Happy Days - Bright Futures
Part of the Bourne Education Trust
In Year 4, we seek to provide opportunities for all children to take forwards the independence and enthusiasm for learning, which is established in Year 3. The children have opportunities to identify the key features of a range of genres and develop their own success criteria for what an exemplar needs to contain. They are then given opportunities to imitate others and then use this learning in the innovation phase where they create their own pieces. The children will be practising the relevant grammar and punctuation but we have a focus on fronted adverbials and direct speech. This will lead to our final writing sequence which includes a first draft, a chance to edit and improve and finally publishing for a wider audience. Writing activities are purposeful, for a specific audience and, wherever possible, linked to our topic. The main spelling focus for children in Year 4 is how to add prefixes and suffixes to a root word. We continue to support the children in learning the statutory Year 3 and 4 spellings. These are words which the children must be able to spell by the end of Year 4 and a list of them can be found in the children's planners.
Reading will often be linked to the writing genre to give the children further immersion opportunities. Our weekly guided reading session will often relate to our topic whilst developing a reading skill. Independent reading is encouraged and given a purpose through Accelerated Reader. This monitors and informs the teachers and children of their progress. Although there are many skills we focus on, we always plan opportunities for the children to develop their inference skills.
As in Year 3, support is offered through targeted interventions and personalised targets. Teachers and Learning Assistants give constructive feedback during lessons, as well as facilitating and encouraging self and peer assessment.
In Year 4 we endeavour to support the pupils to become increasingly fluent with the manipulation of whole numbers, fractions and decimals. We build on the understanding of the 4 operations from previous year groups. The children will use manipulatives to help them to understand how the more conventional methods work so that the children can use these methods more automatically when solving problems. We follow the White Rose Scheme of Learning. This gives the children the opportunity to learn the fluency, build to problem solve and then move on to reasoning in an area of learning. The children are supported through a mixture of directed and self-selected tasks and extend learning through applying and mastery tasks.
Children work independently and collaboratively using a range of manipulatives to develop their mental imaging of new methods. They are encouraged to develop the skill of explaining how or why an answer is found. As with Year 3, the children are expected to continue to learn their times tables at home (up to 12 x12) and we have regular quizzes at school to develop rapid recall and application of these number facts.
The focus of our science teaching in lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them. In Year 4 we do this through exploring, talking about, modelling with familiar every day objects, testing and developing ideas. We encourage the children to ask their own questions and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them. The children are given opportunities to make predictions and use results to draw simple conclusions.
In Year 4 our topics will cover Living things and their habitats, Animals, including humans, States of matter, Sound and Electricity.
Spiritual, Moral, Social and Cultural Development (SMSC)
All our learning is linked to our school mission statement and school aims. Our whole school values of resilience, respect, resourcefulness, responsibility and being reflective are embedded throughout the curriculum and help to develop SMSC. We promote the British value of democracy through our school council. Each class elects a representative to attend regular meetings; members share and discuss proposals, as well as further ideas and actions. During circle time we are able to allow children time to discuss moral and social issues and coach them to resolve any problems they may face. We have developed an environment where all children respect and celebrate cultures and languages. We celebrate positive behaviour choices through class reward systems, our whole school house system, golden tea party and celebration assembly.
Top Tips for Year 4 Parents
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