This project teaches children about life in Britain after the Roman withdrawal. Children will learn about Anglo-Saxon and Viking invasions up to the Norman conquests.
To find out more, view our Invasion Knowledge Organiser
Other helpful documents
Invasion Optional Home Learning Tasks
Invasion Civilizations Vocabulary Mat
Children will learn about compass points and four and six-figure grid references. They will learn about the tropics and the countries, climates and culture of North and South America. Children will identify physical features in the United Kingdom and learn about the National Rail and canal networks.
From a historical perspective, we will learn about Roman withdrawal from Britain; the chronology of invasion; Anglo-Saxon, Viking and Norman invasions, everyday life and Anglo-Saxon and Viking Britain; kingdoms, beliefs customs and religion and King Athelstan.
Reading
Our Class Text and Comprehension
In terms 1 and 2, our reading comprehension lessons will be based upon our class text, “The Saga of Erik the Viking” by Terry Jones. A Viking warrior and leader called Erik goes on a voyage to find the land where the sun goes at night. Journeying on their ship, Golden Dragon, Erik and his crew
encounter many challenges, from mythical creatures and extreme weather to Death himself.
To find out more about this text, view our The Saga of Erik the Viking Novel Knowledge Organiser.
For further information about the reading skills we will focus upon this term, please view “Shakespeare’s Sequential Reading Curriculum”
Independent Reading
In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Mrs Bromfield).
Writing
Over the course of the term, we will be writing a poem, playscript and a Norse myth.
Firstly, we will be writing a poem in the style of Anglo-Saxon poetry. Writing an Anglo-Saxon poem makes children use precise words to suit a particular style. The children will incorporate imaginative descriptions, alliteration, kennings, noun phrases and powerful verbs. They will also edit and improve their work.
We will also be writing playscripts. Writing playscripts encourages children to convey characterisation and plot through speech alone. They will present their work in the layout of a playscript, selecting vocabulary to suit different characters. Children will be challenged to specify the delivery of the speech and to vary sentence structures.
Furthermore, we will be writing a Norse myth. Writing Norse myths can help children understand the purpose behind many of the famous myths we know today. The children will use adjectives to create well-developed characters and settings. They will create a plot that inspires heroic deeds in the face of danger. They will include pronouns, conjunctions and dialogue written as direct speech. They will also start sentences with fronted adverbials.
For further information about the writing skills, we will focus upon this term, please view "Shakespeare’s Sequential Writing Curriculum"
Grammar, Punctuation and Spelling
Punctuation
This term we will revise use of inverted commas (and commas) to indicate direct speech; use commas in a list; use apostrophes for singular and regular plural nouns and irregular plural nouns.
Grammar
This term we will learn to identify common and proper nouns; revise vowels and consonants; determiners; identify and compose a range of sentence types, punctuating appropriately; revise the present perfect / past tense; collect nouns made from verbs using the suffixes; identify direct and indirect speech; use collective nouns; pronouns; expanded noun phrases; identify and use main clauses and subordinate clauses and revise past tense verbs.
Spellings
During our spelling lessons this term, we will learn how to spell common exception words; adding –ed, –ing, –er and –est ; prefixes; words ending in –able and –ible; words containing the letter-string ough; words with ‘silent’ letters; homophones; adding –s, -es and –ies to words and words ending with –gue and –que
words with the /s/ sound spelt c before e, i and y; the /r/ sound spelt wr at the beginning of words; the /l/ or /əl/ sound spelt –le at the end of words; the /l/ or /əl/ sound spelt –el at the end of words; the /l/ or /əl/ sound spelt –al at the end of words; words ending in –il; adding –ed, –ing, –er and –est; the /i/ sound spelt y other than at the end of words; words with endings sounding like –sure and –ture; words ending with –gue and -que; homophones ; vowel digraphs and trigraphs; adding suffixes; the /ow/ sound spelt ou; prefixes; words with the /sh/ sound spelt ch; words with the /eɪ/ sound spelt ei, ei or ey
To view our weekly breakdown of our spellings, please view our Term 1 and Term 2 Homework Grid.
In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 3 and 4 statutory spelling list. For an overview of these spellings, please view the Spelling word list for Year 3 and Year 4.
Following the White Rose Maths scheme, year 5 will cover six main blocks of learning over the course of the summer term: shape; position and direction; decimals; negative numbers; converting units and volume. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small, related chunks.
This term’s small learning steps for each block
| Maths area of learning | Block | Small Learning Steps |
| Number | Place Value | Represent numbers to 1000; partition numbers to 1000, number line to 1000, thousands; represent numbers to 10,000; partition numbers to 10,000; flexible partitioning of numbers to 10,000; find 1, 10, 100, 100, 1000 more or less; number line to 10,000; estimate on a number line to 10,000; compare numbers to 10,000; order numbers to 10,000; Roman numerals; round to the nearest 10, round to the nearest 100; round to the nearest 1000 and round to the nearest 10, 100 or 1,000. |
| Number | Addition and subtraction | Add and subtract 1s, 10s, 100s and 1000s; add up to two 4-digit numbers – no exchange; ass two 4-digit numbers – one exchange; add two 4-digit numbers – more than one exchange; subtract two 4 – digit numbers – no exchange; subtract two 4 – digit numbers – one exchange; subtract two 4 – digit numbers – more than one exchange; efficient subtraction; estimate answers and checking strategies |
| Measurement | Area | What is area; count squares; makes shapes and compare areas. |
| Number | Multiplication and division A | Multiples of 3; multiply and divide by 6; 6 times-table division facts; multiply and divide by 9; 9 times-table division facts; the 3, 6 and 9 times-tables; multiply and divide by 7; 7 times-table and division facts; 11 times-table and division facts; 12 times-table and division facts; multiply by 1 and 0; divide a number by 1 and itself and multiply three numbers |
One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 1 and Term 2 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.
