Welcome to Year 4
Year 4 at Greenacres is called Aspen Tree Class and we are taught by Ms. Grant .
Our learning is interconnected, if appropriate, meaning each term we interconnect some subjects to support reading, writing and wider curriculum. By learning in this way, we deepen our understanding, become critical thinkers, and develop both knowledge and skills in key areas. Learning is subject specific. If interconnections are not appropriate, subjects are taught discretely.
At Greenacres, all our learning have elements of the same overarching threads of:
Character – personal qualities including identity, acceptance, resilience, perseverance, coping strategies and mental strength
Communication – purposeful speaking and listening to enable collaboration
Collaboration –to work together for a shared end goal, to solve a problem or work towards a shared understanding/outcome
Creativity – to problem solve by thinking of ideas which are original and serve a purpose using what is known
Critical Thinking – to use what is known to think precisely in order to find a solution. This will involve critical questioning
Citizenship – to develop a sense of a place within the community, city, nation or world and recognise a commitment to it.
Learning in Year 4 includes:
- The Anglo Saxons
- Mountains and Volcanoes
- It’s All Electric
- Vicious Vikings
All our teaching sequences give us the opportunity to acquire new knowledge, develop our skill-sets, apply our Greenacres Values and develop our 6Cs: Character, Communication, Collaboration, Creativity, Critical Thinking and Citizenship. Our learning in school is built around these areas and linked in with a class read. We love sharing what we have learnt in school, although learning also happens outside the classroom; our homework and wider reading opportunities are one way this happens. It is important to us that we are always learners whether we are in school, at home, or out and about in the world. Events we look forward to are our Big Outcomes where we welcome parents and visitors into school to share in our learning with us; this is one of the times you will see our 6Cs in action!
In Year 4, we continue to follow The 'No Nonsense,' Spelling scheme to ensure full coverage and consistency of approach.
We use the Accelerated Read Scheme to ensure we are reading a book within our zone of proximal development (Z.P.D.)
Our first teaching sequence is inspired by our class read, 'Dick Whittington,' and his life and journeys which we learn about as we interweave with English, geography and science. Specific subject knowledge, as ever, is taught discretely. We learn about the journey Dick Whittington took in the U.K. and then wider journeys across to North Africa. We continue to develop our web of knowledge on the human body by learning about teeth and the digestive system. To refine and enhance our creative skills, we make bags which Dick Whittington could use for his journey. Our class read about Dick Whittington inspires us to write poems, reports and playscripts.
The Anglo Saxon teaching sequence returns us to concepts and knowledge we acquired in Year 3 when looking at the Roman invasion of Britain. We recall this knowledge and build upon it by comparing the invasions and the effects on our island's culture, technologies and beliefs. We further our knowledge on the Anglo Saxons by creating Celtic Patterns and producing bread and stews based on Anglo Saxon recipes. Our science teaching sequence continues with a focus on the human body for how we hear and how sound travels. Our class read this term is, 'Beowulf,' where we learn about this hero and the adventures he undertook, the villains he battled and what he did to support his people. This inspires our writing outcomes: newspapers, stories with historical settings and instructions.
Mountains and Volcanoes
This terms teaching sequence is always an awe inspiring one as we learn about the true strength of the natural world. We acquire knowledge around how mountains and volcanoes form, where they form and the reasons for this. This is interweaved with our science learning as we study changing states from gases, through liquids to solids. This teaching sequence gives us the opportunity to be practical and learn through enquiry and experiments. We continue to develop our webs of knowledge through our art learning where we produce paintings of scenes for effect looking at the raw strength of nature. Our class read this term is, 'Heidi,' which we will use to inspire non-chronological reports, poetry and stories. This is a truly exciting teaching sequence and one we look forward to. We are able to recall and return to our geographical skills when we learn about rivers in Year 5.
It’s All Electric
This term is the start of our two term focus on electricity and a teaching sequence designed to learn about electricity. Our class read is, 'Three Cheers For Inventors,' which we use to support writing outcomes of explanation, biography and instructions. We also use our wider knowledge from interconnected subjects to produce these outcomes. Our main driver is science this term where we learn how to produce a range of circuits and controlling factors. We develop our skills through enquiry and practical experiments. Our learning is furthered in history by focusing upon how the increase in electrical items and support have allowed for more leisure time and the effect of this on society.
It’s All Electric (part 2)
We continue to deepen our web of knowledge on electricity this term with a focus on the impact of humans on the environment, habitats and animals. This term, we have an environmental teaching sequence where our class read is, 'Spud Goes Green,' supporting us to produce a different range of explanation, biography and instructions. We further our scientific enquiry skills through observations of the natural world of plants and humans. We recall learning from Years 1 and 2 where we learnt about London and cities and learning from last term around the effect of humans on the natural world.
Our final teaching sequence for the end of the year is an incredibly exciting one which builds on and expands upon learning early in the year and from last year. We once again focus on the invasion of the Britain by the Vikings. We learn about their culture and beliefs and the effect this had on Britain. It follows chronologically from the Romans and Anglo Saxons. Our class read this term is, 'How To Train Your Dragon,'. We produce information texts and stories around our learning this term. Our creative skills and knowledge is furthered through producing figure heads for Viking longships using clay. This is a great teaching sequence for us to end the year on as it gives us opportunities to recall learning from lower Key Stage 2, specifically about invaders and settlers.