsibility to make sure your rights are protected. They must help your family to protect your rights and create an environment where you can grow and reach your potential.
Joao: Your family has the responsibility to help you learn to exercise your rights, and to ensure that your rights are protected.
Moses: You have the right to be alive.
Harry: You have the right to a name, and this should be officially recognized by the government. You have the right to a nationality (to belong to a country).
Kasra: You have the right to an identity – an official record of who you are. No one should take this away from you.
Anna: You have the right to live with your parent(s), unless it is bad for you. You have the right to live with a family who cares for you.
Laszlo: If you live in a different country than your parents do, you have the right to be together in the same place.
Anthony: You have the right to be protected from kidnapping.
Rafael: You have the right to give your opinion, and for adults to listen and take it seriously.
Conor: You have the right to find out things and share what you think with others, by talking, drawing, writing or in any other way unless it harms or offends other people.
Crystal: You have the right to choose your own religion and beliefs. Your parents should help you decide what is right and wrong, and what is best for you.
Maxwell: You have the right to choose your own friends and join or set up groups, as long as it isn't harmful to others.
Archie: You have the right to privacy.
Lemar: You have the right to get information that is important to your well-being, from radio, newspaper, books, computers and other sources. Adults should make sure that the information you are getting is not harmful, and help you find and understand the information you need.
Ethan: You have the right to be raised by your parent(s) if possible.
Henry: You have the right to be protected from being hurt and mistreated, in body or mind.
Frankie: You have the right to special care and help if you cannot live with your parents.
Miles: You have the right to care and protection if you are adopted or in foster care.
Elif: You have the right to special protection and help if you are a refugee.
Faith: A refugee is a person who has been forced to leave her or his home and live in another country)
Amelia: You have the right to special education and care if you have a disability, as well as all the rights in this Convention, so that you can live a full life.
Ava: You have the right to the best health care possible, safe water to drink, nutritious food, a clean and safe environment, and information to help you stay well.
Poppy: If you live in care or in other situations away from home, you have the right to have these living arrangements looked at regularly to see if they are the most appropriate.
Caitlin: You have the right to help from the government if you are poor or in need.
Ritaj: You have the right to food, clothing, a safe place to live and to have your basic needs met. You should not be disadvantaged so that you can't do many of the things other kids can do.
Joao: You have the right to a good quality education.
You should be encouraged to go to school to the highest level you can.
Moses: Your education should help you use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people.
Harry: You have the right to practice your own culture, language and religion - or any you choose.
Minority and indigenous groups need special protection of this right.
Kasra: You have the right to play and rest.
Anna: You have the right to protection from work that harms you, and is bad for your health and education.
If you work, you have the right to be safe and paid fairly.
Laszlo: You have the right to protection from harmful drugs and from the drug trade.
Anthony: You have the right to be free from sexual abuse. No one is allowed to kidnap or sell you.
Rafael: You have the right to protection from any kind of exploitation (being taken advantage of).
Conor: No one is allowed to punish you in a cruel or harmful way.
Crystal: You have the right to protection and freedom from war. Children under 15 cannot be forced to go into the army or take part in war.
Maxwell: You have the right to help if you've been hurt, neglected or badly treated.
Archie: You have the right to legal help and fair treatment in the justice system that respects your rights.
Lemar: If the laws of your country provide better protection of your rights than the articles in this
Convention, those laws should apply.
Ethan: You have the right to know your rights!
Adults should know about these rights and help you learn about them, too.
Henry: Articles 43 to 54 explain how governments and international organizations like UNICEF will work to ensure children are protected with their rights.
Frankie: We are now going to tell you a story that I am sure you have already heard – The story of Cinderella.
Miles: But this time I am going to stop at points in the story, and you can tell me what rights we should consider.
Elif: Once upon a time there was a happy family: Mum, Dad and their daughter Cinderella. Sadly, mum fell ill and died but Dad and Cinderella continued to live together, keeping each other company and helping each other.
Faith: But after some years, Dad decided to marry a widow with two daughters of her own. Cinderella tried to get on with her new stepmother and her two new sisters, but very quickly they started to treat her like a servant. Dad was away a lot and she found it difficult to talk to him.
Amelia: What rights issues does Cinderella’s story raise?
Ava: Soon Cinderella found that she didn’t have time to go to school anymore, because she was so busy cooking and cleaning for her stepmother and stepsisters. They were treating her more and more cruelly. Cinderella no longer slept in her nice bedroom but on a mattress in the kitchen.
Poppy: She didn’t eat with the family any more, but ate scraps in the kitchen. When Cinderella objected to the way she was being treated, she was locked in a dark, damp cellar for hours.
Caitlin: What rights do you think Cinderella is missing now that she had before?
Right to go to school (Article 28)
Right to a decent standard of living (Article 27)
Right to protection from abuse and neglect (Article 9)
Right to protection from exploitative work (Article 32)
Joao: One day an invitation came for all the women in the house to attend a royal ball where the prince was going to choose a bride. Everyone was very excited, including Cinderella. She was far prettier than her sisters, although she didn’t have any fine clothes.
But her stepmother and stepsisters told her that she couldn’t go to the ball. Instead, Cinderella had to work very hard doing the dresses, hair and make-up for her stepmother and stepsisters. On the night of the ball, Cinderella was left alone to clean the kitchen.
Moses: But her stepmother and stepsisters told her that she couldn’t go to the ball. Instead, Cinderella had to work very hard doing the dresses, hair and make-up for her stepmother and stepsisters. On the night of the ball, Cinderella was left alone to clean the kitchen.
Harry: What rights is Cinderella missing now?
Kasra: Right to play (Article 31).
Anna: Fortunately the story of Cinderella has a happy ending – a magical fairy godmother helps her go to the ball where she meets, and later, marries a prince with who she lives happily ever after.
Laszlo: Sadly, in real life there are no magical godmothers to help children who are being denied rights and we can’t rely on a fairy tale ending. When children’s human rights are being denied it is up to other adults as duty bearers to uphold them. If you are ever denied your rights then you should tell a responsible adult.
Anthony: As a school, we support human rights and children’s rights.
I am not very old
But I think I understand
How the Human Rights Act
Would work throughout the land.
Freedom within the law
To work and think and pray.
To speak out against injustice
Which many suffer from each day.
I am still a child
But I think I know what’s right,
Like standing up for friends
When a bully wants to fight.
We must all work together
To create a better place.
So that all people, everywhere
Can have a living space.
Life is very precious.
We all have much to give.
We must care for one another
And must live and let live.
This week we have been working on:
This week we are working on reasoning using place value.
Useful links for maths
Remember to practise your 3 times table.
We are looking at note taking and starting to write factual information texts.
Please remember to learn your spellings!
Remember that your child should be reading for 20 mins each day, please encourage them to read every day.
Below are some links you and your child may find helpful and interesting.