Our Calculation Policy: addition and subtraction
Our Calculation Policy: multiplication and division
In term 1 our topic is “Food and the Digestive System”. This project teaches children about the human digestive system. They will explore the main parts, starting with the mouth and teeth, identifying teeth types and their functions. They will link this learning to animals' diets and construct food chains to show the flow of energy.
To find out more, view our Food and the Digestive System Knowledge Organiser.
Term 1 Lesson Overview
| Lesson | Learning focus |
| 1 | Producers and Consumers |
| 2 | Eco Systems |
| 3 | Food Chains |
| 4 | Changes in habitats |
| 5 | The Digestive System |
| 6 | Teeth |
| 7 & 8 | Planning an investigation, carrying out an investigation on the best type of toothpaste. |
Other helpful documents
*Food and the Digestive System Glossary
*Food and the Digestive System Vocabulary Mat
In term 2 our topic is “Sound”. This project teaches children about sound, how sound is made and how sound travels as vibrations through a medium to the ear. They will learn about pitch and volume and find out how both can be changed. To find out more, view our Sound Knowledge Organiser.
Term 2 Lesson Overview
| Lesson | Learning focus |
| 1 | Sound Facts |
| 2 | Exploring Sound |
| 3 | How does sound travel |
| 4 | How do we hear sound |
| 5 | Muffling sounds |
| 6 | changing the volume and pitch of sounds |
Other helpful documents
Art: Contrast and complement
This project teaches children about colour theory by studying the colour wheel and colour mixing. It includes an exploration of tertiary colours, warm and cool colours, complementary colours and analogous colours, and how artists use colour in their artwork .
To find out more, view our Contrast and Complement Knowledge Organiser.
Design and Technology: Fresh food, good food
Over the course of this project, the children will learn about food decay and preservation. They will discover key inventions in food preservation and packaging, then make examples. The children will prepare, package and evaluate a healthy snack.
To find out more, view our Fresh food, Good Food Knowledge Organiser.
Design and Technology: Warp and weft
This project teaches children about the artform of weaving and how it has developed over time, including the materials and techniques required to create woven patterns and products.
To find out more, view our Warp and Weft Knowledge Organiser.
Online Safety
In our work about online safety, we will learn about:
- Phishing
- Malware
- Plagiarism
- Healthy screen time
To find out more, view our Online Safety Knowledge Organiser.
Coding
In term 1, we will be focussing upon coding. We will learn about:
- Design, code, test and debug
- IF statements
- Co-ordinates
- Repeat Until and IF/ELSE Statements
- Number variables
- Making a playable game
To find out more, view our Coding Knowledge Organiser.
Spreadsheets
Over the course of term 2, our work will focus upon spreadsheets. We will learn:
- Formula wizard and formatting cells
- Using the timer and spin buttons
- Line Graphs
- Using a spreadsheet for budgeting
- Exploring place value with a spreadsheet
To find out more, view our Spreadsheets Knowledge Organiser.
Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.
Please view our “World festivals and Celebrations Calendar”.
Term 1: Buddhism - Kathina
Kathina is a celebration held in October or November after Vassa, the Rains Retreat, which is sometimes known as the Buddhists Lent. Buddhist monks stay in a vihara or monastery during the rainy season in Asian countries and spend time studying the Dharma (Buddha's teaching) and meditating.
For the key words and vocabulary associated with this topic, please view our “Kathina Glossary”.
Term 2: Christianity – Sikhism - Vaisakhi
Sikhs usually celebrate Vaisakhi on the 13th and 14th April. It is the most important festival day for Sikhs because, in 1699, Guru Gobind Singh created the Khalsa. The Khalsa are ordained Sikhs who make promises to wear the Five Ks and follow the Sikh religion faithfully. To become part of the Khalsa, Sikhs drink a sugary liquid called amrit and have it sprinkled onto their eyes and hair. Some Sikhs choose to take amrit during Vaisakhi.
For the key words and vocabulary associated with this topic, please view our “Vaisakhi Glossary”.
Over the course of term 1 and 2, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 8 - 9
Term 1: Being me in my world
In this Puzzle, the children explore being part of a team. They talk about attitudes and actions and their effects on the whole class. The children learn about their school and its community, who all the different people are and what their roles are. They discuss democracy and link this to their own School Council, what its purpose is and how it works. The children learn about group work, the different roles people can have, how to make positive contributions, how to make collective decisions and how to deal with conflict. They also learn about considering other people’s feelings.
Term 2: Celebrating Difference
In this Puzzle (unit), the children consider the concept of judging people by their appearance, of first impressions and of what influences their thinking on what is normal. They explore more about bullying, including online bullying and what to do if they suspect or know that it is taking place. They discuss the pressures of being a witness and why some people choose to join in or choose to not tell anyone about what they have seen. The children share their own uniqueness and what is special about themselves. They talk about first impressions and when their own first impressions of someone have changed.
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for terms 1 and 2 will focus on invasion games, athletics and health related fitness. Our PE lessons will be on Tuesday and Thursday; children can wear their PE into school on both of these days.
Invasion Games (Rugby)
In their tag rugby lessons, pupils develop their understanding of the attacking and defending principles of invasion games. Pupils will have to think about how they use skills, strategies and tactics to outwit the opposition. They do this by maintaining possession and moving the ball towards the try line to score.
