| Year 4 |
Welcome to Elm and Oak Class
| Elm Class Staff |
| Teacher: Miss Eynon |
| Teaching Assistants: Mrs Mayles, Mrs Hill, Mrs Horton |
| Teacher Planning, Preparation and Assessment time (PPA) is usually on a Thursday; Mrs Ashwell teaches the class during this time. |
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PE Days Our PE days are Tuesday and Thursday Please ensure your child comes to school in their PE kit on these days |
| Oak Class Staff |
| Teacher: Mrs Catchpole (Monday - Wednesday) |
| Teacher: Mrs McCarthy (Thursday & Friday) |
| Teaching Assistants: Mrs Massie, Mrs Palmer, Mrs Spicer |
| Teacher Planning, Preparation and Assessment time (PPA) is usually half a day on a Tuesday; Mrs Ashwell teachers the class during this time. |
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Homework Homework is set on a Friday and due back in on a Wednesday Spellings - Test on a Monday |
Maths
In Year 4, our students continue to build solid number foundations following the White Rose curriculum. In place value, they explore numbers up to 10,000, comparing and ordering large numbers, finding 1, 10, 100 and 1,000 more or less, counting backwards through zero, rounding to the nearest 10, 100 or 1,000, and even practising Roman numerals. Moving into addition and subtraction, children work with formal written methods for up to four-digit numbers—starting without exchanging, then advancing to one and multiple exchanges—and solve increasingly complex one- and two-step word problems. The area unit introduces children to calculating the surface of rectilinear shapes by counting squares, understanding that different shapes can share the same area. In the first multiplication and division block, pupils focus on mastering times‑tables, particularly 3, 6, 9, then 7, 11, 12, plus multiplying and dividing by 1 and 0, and beginning to multiply three numbers. In the follow-up spring block, they deepen this learning—investigating factor pairs, multiplying and dividing by 10 and 100, and applying formal methods to multiply two- and three-digit numbers by a single digit.
English
The children will begin the year creating poems all about a dragon based on the poem by Brian Patten using adjectives and prepositions to describe their own dragon and its home. Our second project will be based on the story of ‘ Arthur and Golden Rope’ by Joe Todd Stanton. The children will practise creating dialogue for the characters and descriptive writing for a new adventure for Arthur presenting it as a story and a graphic novel. The children will then move onto creating a non-fiction text. They will look at the features of a persuasive text and use these to create their own leaflet to persuade others to travel to special destination. In our last unit, the children will write an animal adventure story based on the story of ‘Starbird’ by Sharon King Chai. The children will practise the writing skills of direct speech, setting description and the ‘show not tell’ technique to take their own animal on a special journey across many lands.
Science
We will start the term by learning about electricity. The children will identify appliances that run using electricity and recognise common conductors and insulators. They will construct simple electrical circuits to light a lamp and create a switch to open and close a circuit. In the second half of the term the children will focus on sound. The children will find out how sound is made and through a number of investigations the children will discover how sounds can be changed and how sounds travel.
Guided Reading
The children will begin reading the book ‘The world according to Humphrey’ by Betty G Birney which is all about a very special hamster who is a class pet. He spends the weekends with students and learns to read and write and passes on great knowledge to both teachers and students about how to make the best decisions. Our second book is ‘Krindlekrax’ by Philip Ridley which is all about Ruskin Splinter who is desperate to be the hero of the school play. But he is small and thin and no one thinks he can be the hero. But Ruskin gets his chance to prove them all wrong when the mysterious Krindlkrax lurks beneath the pavement and threatens those who live on Lizard Street.
