Welcome to Year 4!
Summer 2 - The Land of Fire and Ice
Leading on from their work on the Lake District in Year 3, this half-term, we will be exploring the European country of Iceland. After discussing what makes a ‘home’, and exploring where we are in the world, we will compare the UK to Iceland. As Geographers, we will then use our mapwork skills to research both the physical and human features of Iceland, as well as evaluating the impact of tourism.
Using their new knowledge of Iceland, the children will create a character and setting to use in their story. Alongside their English, the children will interpret data through maths, and will present information on Iceland through a PowerPoint Presentation. To inspire them as artists, we will look at a variety of stunning landscapes, before producing paintings using contrasting colours, representing the land of ‘fire and ice’. At the end of the topic, the children will share their stories and PowerPoints with each other.
Summer 1 - What's in our Woodland Walk?
Throughout the half term, the children explored the habitats in the Woodland Walk and the wildlife that lives there. This was the basis of the topic and provided the children with a context to develop their understanding of life cycles, habitats and the environment. The children unpicked the significance of a minibeast and explored how they contribute to our environment whilst evaluating why they are under threat. As this is a science based topic, the children focussed on their understanding of how animals adapt and change in order to thrive in their environment. Furthermore, the topic gave them the opportunity to discuss what it means to respect the environment and wildlife, and explored their own and others’ feelings and responses to the proposed changes to our environment, further developing their knowledge of RRE. There was many opportunities for the children to be curious, by asking questions, hypothesising and discussing ideas about minibeasts and their habitats. As the children studied minibeasts closely in their teams, using their observations and research to become experts, they had ownership of the outcome. For the outcome, the children explored the woodland walk to complete a mini beast study. The children was challenged to increase the number by the end of the topic.
Spring 2 - Looking Towards the Future
We started the half-term by looking at the poem ‘Macavity; The Mystery Cat’. We unpicked the different skills Macavity has and performed the poem using our drama skills. We created our own poem, in the style of T. S. Eliot, about an animal of our choice with their own special skills.
This helped us lead into work on our aspirations and dreams, when we came back to school. We thought about what makes us special, what skills we have and what we would like to do in the future.
The aim of the topic was to remind us that there is still a future for us all, despite Covid19!
Spring 1 - Monsters Vs Manor Field
Throughout the half term, the children investigated the monster invasion at Manor Field, and the consequences of this. The children then created their own monsters and settings, before writing and performing entertaining narratives.
After practising their sketching skills at home, the children designed their own monsters. The children then had a chance to create their monsters at home using different materials.
Towards the end of the project, the children looked at instructions and why it is important to write clear instructions. The children then wrote clear instructions for different tasks, including looking after their monsters.
Autumn 2 - Lasting Legacy
During our History-led topic this half-term, the children will explore the impact of the Roman invasion in Britain, and what life was like before they conquered. They will be able to give their own interpretation of the events reported by different historical sources. This topic will offer children the opportunity to be curious about, and develop their understanding of, other historical ideas, such as impact and legacy. The link with the Manor Field learning attribute ‘curiosity’ will mean that children will be particularly encouraged to frame their own historically-valid questions. Furthermore, they will also gain a greater understanding of historical enquiry through the exploration of artefacts.
The children’s curiosity and creativity will help to motivate other aspects of their learning throughout the curriculum. For instance, children will create and design their own Roman mosaics, explore how the introduction of place value changed the number system and, in DT, will use their woodwork skills to design and make their own Roman Chariots!
Autumn 1 - Who deserves to inherit the Chocolate Factory?
Due to the nature of the children’s current learning needs, where children needed time to adjust to the new routines and to catch up on missed learning, this topic was aimed at reigniting their enthusiasm and stamina for reading and writing. With a focus on high-quality literature, and the importance of reading, the children in Year 4 explored the renowned children’s book, ‘Charlie and The Chocolate Factory’, by Roald Dahl. Whilst focusing on the Manor Field attribute ‘independence’, along with the importance of being ‘principled fruits’, the children became familiar with Roald Dahl’s classic characters and the choices that they make during the story, including the consequences of these behaviour choices, and whether they are principled and rights-respecting. Ultimately, they discussed and reached their own conclusions about which of the characters deserve to inherit the factory, debating our central idea: ‘Only principled children deserve rewards.’ They had the opportunity to present their opinions through a linear PowerPoint presentation, allowing them opportunities to participate and join in with others.
Roald Dahl’s tale also provided children with many rich and engaging learning opportunities across the curriculum, including: developing their scientific enquiry skills and understanding of solids, liquids and gases, by investigating a range of Oompa Loompa disasters; writing and editing our own character descriptions and short narratives to inform their final decision about who deserves the factory; solving problems about the factory, using their knowledge of number, place value, addition and subtraction; completing oil pastel chocolate wrapper designs and describing Charlie’s family in French.