Health Related Fitness
Pupils will take part in a range of activities that explore and develop different areas of their health and fitness. They will be given opportunities to work at their maximum and improve their fitness levels, recognising how the activities make them feel. They will need to persevere when they get tired or when they find a challenge hard and are encouraged to support others to do the same. Pupils are asked to recognise areas for improvement and suggest activities that they could do to do this, while always working safely and with control.
Sports Hall Athletics
Throughout these lessons, pupils will develop basic running, jumping and throwing techniques. They are set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. As in all athletic activities, pupils think about how to achieve their greatest possible speed, distance or accuracy and learn how to persevere to achieve their personal best.
Invasion Games (Hockey)
In hockey lessons, pupils develop their understanding of the attacking and defending principles of invasion games. They will learn to do this by maintaining possession and moving the ball towards the goal to score. Pupils will also develop their understanding of the importance of fair play and honesty while self-managing games and learning and abiding by key rules, as well as evaluating their own and others’ performances.
To find out more, view our GetSet4PE Knowledge Organisers
Musically, students are constantly touching upon all key musical elements and skills, building upon these as they progress through each lesson, unit and year. As well as this, there is also a Musical Spotlight to each unit. This by no means indicates that there is only one musical aspect or concept being considered and developed – it just allows one chosen musical element, aspect or skill to come to the fore for contemplation, discussion and development, for the duration of that unit.
Term 1: “Mama Mia a pop song by Abba
All the learning in this unit is focused around one song: “Mamma Mia”- a pop song by Abba
Term 2: Glockenspiel and KS2 Christmas performance
The learning is focused around exploring and developing playing skills through the glockenspiel.
Following the Charanga Musical School scheme of learning, these units are organised into 3 main parts:
- Listen and Appraise the songs.
- Musical Activities - learn and/or build on our knowledge and understanding about the interrelated dimensions of music.
- Perform the Song - perform and share our learning as we progress through the unit of work.
For more information, please view our Charanga musical school year 4 & 5 knowledge organisers
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Term 1: On the way to school
Throughout this topic, we will learn: simple greetings; how to make simple statements (about name and age); asking simple questions (about name and age) and numbers 1-10
Term 2: Where in the world is French spoken?
During this topic, we will learn: numbers 11-20; simple questions and expressing preference
| Shakespeare Class Term 1 and 2 Resources | |
| Topic | |
 |
Invasion Organiser |
|
Home Learning Workbook |
|
Vocabulary Mat |
| English, Reading, Writing and Spelling | |
|
Saga of Erik the Viking Novel Knowledge Organiser |
|
Year 4 Sequential Reading Curriculum |
|
Year 4 Sequential Writing Curriculum |
|
Spelling Word List for Year 4 |
| Maths | |
|
Our Calculation Policy: addition and subtraction |
|
Our Calculation Policy: multiplication and division |
| Science | |
|
Food and the Digestive System Knowledge Organiser |
|
Food and the Digestive System Glossary |
|
Food and the Digestive System Vocabulary Mat |
|
Sound Knowledge Organiser |
|
Sound Glossary |
|
Sound Vocabulary Mat |
| Art & Design | |
|
Contrast and Complement Knowledge Organiser |
|
Fresh Food, Good Food Knowledge Organiser |
|
Warp and Weft Knowledge Organiser |
| Computing | |
|
Year 4 Online Safety Knowledge Organiser |
|
Year 4 Coding Knowledge Organiser |
|
Year 4 Spreadsheets Knowledge Organiser |
| Religious Education | |
|
World Festivals and Celebrations Calendar |
|
Kathina Glossary |
|
Vaisakhi Glossary |
| PSHE | |
|
Year 4 Jigsaw Skills and Knowledge Progression for ages 8-9 |
| Physical Education | |
|
Year 4 GetSet4PE Knowledge Organiser |
| Music | |
|
Year 4 - Charanga Musical School Knowledge Organiser |
This term our topic is “Misty Mountain, Winding River”. This project teaches children about the characteristics and features of rivers and mountain ranges around the world, including a detailed exploration of the ecosystems and processes that shape them and the land around them.
To find out more, view our Misty Mountain, Winding River Knowledge Organiser.
(Please refer to the Downloadable Resources Page for PDF copies of all highlighted/underlined documents)
Other helpful documents
From a geographical perspective, we will learn about grid references; contour lines; physical processes – erosion, transportation and deposition; world rivers; UK mountains; world mountains; compass points; the water cycle; soil and altitudinal zones.
From a historical perspective, we will learn about mountain exploration; significant people, including Sir Edmund Hilary; and the art work of William Morris, as part of our Design Technology topic.
Reading
Our Class Text and Comprehension
In term 3, our reading comprehension lessons will be based upon our class text, “King of the Cloud Forests” by Michael Morpurgo. Set in China at the beginning of World War 2, we will join Ashley and Uncle Sung as they are forced to flee their home and make a perilous journey across the Himalayas. Food is scarce and they are trapped by a terrible storm. Once the storm ends, Uncle Sung leaves to fetch help. When a strange visitor finds Ashley and takes him higher into the mountain, he wonders if he will ever see his family again.
To find out more about this text, view our King of the Cloud Forests Novel Knowledge Organiser.
In term 4, our reading comprehension will be based upon another book by Michael Morpurgo called, ‘This Morning I Met a Whale’. This is a fictional account of the day a whale swam up the Thames, in which the whale makes an environmental plea to the boy who first sees him.
For further information about the reading skills we will focus upon this term, please view “Shakespeare’s Sequential Reading Curriculum”
Independent Reading
In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Mrs Bromfield).