Geography/History
In our Biomes unit, the children will explore the amazing climates found all around the world. They will learn about different biomes such as deserts, rainforests, and tundras. Through fun activities and comparisons, students will discover what makes each biome unique and how they are similar or different to the UK. In the second part of the Autumn term, the children will discover the fascinating history of the Anglo-Saxons and their impact on England. When the Romans left in the early 5th century, England faced a period of change and uncertainty. The Anglo-Saxons, a group of Germanic tribes, settled in the land, shaping the future of English culture and society. The children will learn about how the Anglo Saxons influenced language, laws, and traditions that still resonate today. Pupils will then move onto learn about their religious beliefs and practices and later, Christian faiths introduced through missionaries. We will look at artefacts such as jewellery, tools, and weapons and discover how this helps us understand their daily lives, beliefs, and social structure, allowing us to piece together the story of this remarkable era.
Art and Design/DT
In our Art and Design Painting & Mixed Media unit on Light and Dark, pupils explore how colour can be used to show light and shadow. They learn to share ideas about paintings and discuss how colours look different in real life. Pupils describe and mix tints and shades by adding white or black paint, and use these skills to paint objects in 3D. They experiment with different arrangements for their still life compositions, explain their choices, and create clear sketches. Finally, they produce careful, controlled paintings that demonstrate an understanding of how colour can create the effect of light, dark, and three dimensions.
In our Design and Technology unit on light-up shoeboxes, pupils develop a wide range of practical and creative skills. They learn to select and use different tools and equipment accurately for cutting, shaping, joining, and finishing, and choose materials based on their function and appearance. Pupils explore electrical systems by creating simple circuits with switches and bulbs to light up their designs. They carry out research and use design criteria to create innovative, functional products for specific users. Through discussion, sketches, diagrams, prototypes, and even computer-aided design, they develop and communicate their ideas. Finally, they evaluate their work against their design criteria, considering feedback to improve their products.
PSHE
In the Autumn Term, Year 4 will focus on building positive relationships, understanding wellbeing, and settling confidently into the new school year. We begin with Rules and an Introduction to Year 4, where pupils revisit the importance of classroom rules, routines, and responsibilities, helping to establish a safe and respectful learning environment. Through the Families and Relationships unit, children explore what makes a healthy relationship, learn about different types of families, and begin to understand how to communicate effectively, manage friendship issues, and show empathy towards others. In Health and Wellbeing, pupils reflect on physical and mental health, learning about the importance of a balanced lifestyle, healthy eating, sleep, personal hygiene, and emotional regulation. They are encouraged to recognise their own feelings and develop strategies for managing emotions in a positive way. All learning is captured and celebrated in our class floor book, which showcases pupils' reflections, class discussions, and creative work, giving a rich insight into their personal development throughout the term.
Computing
In the Autumn Term, Year 4 pupils explore key concepts in computing through the Purple Mash curriculum. They begin by learning about technology and how it helps us, identifying examples of manual, electrical, digital and smart technology in everyday life. This leads into an understanding of computer hardware and software, where children identify parts of a computer system, group them by function (input, output or storage), and explore how hardware and software work together to complete tasks. Pupils then complete two online safety units focusing on self-image, identity, and online relationships, learning how to manage their identity online, interact positively with others, and stay safe in digital spaces. In the animation unit, children discover how animations are created, beginning with flick books and progressing to digital animation software. They explore key techniques like onion skinning, adding sound effects and backgrounds, and use storyboards to plan and produce a short-animated sequence. Finally, children are introduced to Logo programming, where they learn to give instructions using commands, draw shapes and letters, use the Repeat function, and create procedures. This hands-on and varied term equips pupils with a strong foundation in digital literacy, programming, and creative computing.
French
Year 4 will begin the term with the "Je me présente" unit, where they will learn to introduce themselves confidently in French. Building on this foundation, students then transition to the "En classe" unit, focusing on classroom vocabulary and be able to say what they have and do not have in their pencil case. Through interactive activities and practical communication, pupils will develop their language skills while gaining confidence in real-life situations.
RE
This half term the children will be considering the question,
Why do some people think life is like a journey?
Key skills taught will include:
- Suggesting why some people see life as a journey and identify some of the key milestones on this journey.
