Year 4 Parent Information Evening - Thursday 24th September A warm welcome from Mrs Mears!

What topics will our child/ren be learning in Year 4? Our Curriculum Topics: Term 1: Early Civilisations (Aztecs). Term 2: Countries of Europe & the Tropics. Term 3: Britain’s Settlements (Anglo-Saxons). Term 4: Physical & Human Geography. Term 5: Local History Study Term 6: Local area study & Fieldwork. Term 1: We study children’s lives in WW2 – E.g. Evacuees/Kindertransport/Events that affected children & their families/a little background info to the war – we introduce Anne Frank but do not go into detail r.e. Nazi/Holocaust – we link some aspects of this to RE & Social education. The children write diaries, letters, interviews & study a classic novel: Carrie’s War Our trip to ‘Steam’ in Swindon is very much linked to this topic where the children dress up as evacuess & take part in workshops where they have a talk about evacuess in a railway carriage & sit in an airrade shelter to experience how it might have felt during the blitz!! The role play was so real last year that after the group leader had warned the children that their might be bricks & buildings that had been bombed outside the shelter that one little girl exclaimed that it all looked just the same – to her great disappointment I think!!! Term 2: The children study water & how water reaches us – they learn more about Water Aid & countries that need support to find safe water sources. We link our science topic: changing state to this topic where the children learn about the water cycle & the scientific processes involved including evaporation/condensation – also boiling, melting, freezing & dissolving. Term 3: A fun science based topic where we learn primarily about the earth, sun & moon – we link this learning to our trip to @bristol where the children take part in a workshop around how the earth & moon orbit the sun, size & distances. We also learn more about other planets in an independent project carried out at home. We link a creative writing project: science fiction with this topic. Term 4: The children learn about all aspects of ancient greek life (e.g. Greek gods/goddesses, wars, they compare life in Athens with life in sparta and writing diaries in the day in the life of an ancient greek, they study the physical geography of greece & climate & discover how/why this affected the way ancient greeks lived their lives) We link our literacy topic on myths & legends and the children write their own exciting myth. We study Aesop’s fables & read lots of greek myths – great for reading at home with your child in preparation for this terms work! Term 5 – is a very short term for us with Kilve Court in the 1st wk back & then assessment week – we continue to work on Ancient Greece & introduce children to basic mapping skills – e.g. reading grid references/recognising OS symbols & studying plans/photos of the local area – they learn how the school & local area has changed over the years & draw their own plans & maps. Term 6 – we study 2 science basic topics this term – the children learn about keeping fit & healthy – we discuss ways to keep healthy such as eating a healthy balanced diet, exercising, resting, sleeping, keeping clean & we also teach them about things which are potential dangers to keeping healthy such as smoking, drinking too much & taking drugs which are not prescribed. We do not go into detail but introduce the idea that you should only take medicines that are specially prescribed for you. The children take part in two fun DT projects where they design & bake their own breads & also design a healthy balanced lunch for a couple of our members of staff, they plan, prepare/cook the lunch & serve it. We make the classroom into a café! They children will also study life cycles where they will learn about the life cycle of a flowering plant – we hatch chick’s eggs in the classroom & we also hatch painted lady butterflies from caterpillars – the children watch them change into pupa & then the transformation into a beautiful butterfly. This terms work very much links with the school’s healthy & fitness week with sport’s days etc…

What science topics will our child/ren be learning in Year 4? Our Science Topics: Term 1: Teeth & the Digestive System. Term 2: Electricity. Term 3: Materials (states of matter). Term 4: Sound & Hearing. Term 5: Living Things Term 6: Habitats.