Writing
Over the course of the term, we will be writing a diary, information leaflet and an explanation text.
Firstly we will be writing a diary entry based on our class text, King of the Cloud Forest. Writing a diary entry provides an ideal context for children to describe places and events using the first person. Children will be using expanded noun phrases to add descriptive detail
We will also be writing an information leaflet about Forest School. Writing an information leaflet provides an opportunity for children to gather facts about a chosen topic and organise the content in a logical order. They could use a range of fronted adverbials and conjunctions to vary sentence structure.
Furthermore, we will be writing an explanation of the model water cycle investigation. Explanation writing requires children to explain how or why something works, often using images or diagrams. Children will use fronted adverbials and conjunctions to vary sentence structure and show cause and effect. They will also include technical vocabulary and create a glossary to explain the definitions.
For further information about the writing skills, we will focus upon this term, please view "Shakespeare’s Sequential Writing Curriculum"
Grammar, Punctuation and Spelling
Punctuation
This term we will learn to edit deliberate punctuation errors; add punctuation to dictated sentences; practise punctuating parenthesis using pairs of commas, dashes or brackets; use a comma for all its purposes e.g. in punctuating direct speech, in lists, for parenthesis and to separate clauses for clarity; begin to use a single dash.
Grammar
This term we will learn to identify different types of determiners; identify preposition phrases in sentences, including prepositions of place and time.
We will also identify adverbials both within and at the front of sentences and discuss how these add cohesion to texts; we will be investigating the effect of moving the position of a fronted adverbial and identifying time connectives. In addition to this we will also identify verb forms, to include progressive perfect tenses.
Spellings
During our spelling lessons this term, we will learn how to spell words with endings spelt -sure and -ture; the g sound spelt gu; homophones; possessive apostrophe; words ending in -tion, -sion -ssion and -cian; the prefixes anti and inter and the suffix -ation.
In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 3 and 4 statutory spelling list. For an overview of these spellings, please view the Spelling word list for Year 3 and Year 4.
To view our weekly breakdown of our spellings, please view our Term 3 and Term 4 Homework Grid.
Following the White Rose Maths scheme, year 4 will cover four main blocks of learning over the course of the spring term: multiplication and division; length and perimeter: fractions and decimals. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small related chunks.
This term’s small learning steps for each block
| Maths area of learning | Block | Small Learning Steps |
| Number | Multiplication and division | Factor pairs; use factor pairs; multiply by 10; multiply by 100; divide by 10; divide by 100; related facts – multiplication and division; informal written methods for multiplication; multiply a 2-digit number by a 1-digit number; multiply a 3-digit number by a 1-digit number; divide a 2-digit number by a 1-digit number; divide a 3-digit number by a 1-digit number; correspondence problems and efficient multiplication. |
| Measurement | Length and perimeter | Measure in kilometres and metres; equivalent lengths; perimeter on a grid; perimeter of a rectangle; perimeter of rectilinear shapes; find missing lengths in rectilinear shapes; calculate the perimeter of rectilinear shapes; perimeter of regular polygons and perimeter of polygons. |
| Number | Fractions | Understanding the whole; count beyond 1; partition a mixed number; number ines with mixed numbers; compare and order mixed numbers; understand improper fractions; convert mixed numbers to improper fractions; convert improper fractions to mixed numbers; equivalent fractions on a number line; equivalent fraction families; add two or more fractions; add fractions and mixed numbers; subtract two fractions; subtract from whole amounts and subtract from mixed numbers. |
| Number | Decimals | Tenths as fractions; tenths as decimals; tenths on a place value chart; tenths on a number line; divide a 1-digit number by 10; divide a 2-digit number by 10; hundredths as fractions; hundredths on a place value chart and divide a 1- or 2-digit number by 100. |
One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 3 and Term 4 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.
Our Calculation Policy: addition and subtraction
Our Calculation Policy: multiplication and division
This term our topic is “States of Matter”. This project teaches children about solids, liquids and gases and their characteristic properties. Throughout this topic the children will observe how materials change state as they are heated and cooled, and learn key terminology associated with these processes.
To find out more, view our States of Matter Knowledge Organiser.
States of Matter Lesson Overview
| Lesson | Learning focus |
| 1 | Solids, liquids and gases |
| 2 | Classifying solids, liquids and gases and particle theory |
| 3 | Melting, freezing, evaporation and condensation |
| 4 | States of matter in water |
| 5 | Observing, measuring and recording changes over time |
| 6 | Melting and boiling points |
| 7, 8, 9, 10 and 11 | Planning an investigation, carrying out an investigation, recording and interpreting results and drawing graphs to represent results. |
Other helpful documents
States of Matter Vocabulary Mat
Art: Vista
Linked to our main topic, “Misty Mountain, Winding River”, our art topic for this term is “Vista”. Throughout this topic, we will learn about the techniques that artists use when composing landscape images, such as colour and atmosphere. To find out more, view our Vista Knowledge Organiser.
Design and Technology: Functional and Fancy Fabrics
Over the course of this project, we will learn about home furnishings and the significant designer William Morris. The children will learn techniques for decorating fabric, including block printing, hemming and embroidery and use them to design and make a fabric sample. To find out more, view our Functional and Fancy Fabrics Knowledge Organiser.
Writing for different audiences
In term 3, we will be focussing upon writing for different audiences. We will learn about:
- How to use different font styles.
- How to use a simulated scenario to produce a news report.
- How to write for a campaign.
To find out more, view our Writing for different audiences Knowledge Organiser.