- Describing what happens in Christian, Jewish, and/or Hindu ceremonies of commitment and say what these rituals mean.
- Suggesting reasons why marking the milestones of life are important to Christians, Hindus and/or Jewish people.
- Explaining similarities and differences between ceremonies of commitment
- Make comparisons between how Hindus, Jews and Christians might think of life as a journey
Key Questions to consider include:
Why do some people think life is like a journey?
Which times are special and why?
Can you think of some examples of how this might be shown?
How and why do we celebrate special and sacred times?
What is the difference between sacred and secular?
What does significant mean?
Why is it important?
Who is it important too?
PE
In the Autumn Term, Year 4 pupils will focus on developing core physical skills through a range of engaging and progressive units. In the Fundamentals unit, children build key movement skills including balance, coordination, agility, and control, forming the foundation for all physical activity. They learn how to move with accuracy and confidence in a variety of ways and begin to apply these skills in small games and challenges. In the Ball Skills unit, pupils focus on sending and receiving techniques using different types of equipment. They develop hand-eye coordination, spatial awareness, and teamwork through activities that promote catching, throwing, dribbling, and control. As they move into the Fitness unit, children are encouraged to improve their physical stamina, strength, and resilience through a range of high-energy circuits and personal challenges. Finally, in Gymnastics, pupils learn to perform controlled movements including rolls, balances, and sequences, both on the floor and using apparatus. They explore how to link movements smoothly and work both independently and with partners to create routines. This term provides a strong base in physical literacy while promoting confidence, perseverance, and a positive attitude toward health and fitness.
Music
This half term we will develop our ensemble skills by:
- Following a steady beat and staying in time as a group
- Use tuned percussion to perform accompaniment to favourite songs using different tempos
- Evaluate our performances
To do this, we will use our fabulous Djembe drums and tuned percussion as well as keyboards, piano and guitar to enhance our performance.
Reading in KS2
In KS2, children are encouraged to become confident, expressive and passionate readers. Most children will move fairly quickly onto the broader range of books available in the Brown, Grey and Blue book bands. Your child may spend quite a while on each book band. This isn't because they are not progressing, it is rather an opportunity for your child to be exposed to a wide range of authors, genres and styles of writing at a level in which they can comprehend what they are reading. They will be asked to answer comprehension questions to show their understanding of what they have read and encouraged to discuss the books they have enjoyed from the book band and the ones they have disliked.
We aspire to make every child a passionate reader and need your help to do this!
We will try to read with your child as often as we can in school. This will be either 1:1 with an adult, or in a guided reading activity where the children will read in a group and discuss the text together. We will hear your child read aloud a minimum of once a week but encourage you to supplement this by reading with your child as often as possible at home.
If your child would like access to more books at home, perhaps you could use Oxford Reading Owl to read different books. Oxford Owl has many different books and you can download and read them all online for free.
Oxford Owl
For a recommended reading list, please visit:
Recommended reading list for KS2 children
Ways you can help at home
- Read with your child for 10 minutes every day
- Support your child to complete the homework set each week
- Ask your child questions about stories that they are reading to you, or about stories you are reading to them.
- Ask your child to tell you the time to help them to practise the skill of telling the time. To challenge your child, you could ask them to tell you the time on both an analogue and digital clock.
- Ask children to help you to count out money and ask for change
- Encourage your child to write stories, recounts, shopping lists to help build their stamina for learning.
Websites to help....
Purple Mash
Top Marks Maths Games
Primary Maths Games
TT Rockstars
Spelling Shed
If you have any questions please talk to any of the team in Year 4 and we will be happy to help you. You can also make an appointment at the school office. Look out for further messages about events in school through parent mail.
We thank you for your support this year.
| Please do not hesitate to contact us if you have any worries or concerns. You can contact us directly on the playground at the end of the school day or via the school office to request a call or a meeting if required. Thank-you for your continued support. |