Year 4 Autumn 1 P.E: RE: Numeracy: Literacy: Computing: Mental addition and subtraction. Number and place value. Mental multiplication and division. Measurement. Decimals, percentages and equivalent fractions. Written addition and subtraction. RE: Creation and the story of Abraham to Joseph. Sharing in the life of Christ. Literacy: Narrative: Stories by the same author (Roald Dahl) Non-Narrative: Explanation Texts (Wallace & Gromit Cracking Contraptions) Poetry: Creating Images (Various Poems) Computing: UsingTechnology. Creating and Publishing. Year 4 Autumn 1 Science: Teeth & The Digestive System. To describe simple functions of the basic parts of the digestive system. To identify different types of teeth in humans. To work scientifically to gather, record and present data in a variety of ways. construct and interpret a variety of food chains, identifying producers, predators and prey. History: Aztecs! Describe the social, ethnic, cultural and religious diversity of past society. Describe the main changes in a period of history. Use dates and terms accurately in describing events. P.E: Invasion Games: (Netball) Play confidently in small sided invasion games. Learn techniques to pass and travel with the ball. Understand how to dodge, mark and intercept. Art & Design: Sculpture & Painting (Aztec Gods and Calendars) Create and combine shapes to create recognisable forms. Use clay and other mouldable materials. Use a number of brush techniques using thick and thin brushes to produce shapes, patterns, textures and lines.

RE All classes follow a scheme called; “Learning and Growing as the people of God” Throughout this the children all learn about religion; knowledge and understanding of and learn from religion; reflecting on meaning Units include: Unit A: Creation & The story of Abraham to Joseph. Unit B: Jesus teaches us how to pray. Unit C: Advent

- Unit D: Christmas - Unit E: Jesus: Light of the world and beloved Son. - Unit F: Old Testament, Moses – King David. Unit G: Lent: Living as followers of Jesus today. Unit H: Holy Week Unit I: Easter Unit J: Pentecost Unit K: Sharing in the Life of Christ Unit L: Special Roles and Responsibilities

Timetable for the week 11:00 -12:00 1:00-2:30 2:30 – 3:30 Numeracy   9:00 - 9:10 9:10-10:10 10:10-10:35 10:35 10:55 11:00 -12:00 12:00 1:00 1:00-2:30 2:30 – 3:30 3:30 Monday Registration & Warm-up Activity Numeracy Assembly Break Time Literacy Dinner Break Music 1:00-2:00pm Art 2:20-3:30pm PPA TIME HOME TIME. Tuesday 9:10 – 9:40am Spellings Swimming (11:15 – 12pm) Comprehension 1 – 2pm Numeracy Intervention (Handwriting) 2:00-2:30pm Topic 2:30-3:30pm Wednesday MASS/Collective Worship 22 Club 1:00-1:30pm P.E. 1:30-2:30pm R.E. 2:30–3:30pm. Thursday KS2 Assembly Science 1:00 – 2:30pm RE Friday Topic/ICT 1:00 – 2:00pm 2:15 – 2:45pm Award assembly 2:45pm

Homework Homework is set every week on a Monday and a Thursday. (Numeracy set on Monday to be handed in on Thursday and Literacy set on Thursday to be handed in on Monday) MUST DO HOMEWORK: -Spelling Practise. -Times Tables, children are tested on their times tables every week. -Numeracy and Literacy homework is based on the learning objectives covered that week. -Reading, children should read a minimum of 5 times a week and get their records signed. We do ask you to sign the homework slip – this helps us to know that you have seen & know what your child has to do for homework & it avoids children claiming they didn’t know they had any homework!!! We also do ask you to write us a note if for any reason your child has been unable to complete the homework – this avoids the children having to explain themselves & avoids misunderstandings. We encouraged all children to complete the MUST DO homework & offer quiet space at lunch times for children to catch up if necessary. We offer many housepoints, award certificates/praise for homework which is particularly well done/presented & for children attempting the ‘Could Do’ homework. Children often choose to present their could do homework as a powerpoint but this can cause problems if the programmes are not compatible with the school’s software. Children do their spellings in the backs of their homework books so that you can see how they have done each week. The spellings are carefully chosen following spellings assessments in the 1st wk of the year. Times tables are tested each week with a club where the children attempt to answer a certain number of questions in 5 mins. They love moving up to the next club & receiving a certificate. We expect the children to have a good grasp of all their times tables by the end of the year – it pays great dividends in year 6 if they are confident!