Logo
Over the course of term 4, our work will focus upon using Logo. We will learn:
- How to create letters using 2Logo.
- Use the ‘repeat command.
- Use procedures
To find out more, view our Logo Knowledge Organiser.
Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.
Please view our “World festivals and Celebrations Calendar”.
Term 3: Judaism – Shabbat
Shabbat (Sabbath) is the Jewish day of rest. Jews believe God created the world in six days and rested on the seventh. Shabbat begins at sunset on Friday and ends on Saturday. During Shabbat, families spend time together, rest, eat special meals and attend the synagogue. However, there are many things to prepare before Shabbat arrives and rules to follow to make sure that Shabbat is truly a day of rest.
The key themes we will consider and examine are: play and rest; family meals; Shabbat customs; looking after living things; and special days.
For the key words and vocabulary associated with this topic, please view our “Shabbat Glossary”.
Term 4: Christianity – Holy Week and Easter
Holy Week is the last week of Lent. It starts with Palm Sunday, which commemorates Jesus' arrival in Jerusalem over 2000 years ago. During Holy Week, the story of Jesus' last supper and trial are commemorated. Good Friday is a day of mourning in many Christian churches as Jesus' crucifixion is remembered.
Easter Sunday is the day when Christians remember the resurrection of Jesus with church services, candles, acclamations, great food and Easter eggs.
The key themes we will consider and examine are: exploring symbolism; the parade; the Eucharist; the cross; Easter garden; and exploring belief.
For the key words and vocabulary associated with this topic, please view our “Easter Glossary”.
Over the course of term 3 and 4, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.
Term 3: Dreams and Goals
In this Puzzle, we will be talking about our hopes and dreams and developing an understanding that sometimes these do not come true. We will learn that reflecting on positive and happy experiences can counteract disappointment. We will learn how to make a new plan after a setback and know how to work out the steps needed to achieve a goal. We will also learn about the importance of being part of a group and the contributions made to the success of the goal.
Term 4: Healthy Me
In this Puzzle, we will think about how different friendships are formed and how we fit into them. We will discuss how some people are leaders and followers in groups and reflecting on which role we fit into. We will learn about smoking and alcohol, the effects on health and some of the reasons people start smoking or drinking alcohol. We will also learn to recognise when people are putting us under pressure and ways to resist this. We will also discuss what we believe is right and wrong.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 8-9
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 3 will focus on multiskills and gymnastics. Our PE lessons for term 4 will focus on netball and tennis. Our PE lessons will be on Monday and Thursday; children can wear their PE into school on both of these days.
Multiskills
Throughout our multiskills lessons, we will take part in a range of fitness challenges. They will learn about different components of fitness; speed, stamina, strength, coordination, balance and agility.
Gymnastics
Throughout this unit, pupils will create more complex sequences; learn a wider range of travelling actions and include the use of pathways; develop more advanced actions such as inverted movements and explore ways to include apparatus; and demonstrate control in their behaviour to create a safe environment for themselves and others to work in.
Netball
In our netball unit, we will be encouraged to persevere when developing competencies in key skills and principles such as defending, attacking, throwing, catching and shooting. We will learn to use a range of different passes in different situations to keep possession and attack towards goal. We will learn about defending and attacking play as we begin to play even-sided versions of 5-a-side Netball. We will also learn key rules of the game such as footwork, held ball, contact and obstruction.
Tennis
During this unit, pupils develop the key skills required for tennis such as the ready position, racket control and forehand and backhand ground strokes. We will learn how to score points and how to use skills, strategies and tactics to outwit the opposition. Pupils are given opportunities to play games independently and are taught the importance of being honest whilst playing to the rules.
Term 3: “Stop!” a rap song about bullying
All the learning in this unit is focused around one song: “Stop!” a rap song about bullying
Term 4: “Lean on me” by Bill Withers
All the learning in this unit is focused around one song: “Lean on me” a soul/gospel song by Bill Withers
Following the Charanga Musical School scheme of learning, these units are organised into 3 main parts:
- Listen and Appraise the songs.
- Musical Activities - learn and/or build on our knowledge and understanding about the interrelated dimensions of music.
- Perform the Song - perform and share our learning as we progress through the unit of work.
For more information, please view our Charanga musical school year 4 knowledge organisers
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Over the course of the spring term, we will be thinking about two main topics: birthdays and food.
Term 3: Birthdays
Throughout this topic, we will revise and learn numbers 1-100. We will also revisit and consolidate: the days of the week; months of the year; and colours.
Term 4: Food
During this topic, we will learn the vocabulary for lots of different types of food. We will also learn how to order food in a restaurant. In addition, we will learn about directions.
| Shakespeare Class Term 3 and 4 Resources | |
| Topic | |
|
Misty Mountain Knowledge Organiser |
|
Home Learning Workbook |
|
Vocabulary Mat |
| English, Reading, Writing and Spelling | |
|
King of the Cloud Forests Novel Knowledge Organiser |
|
Year 4 Sequential Reading Curriculum |
|
Spelling Word List for Year 4 |
| Maths | |
|
Our Calculation Policy: addition and subtraction |
|
Our Calculation Policy: multiplication and division |
| Science | |
|
States of Matter Knowledge Organiser |
|
States of Matter Glossary |
|
States of Matter Vocabulary Mat |
| Art & Design | |
|
Vista Knowledge Organiser |
|
Functional and Fancy Fabrics Knowledge Organiser |
| Computing | |
|
Year 4 Logo Knowledge Organiser |
|
Year 4 Writing for Different Audiences Organiser |
| Religious Education | |
|
World Festivals and Celebrations Calendar |
|
Shabbat Glossary |
|
Holy Week and Easter Glossary |
| PSHE | |
|
Year 4 Jigsaw Skills and Knowledge Progression for ages 8-9 |
| Physical Education | |
|
Year 4 GetSet4PE Knowledge Organiser |
| Music | |
|
Year 4 - Charanga Musical School Knowledge Organiser |
This term our topic is “Ancient Civilisations”. This project teaches children about the history of three of the world’s first ancient civilisations; ancient Sumer, ancient Egypt and the Indus Valley civilisation. Children will learn about the rise, life achievements and eventual end of each civilisation.
