Home Learning wc 1.2.21
Hello everyone, we hope that you are all well and keeping safe. Please take a look at the below copies of your English, Maths, History, Science, DT/Art and RE activities which are already on your Microsoft Teams.
A quick message for 4H Kangaroos:
Just to let you know that I shall be attending an online teacher training course for the full day on Wednesday 3rd February 2021, so unfortunately I will not be able to host any of our 4H Kangaroo Live Teams calls on this date. The Live Teams calls will, however, continue as normal for today (Monday) and on the Tuesday, Thursday and Friday of this week. From Miss Honeywell
You shouldn’t need to print anything (you can always write it out if you need to) to complete this work, though it would be useful for you to record your ideas down and keep them all together in a notebook or work book at home. You should be able to complete these activities on your own as we understand your grown ups may be working from home. During the live check in sessions, your teacher will suggest the activities you should complete for that day and give you the appropriate briefing. These live check in sessions will be three times a day, except Friday afternoons. We will set you new work for next week and this will be posted on Microsoft Teams every Monday so that you have a whole week to work through it from home. Thank you all for working exceptionally hard at home, keep it up! Also the work that has been handed in is excellent.
A couple of polite reminders
- Children are to choose a small selection of pictures of their work to upload onto Teams. This will then allow the teachers to view the work and give brief feedback.
- Please remind your children to only use the chat bar for learning purposes only. If they have any questions once the live session has ended, they may message the teacher directly on Microsoft Teams.
Take care everyone, Miss Jackson-Nash, Miss Honeywell, Mrs Cairns and Miss Hawley.
ENGLISH
Monday:
L.O: To plan a narrative build up.
https://classroom.thenational.academy/lessons/to-plan-a-narrative-build-up-6th30c
Tuesday:
L.O: To practise and apply knowledge of suffixes (-ify and –ise).
Wednesday:
L.O: To practise punctuating speech.
https://classroom.thenational.academy/lessons/to-practise-punctuating-speech-cgu3jd
Thursday:
L.O: To write a narrative build up.
https://classroom.thenational.academy/lessons/to-write-a-narrative-build-up-6ctpac
Friday:
L.O: To analyse a visual film clip.
https://classroom.thenational.academy/lessons/to-analyse-a-visual-film-clip-6cr30t
Support task:
Take a look at the speech punctuation bookmark below.
Read through the speech rhyme. Can you remember the actions we have used in Year Four, to help us remember the rules to punctuate speech correctly?
Now try to use your speech bookmark to punctuate five orders or commands that the angry character, Koro, may have given to the other characters from the film clip.
Challenge Activity:
Take a look at the speech punctuation bookmark below.
Can you use this bookmark to create a short conversation that may have taken place between Hemi and Paikea on the following day?
Which verbs and adverbs could you use that would make sense together? e.g. whispered Hemi calmly, or groaned Paikea irritably.
Spelling:
Have a go at the following Y3/4 Spelling Words. Which strategies could you use to practise them? Choose two from the following list:
- Spelling spirals
- Silly sentences (using pairs of words from the grid below)
- Rainbow Writing
| Modify | Strength |
| Vocalise | Enough |
| Energise | Centre |
| History | Continue |
| Pressure | Describe |
WEEKLY ASSIGNMENT: Please send a photo or upload a document of your work on Whale Rider so far. You will need to complete all 5 lessons we have set in order to do this.
Maths
Arithmetic – If you work with Mrs Cairns for Maths/ first class numbers, for your arithmetic please could you really focus on your x3, x4 , x8 times tables.
Remember you should be completing 10 minutes of daily arithmetic using the websites below.
Daily ten – https://www.topmarks.co.uk/maths-games/daily10
TTR – https://ttrockstars.com/
Sumdog – https://www.sumdog.com/en/
Bitesize – https://www.bbc.co.uk/bitesize/subjects/z826n39
Top mark – https://www.topmarks.co.uk/
Maths Frame – https://mathsframe.co.uk/
Maths
This week, you will be exploring different measurements. If you have them, please get some kitchen scales, a measuring jug and a ruler as these will help you throughout the upcoming lessons.