How can I help at home? Support with homework: - Learning spellings - Enjoying books/reading to your child/listening to your child read or discuss his/her book Times tables Visit your local library Read books around the main topic Access to the internet for research & educational sites Finding a good space & time to encourage good habits Read books around the main topic – this really encourages the children’s enthusiasm & helps them make valuable contributions in class – E.g. when we study ancient greece – children love to read the greek myths/legends at home with you. Encouraging the children to do their homework & to attempt at least 2 or 3 of the could do homeworks this year is greatly appreciated – they are made to feel very proud of their achievements & receive praise/awards where they have clearly gone the extra mile! Its also great if the children can bring books/information into school for the main topic each term. It helps them to be enthusiastic about what they are doing/learning about. Try to encourage children to do a small amount of their homework each night (e.g. 15-20 mins) – this avoids any last minute anxiety or stress.

READING AT HOME Please sign reading record book, K.S.2 Homework Diaries if you hear your child read (we expect children to read at least 5 times each week, either their school reading book, or their own book. It need only be for 5 to 10 minutes or 5 pages each day. An adult must sign for each occasion, even if your child has read independently). Reading linked to our topic Visiting your local library Independent readers: discuss book, ask them questions about what they are reading Complete Reading Journal Tasks.

PPA (Planning, Preparation & Assessment) Allows teachers time to plan and assess children’s work This year the children will take part in ICT, Music, Art and Spanish during this time. This year PPA will always be on a Monday afternoon. Occasionally due to unforeseen circumstances PPA afternoon will change & we will do our based to forwarn children.

Behaviour – Rewards Award Assembly: Star of the week! House Point Scheme/Class dojos - - Excellent work/behaviour - 5 signatures in Reading Record Books (parents) Full marks in spelling tests Passing the next times table club (22-club) Homework being handed in on time. - Politeness/helpfulness Praise assembly – Fridays Detention is carried out the following lunch time & you will be informed by letter of your child’s behaviour & why they have received a detention.

New day, new start! Sanctions Clear expectations and classroom rules given. Positive reinforcement is always used first. Classes individual discipline procedures, (e.g. verbal reminder, missing 5 minutes playtime, loss of Class Dojo points, change seat) New day, new start!

Class Management Bags 1 drawstring PE bag to stay on peg in school (everything labelled please!!) 1 school bag to include reading book & record and spelling book, reading journal, homework books on appropriate days. Coats Please ensure your child has a tag on the back of their coat so that it will stay on their peg & that it is labelled with their name Clothes: Please label with child’s name, especially jumpers!! Water bottles: Pupils may bring sports top, drink bottles into school but water only for the classroom, this should be taken home daily and returned with fresh water to drink in class. (NB. This is in addition to the drink provided for lunchtime). Please ensure that all items of clothing are labelled – it causes great confusion when things go missing such as school tops & there are no names! The size of the pegs in the classrooms are small & all items brought into school must fit into a bag and be placed on the peg to avoid accidents. Please keep the size of bag & what your child brings to school to an absolute minimum. We may sometimes ask your child to bring certain things into school to help with a project in art for e.g. Also – could we deter children from bringing huge pencil cases with numerous pens etc… this can cause distractions in lessons. Children must bring indoor shoes into school & wear outdoor shoes for playing on the playground/field.

Communications Weekly Newsletter (available on school website) Website Reading Records

School Visits/Visitors To enhance the children's learning in the outdoor environment. Term 1/2: Cadbury World Term 3/4: Conkers Term 5/6: Local area walk Transition Days/Move up morning

Assessment we will refer to your child’s current level of attainment using phrases such as: • working at age related expectations • working towards age related expectations • working beyond age related expectations

Avoiding “fixed mind-set” about t abilit we want to foster in all our children a “growth mind-set”, meaning that we believe that we can all improve our abilities with practice, effort and persistence. We would also like to further enrich our pupils’ learning by developing a greater breadth of skills and knowledge, so that they are confident to apply their skills to different areas of the curriculum, rather than focus on moving to the ‘next level’. Pupils will still be familiar with their ‘next steps’ learning targets as a way of ensuring maximum opportunity for progress but there will be no emphasis on what numerical level they are working at.

The New Curriculum needs a new form of assessment The research for the review of the National Curriculum showed that it should focus on ‘fewer things in greater depth’, in secure learning which persists, rather than relentless, “over-rapid progression” Depth and sustainability is what assessment should focus on (Living in a Levels-Free World, by Tim Oates published by DfE) The new curriculum requires a New Form of assessment It aims to teach fewer things in greater depth and avoid over rapid progression Assessment should therefore focus on depth and sustainable learning

The New Curriculum A significant change The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. (National Curriculum for Mathematics page 3) A significant change Alongside that is……….