To find out more, view our Ancient Civilizations Knowledge Organiser
Other helpful documents
From a geographical perspective, we will learn about the location of these civilisations; and their main cities.
From a historical perspective, we will learn about historical evidence; rulers; inventions; and methods of farming in each of these three civilisations.
Our Class Text and Comprehension
In terms 5 and 6, our reading comprehension lessons will be based upon our class text, “Secrets of a Sun King,” by Emma Carroll. The book is about a girl from London who becomes an unlikely heroine in a quest to break an ancient curse that threatens her family. Her quest takes her to Egypt. She forms good friendships along the way and solves mysteries about her life and the life of the young pharaoh, Tutankhamun, who lived 3000 years ago.
To find out more about this text, view our Secrets of a Sun King Novel Knowledge Organiser.
For further information about the reading skills we will focus upon this term, please view “Shakespeare’s Sequential Reading Curriculum”
Independent Reading
In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent's Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child's AR password, please contact me (Mrs Bromfield).
Writing
Over the course of the term, we will be writing free verse poetry, instructional texts and stories from other cultures.
Firstly, we will be writing poems in free verse. This will allow the children to experiment with expanded noun phrases. Children can write a free verse poem inspired by one of the Sumerian Temple Hymns. They can choose one temple and its god or goddess as the subject of their poem.
We will also be writing instructions. Writing instructions encourages children to follow the conventions of a text type, including the order of the content, language, style choices and the layout. Children will write instructions about how to make an Egyptian mummy. They can use fronted adverbials and organisational devices, such as bullet points and numbers.
Furthermore, we will be writing a story from another culture. This will encourage the children to immerse themselves in a different way of life. Children will write in paragraphs as they describe settings, characters and plots. They can use noun phrases in their descriptions and inverted commas in direct speech.
For further information about the writing skills, we will focus upon this term, please view "Shakespeare’s Sequential Writing Curriculum"
Grammar, Punctuation and Spelling
Punctuation
In terms five and six we will learn how to demarcate sentences with increasing security, including apostrophe for omission and possession; write dictated sentences which require decisions about punctuation; and use a comma to separate main clause from subordinate clause.
Grammar
Our grammar lessons will focus on identifying word classes; making suitable choices of sentence type according to chosen genre; maintain consistency of tense in writing; understanding of the meaning of less familiar words, being more adventurous to use these in own writing; independently make suitable choices of sentence type according to chosen genre.; and increasingly control a variety of verb forms in spoken and written contexts.
Spellings
During our spelling lessons in Terms Five and Six, we will learn how to spell; words ending in –tion; the prefixes anti- and inter; the suffix -ation; endings spelt –tion, –sion, –ssion, –cian; adding suffixes beginning with vowel letters to words of more than one syllable; words with the /k/ sound spelt ch; words with the /s/ sound spelt sc; possessive apostrophe; and homophones and other words that are often confused
To view our weekly breakdown of our spellings, please view our Term 5 and Term 6 Homework Grid.
In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 3 and 4 statutory spelling list. For an overview of these spellings, please view the Spelling word list for Year 3 and Year 4.
Following the White Rose Maths scheme, year 4 will cover six main blocks of learning over the course of the summer term: decimals; money; time; shape; statistics and position and direction. As part of the White Rose Maths scheme, each block is broken down into a series of small learning steps. Combined, these small learning steps then cover all the curriculum content your child needs to know in small, related chunks.
This term’s small learning steps for each block
| Maths area of learning | Block | Small Learning Steps |
| Number | Decimals | Make a whole with tenths; make a whole with hundredths; partition decimals; flexibly partition decimals; compare decimals; order decimals; round to the nearest whole number and halves; and quarters as decimals. |
| Measurement | Money | Write money using decimals; convert between pounds and pence; compare amounts of money; estimate with money; calculate with money; and solve problems with money. |
| Measurement | Time | Years, months, weeks and days; hours, minutes and seconds; convert between analogue and digital times; convert to the 24-hour clock; and convert from the 24-hour clock. |
| Geometry | Shape | Understand angles as turns; identify angles; compare and order angles; triangles; quadrilaterals; polygons; lines of symmetry; and complete a symmetric figure. |
| Statistics | Statistics | Interpret charts; comparison, sum and difference; interpret line graphs; and draw line graphs. |
| Geometry | Position and Direction | Describe position using co-ordinates; plot co-ordinates; draw 2-D shapes on a grid; translate on a grid; and describe translation on a grid. |
One of the most important things for your child to have mastered and maintain is their knowledge of times tables. For an overview of our weekly times tables focus, please view our Term 5 and Term 6 Homework Grid. To complement their work in lessons reinforcing their fluency, recall and commutativity of these timetables, your child will be set a weekly activity to complete as part of their homework on Sumdog.
Our Calculation Policy: addition and subtraction
Our Calculation Policy: multiplication and division
This term our topic is “Electrical Circuits and Conductors”. This project teaches children about electrical appliances and safety. They construct simple series circuits and name their parts and functions, including switches, wires and cells. They investigate electrical conductors and insulators and identify common features of conductors. Children will also be taught about programmable devices.