Lesson 1: To be able to explore and understand different unit of measurements and use them when estimating.
https://classroom.thenational.academy/lessons/units-of-measure-6tgk2c
Lesson 2: To be able to convert between cm and mm.
https://classroom.thenational.academy/lessons/converting-lengths-part-1-cgr3jd
Lesson 3: To be able to convert between cm and m
https://classroom.thenational.academy/lessons/converting-lengths-part-2-64ukar
Lesson 4: To be able to explore and use the relationship between units of measurement of capacity, length and mass.
https://classroom.thenational.academy/lessons/converting-measurements-cdj62t
Lesson 5: To be able to order units of measurements, using your conversions.
https://classroom.thenational.academy/lessons/ordering-measurements-crt3cr
Challenge: See the problem below .This will take a lot of reasoning.
A lady has a steel rod that she knows to be exactly 3 units long, and a wooden pole that she knows is exactly 13 units long. Her only tools are a pencil and a saw.
She needs an 8 unit long wooden pole. She finds that is not possible to mark the steel rod, but she can draw on the wooden pole.
How can she measure out the 8 unit pole?
Support: If you found the above tasks tricky, use these lessons instead. You will still be focusing on measurements so if you have scales they will be helpful for your learning.
Lesson 1: To be able to read different measurements
Lesson 2: To be able to compare mass using mixed units.
https://classroom.thenational.academy/lessons/weighing-and-comparing-masses-in-mixed-units-c8tpcd
Lesson 3: To be able estimate masses
https://classroom.thenational.academy/lessons/estimating-masses-c9h62d
Lesson 4: To be able to measure volume.
https://classroom.thenational.academy/lessons/measuring-volume-cmwked
Lesson 5: To be able to measure and compare capacities in mixed units.
Please upload a small selection of photos (Max 5) to show your learning from this week.
History
Raiders to Settlers.
We know that Vikings started as raiders, however as time passed they became settlers and rulers.
This week, we are going to focus on where the Vikings settled and why they decided to live there.
Task one: Vikings have had a large influence on names of places today. Either the prefix or suffix of a place will give you a clue about what type of place this was back when the Vikings were settlers.
Look at this map. There are 8 places named after Vikings. Can you spot the names and research what they used to be? (Suffixes to spot –gate, -by, -thwaite, -thorpe, – gaet …Look at the support task for help if you cannot find the suffixes)
Task 2: Using place name knowledge, your task is to summarise what you have found. You can use the sentence stems from below to help you.
Think about the location (are they near a beach, or can you see a river. Why is it important that they are near open water or rivers? Are they near woods, why is this important? You can look at the maps to spot rivers, lakes, or you can research the places to see what is nearby)
Where the Vikings settled: what the place name endings tells us.
Most Vikings settled in areas such as …………. We know this because…….
Most Vikings settled after 878 when England was divided by the Danelaw.
We know from the places that ended in ‘by’ that they were farmers. Places such as…
Some were even Christians. We know this because of places with the Viking word for church such as…..
Support:
| -by | farm, homestead or village |
| -thorpe | farm |
| -thwait | farm, clearing, meadow |
| -toft | house or plot of land |
| -gate or gaet | Street |
Can you find 3 different places that have the above suffixes. What does it tell you about the place.
For example Holgate (hol –gate) would have been a Viking street.
Science
L.O. To show how different living things can be grouped in variety of ways.
The last few weeks we have been looking at living things and their characteristics. Using what we have learnt so far, this lesson we are going to categorize different living things.
Watch this video to discover how we can categorize different living things.
https://www.youtube.com/watch?v=ITrRMiQB8g4
Task 1:
Using the video to help, write the key features of:
- Fish
- Reptiles
- Mammals
- Bird
- Amphibian
Using what you have written, draw the table below and list animals that you think fit into each category. Then, bullet point the shared characteristics of each category e.g. all mammals give birth to live young, all birds have wings.
| Mammal | Reptile | Amphibian | Bird | Fish |
| Characteristics of a mammal. | Characteristics of a reptile. | Characteristics of an amphibian. | Characteristics of a bird. | Characteristics of a fish. |
Task 2:
Using task 1 to help you, in your own words write a paragraph about what makes living things fit into each category e.g. if a living thing is a fish they need to be able to breathe underwater. Their habitat is in the water and they are all cold blooded.