In line with the curricula of many high performing jurisdictions, the National Curriculum emphasises the importance of all pupils mastering the content taught each year and discourages the acceleration of pupils into content from subsequent years

Who is mastery for? The essential idea behind ‘mastery’ is that all children need a deep understanding and fluency of the mathematics they are learning so that: future mathematical learning is built on solid foundations which do not need to be re-taught; there is no need for separate catch-up programmes due to some children falling behind; children who, under other teaching approaches, can often fall a long way behind, are better able to keep up with their peers, so that gaps in attainment are narrowed whilst the attainment of all is raised. There is no such thing as “S.E.N. maths” There is no such thing as “more able maths”  

Higher attaining Does a mastery curriculum really meet their needs? However research indicates that these pupils benefit more from enrichment and deepening of content rather than acceleration into new content. Acceleration is likely to promote superficial understanding, rather than the true depth and rigour of knowledge that is a foundation for higher mathematics. This argument was advanced by the Advisory Committee for Mathematics Education on page 1 of its report: Raising the bar: developing able young mathematicians, December 2012

Different aspects of mastery Teaching for mastery– has distinct characteristics both in organisation and features of teaching Developing mastery – the need to develop sufficient fluency and depth of understanding so learning is sustainable over time – can be built upon and connections made Assessing mastery- Have pupils developed sufficient mastery for learning to be built upon and sustained over time?

The New Curriculum Factual & Procedural Fluency Conceptual Understanding INTEGRATION

Procedural and conceptual An exclusive focus on basics leaves students without the understandings that enable them to use mathematics effectively. A focus on process without the attention to skills deprives students of the tools they need for fluid, competent performance” (Schonefeld 2004 p. 281)

Assessing progress in the 3 aims Fluency Reasoning Problem Solving

Tracking recall of multiplication facts

Developing and assessing reasoning In terms of assessing reasoning some schools are using these, the white is the content of the National Curriculum, the blue are related reasoning questions Not only is it important to be able to “do” the white, but there should be sufficient depth of understanding of the contrent to answer the reasoning questions in blue

Class working together Longer time on topics Fewer things Greater depth Class working together Longer time on topics Together these reflect the features of A mastery curriculum for mathematics

Depth and going deeper 3 8 5 Making Connections supports depth and sustainable learning and paves the way for later learning + = + = - = - =

Depth and going deeper What’s the same and What’s Different? Captain Conjecture says…..do you agree? Explain your reasoning What do you notice?

Deeper with fractions Y4 Y2

Solving problems Together Jack and Sam have £12.00. Jack has £2.00 more than Sam. How much money does Sam have?

Solving problems Together Rosie and Jim have £12.00. Rosie has twice as much as Jim. How much does Jim have?

Safe Internet Search Engines Here are some Safe Internet Search engines the children can use at home: http://www.swiggle.org.uk/ http://quinturakids.com/ http://www.askkids.com/ http://www.squirrelnet.com/search/Google_SafeSearch.asp http://primaryschoolict.com/ http://www.primaryt.co.uk/google2.html http://www.kidrex.org/ These are Safe Image Searches: http://gallery.nen.gov.uk/gallery-swgfl.html http://primaryschoolict.com/

Curriculum Days/Weeks Book Day Friday -16th October Interfaith Week - Mon 16th – 20th November Number Day N.S.P.C.C.- Friday5th December World Book Day - Thursday 3rd March Science Week -Monday14th March – Friday 18th March Sports Week July 18th – 22nd July 2016 Art focus - Mon 13th – 17th June

Dates & Events for your diaries: Whole School Assembly - Inspire Mornings- Class collective worships- Weekly School/Class Masses NB Year 4’s Sunday Mass will be Sunday 15th May 2016. Children and parents are expected to support their class and attend this service. Parents’ Evenings: Autumn-Mon 16th and Tues 17th November 4-6pm Spring Term – 14th and 15th March 4-6pm Summer Term Open Evening