To find out more, view our Electrical Circuits and Conductors Knowledge Organiser.
States of Matter Lesson Overview
| Lesson | Learning focus |
| 1 | Exploring electricity |
| 2 | Components |
| 3 | Making series circuits |
| 4 | Fixing circuits |
| 5 | Conductivity |
| 6 | Conductive and non-conductive materials |
| 7 | Making switches |
| 8 | Understanding plugs |
| 9 | Researching incandescent light bulbs |
| 10 | Programmable technologies |
| 11 | Simple programming |
| 12 | Programming traffic lights |
Other helpful documents
*Electrical Circuits and Conductors Glossary
*Electrical Circuits and Conductors Vocabulary Mat
Art: Statues, Statuettes and Figurines
Linked to our main topic, “Ancient Civilisations”, our art topic for term 5 is “Statues, Statuettes and Figurines”. Throughout this topic, we will learn about 3-D representation of the human form, including statues, statuettes and figurines. Children will study examples from ancient civilisations and use their clay skills to create a Sumer-style figurine.
To find out more, view our Statues, Statuettes and Figurines Knowledge Organiser.
Design and Technology: Tomb Builders
Over the course of this project, the children will learn about simple machines, including wheels, axles, inclined planes, pulleys and levers. They will explore how they helped ancient builders to lift and move heavy loads.
To find out more, view our Tomb Builders Knowledge Organiser.
Animation
In term 5, we will be focussing upon animation. We will learn about:
- What makes a good animated film or cartoon.
- How animations are created by hand.
- How animation can be created in a similar way using the computer.
- How to add backgrounds and sounds to animations.
- ‘Stop motion’ animation.
To find out more, view our Animation Knowledge Organiser.
Effective Searching
Over the course of term 6, our work will focus upon effective searching. We will learn:
- To locate information on the search results page.
- To use search effectively to find out information.
- To assess whether an information source is true and reliable
To find out more, view our Effective Searching Knowledge Organiser.
Hardware Investigators
At the beginning of term 6, we will briefly become Hardware investigators. We will learn about:
- the different parts that make up a desktop computer
- show the function of computer parts.
To find out more, view our Hardware Investigators Knowledge Organiser.
Making Music
Our final Computing lessons of the year will encourage children to discuss and experiment with the main elements of a piece of music and allows them to compose themselves. We will learn to:
- Identify and discuss the main elements of music: Pulse, Rhythm, Tempo, Pitch, Texture
- understand and experiment with rhythm and tempo
- create a melodic phrase
- compose a piece of electronic music
To find out more, view our Making Music Knowledge Organiser.
Our Religious Education lessons will continue to be based upon our “Love to Celebrate” projects. Basing the “Love to Celebrate” projects around festivals, gives a real-life context to the children’s learning and a structure to the projects. However, the celebration itself is only a small part of each “Love to Celebrate” project. Each set of projects covers all major aspects of each religion including worship, belief, leadership and belonging.
Please view our “World festivals and Celebrations Calendar”.
Term 5: Muslim – Eid
Eid ul-Adha, also known as the Greater Eid, is the second most important festival in the Muslim calendar. It commemorates the Prophet Ibrahim’s willingness to sacrifice his son when Allah ordered him to.
Muslims believe that Allah appeared to Ibrahim in a dream and asked him to sacrifice his son Isma’il as an act of obedience. The devil tempted Ibrahim by saying he should disobey Allah and spare his son. As Ibrahim was about to kill his son, Allah stopped him and gave him a ram to sacrifice instead.
Eid ul-Adha is celebrated at the end of the Hajj pilgrimage
The key themes we will consider and examine are: pilgrimage; sacrifice; Eid celebrations; the importance of Eid and exploring sacrifice.
For the key words and vocabulary associated with this topic, please view our “Eid Glossary”.
Term 6: Hinduism - Janmashtami
The festival of Janmashtami celebrates the birthday of Lord Krishna and falls in August or September. Krishna is one of the Hindu faith's most popular gods.
The festival lasts for two days. Worshippers may sing songs, tell stories of Krishna's life, dance, rock his cradle and wait for midnight to arrive to mark his birth. Some Hindus fast during the day of Janmashtami and only eat after midnight.
For the key words and vocabulary associated with this topic, please view our “Janmashtami Glossary”.
Over the course of term 5 and 6, we will continue to follow our Jigsaw PSHE scheme of learning. Jigsaw, the mindful approach to PSHE is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate.
For more information regarding the knowledge and skills progression, please view the Jigsaw Knowledge Skills and Progression Document for ages 8 - 9
Term 5: Relationships
In this Puzzle, learning starts by focusing on the emotional aspects of relationships and friendships. With this in mind, children explore jealousy and loss/ bereavement. They identify the emotions associated with these relationship changes, the possible reasons for the change and strategies for coping with the change. The children learn that change is a natural in relationships and they will experience (or may have already experienced) some of these changes. Children revisit skills of negotiation particularly to help manage a change in a relationship. They also learn that sometimes it is better if relationships end, especially if they are causing negative feelings or they are unsafe. Children are taught that relationship endings can be amicable.
Term 6: Changing Me
In this Puzzle bodily changes at puberty are revisited with some additional vocabulary, particularly around menstruation. Sanitary health is taught, including introducing pupils to different sanitary and personal hygiene products. Conception and sexual intercourse are introduced in simple terms so the children understand that a baby is formed by the joining of an ovum and sperm. They also learn that the ovum and sperm carry genetic information that carry personal characteristics. The Puzzle ends by looking at the feelings associated with change and how to manage these. Children are introduced to Jigsaw’s Circle of change model as a strategy for managing future changes.
Following the GetSet4PE scheme of learning, our Physical Education (PE) lessons for term 5 will focus on athletics. Our PE lessons for term 6 will focus on rounders and cricket. Our PE lessons will be on Monday and Thursday; children can wear their PE into school on both of these days.
Athletics
In this unit, pupils are set challenges for distance and time that involve using different styles and combinations of running, jumping and throwing. As in all athletic activities, pupils think about how to achieve their greatest possible speed, height, distance or accuracy and learn how to persevere to achieve their personal best. They learn how to improve by identifying areas of strength as well as areas to develop. Pupils are also given opportunities to lead when officiating as well as observe and provide feedback to others.
Children will learn the following athletic activities: running over longer distances, sprinting, relay, triple jump, shot put and javelin.
Cricket
Pupils develop the range and quality of striking and fielding skills and their understanding of cricket. They learn how to play the different roles of bowler, wicket keeper, fielder and batter. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. In cricket, pupils achieve this by striking a ball and trying to avoid fielders, so that they can run between wickets to score runs. Pupils are given opportunities to work in collaboration with others, play fairly demonstrating an understanding of the rules, as well as being respectful of the people they play with and against.
Rounders
In rounders, pupils develop the quality and consistency of their fielding skills and understanding of when to use them such as throwing underarm and overarm, catching and retrieving a ball. They learn how to play the different roles of bowler, backstop, fielder and batter and to apply tactics in these positions. In all games activities, pupils have to think about how they use skills, strategies and tactics to outwit the opposition. Pupils work with a partner and group to organise and self-manage their own games. Pupils play with honesty and fair play when playing competitively.
To find out more, view our GetSet4PE Knowledge Organisers
Musically, students are constantly touching upon all key musical elements and skills, building upon these as they progress through each lesson, unit and year. As well as this, there is also a Musical Spotlight to each unit. This by no means indicates that there is only one musical aspect or concept being considered and developed – it just allows one chosen musical element, aspect or skill to come to the fore for contemplation, discussion and development, for the duration of that unit.
Term 5: “Sound Symmetry”
In this unit we get reflective on all things symmetrical and develop musical learning based on pupils’ understanding in maths. This unit takes symmetry as the inspiration for exploring structure in music, and is the basis for composing original music using similar concepts.
We will learn to recognise symmetrical patterns in songs, i2provise and sing simple melodies and rhythms, and compose a simple symmetrical song.
We will also learn a traditional Islamic poem as a song Tala‘a al-Badru ‘Alayna, as part of our RE learning. This nasheed (traditional Islamic poem) is one of the oldest songs in Islamic culture.
Term 6: “Global Pentatonics”
This unit is based around the pentatonic scale – a five-note musical scale, which takes its name from the Latin ‘penta’ meaning five, and ‘tonus’, which means sound or tone. It has a distinctive and recognisable sound. Music from around the world, through history and across many traditions and cultures, is based on the pentatonic scale. Integral to improvisation, blues, jazz, rock and pop music, the pentatonic scale continues to influence modern music globally. Children will experience a range of pieces, with opportunities for improvisation and composing using classroom percussion instruments. We will learn to listen to pentatonic melodies, improvise pentatonic melodies, and compose and notate pentatonic melodies.
We will also learn some fun songs linked to our topic of ancient civilisations; “Tutankhamun!” all about the great pharoah, and “Two Piles of Stones” the song tells the story of two different piles of stone: one that became a pyramid in ancient Egypt, and the other that was made into our very own Stonehenge.
For more information, please view our Charanga musical school year 4 & 5 knowledge organisers
We are delighted to continue our French lessons with Mrs Cackett, our resident native French speaker.
Over the course of terms 5 and 6 we will be learning the following: travel; weather; numbers to forty; dates; pocket money; likes and dislikes; toys; sports and days of the week.
| Shakespeare Class Term 5 and 6 Resources | |
| Topic | |
|
Ancient Civilisations Organiser |
|
Home Learning Workbook |
|
Vocabulary Mat |
| English, Reading, Writing and Spelling | |
|
Secrets of a Sun King Novel Knowledge Organiser |
|
Year 4 Sequential Reading Curriculum |
|
Spelling Word List for Year 4 |
| Maths | |
|
Our Calculation Policy: addition and subtraction |
|
Our Calculation Policy: multiplication and division |
| Science | |
|
Electrical Circuits Knowledge Organiser |
|
Electrical Circuits Glossary |
|
Electrical Circuits Vocabulary Mat |
| Art & Design | |
|
Statues, Statuettes and Figurines Knowledge Organiser |
|
Tomb Builders Knowledge Organiser |
| Computing | |
|
Year 4 Animation Knowledge Organiser |
|
Year 4 Effective Searching Knowledge Organiser |
|
Year 4 Hardware Investigators Knowledge Organiser |
|
Year 4 Making Music Knowledge Organiser |
| Religious Education | |
|
World Festivals and Celebrations Calendar |
|
Janmashtami Glossary |
|
Eid Glossary |
| PSHE | |
|
Year 4 Jigsaw Skills and Knowledge Progression for ages 8-9 |
| Physical Education | |
|
Year 4 GetSet4PE Knowledge Organiser |
| Music | |
|
Year 4 - Term 5 Charanga Musical School Knowledge Organiser |
|
Year 4 - Term 6 Charanga Musical School Knowledge Organiser |