Use the vocabulary below in your paragraphs:
| mammal | fish | reptile |
| amphibian | habitat | environment |
| cold blooded | warm blooded | live young |
Support:
Using the what you know about categories and characteristics, look at the images below. Can you write the name of the category that each animal belongs to e.g. reptile, mammal etc.? Think carefully about what the animals have in common and is different about them.
Challenge 1 :
Create and label your own animal that has one characteristic from each category e.g. you may draw a lion (mammal) that has wings (bird) with gills (fish), scales (reptile) and lays eggs (amphibian).
Music Home Learning Video Links
https://resources.hantsmusic.org.uk/index.php/s/KkwpEqNwt4T7qYz
https://resources.hantsmusic.org.uk/index.php/s/J7ooN3zbRcaCTTY
https://resources.hantsmusic.org.uk/index.php/s/dGQ3MkMB5Sj4br5
Religious Education – Revelations of Christ
This week, we shall be looking more closely at the story of the Presentation of Jesus. In particular, we shall be studying how Anna and Simeon reacted to this special event at the Temple.
Starter:
Watch the story of the Presentation on the website below. If you are unable to view the video, please select ‘Enable Flash’ on your site settings (which can be accessed via the small padlock next to the website bar at the top of the screen).
https://www.bbc.co.uk/bitesize/clips/z2wmpv4
Can you make a mind map of the 5Ws that you notice, as you watch the video? (Who, What, Where, When and Why)
Main Task:
Now create a newspaper article, to describe the key events that took place and how Anna and Simeon’s feelings had changed during the story. Can you include our key vocabulary in your report?
Presentation Messiah Saviour New born King
Gift Promise Revealed Temple
Support:
Take a look at the template of a Newspaper Article, below.
Can you make a short headline to summarise the key events, using 5 words only? E.g. Saviour presented at the Temple! or Gift and Promise is revealed!
Challenge:
Can you include brief interviews or conversations with Anna and Simeon in your news report? What would they have said before and after the Presentation of Jesus at the Temple?
Think carefully about how to punctuate your speech (as we have been learning about in English this week) by using the bookmark below to help you.
How would Anna and Simeon speak? How would this have changed as the story developed? Which verbs and adverbs could you use to try and reflect this change?
Year 4 Art Activity
Please read the information about Winter landscapes and then produce your piece of art. Please then send it to me using my email:
n.pearson@stpeterswaterlooville.hants.sch.uk
WET-ON-WET TECHNIQUE
Using a pencil, lightly draw TWO lines to divide the paper into three sections:
– background (sky)
– middle ground (snowy fields)
– foreground (shadow/fence)
First wet your brush and paint WATER over top 1/3 of the paper (background). Use plenty of water!
Dip paint brush into YELLOW paint and paint a half-circle for the setting sun. The wet paper will cause the paint to expand and blur…. This is called bleeding.
Next, dip in ORANGE paint and dab watercolour around yellow sun.
Dip paint brush into RED paint and dab around orange. Do the same for PINK and PURPLE paint until the entire sky is coloured.
SNOWY FIELDS AND FOREGROUND
Now that the sunset is painted, you can paint with watercolours on a dry surface using the wet-on-dry technique. Because the paper is dry, the paint will create clean, crisp edges.
Pick one or two colours from the sunset (yellow, orange, red, pink or purple) and brush colour in gentle sweeps over the white blanket of snow.
Using a small brush and the black paint from the watercolour tray, paint a line of trees along the horizon line. Using the side of the brush tip makes it easy to line up a good number of tree trunks then you can dab the brush to make the tops of the trees.
Next, begin to paint a row of small vertical lines to create a fence.
WINTER TREES
Use the drawing guide below:
Paint at least 3 branches: one that extends off the side of the paper, one pointing to the top of the paper and the other branch moving towards the inside of the paper. The style of tree dictates how extreme the angle.
Using the tip of your paint brush and black paint, start at the branch and move brush away, painting a very thin twig.
Keep making smaller and smaller branches that extend away from the trunk.
Fill in the trunk with black paint.
The final step in the painting is to add shadows below the forest on the horizon line, below the tree trunk and along the fence line. Do this by dipping your paint brush into black paint and make a small puddle on the cover of the watercolour palette. Add a few drops of water to make a light grey paint. Use this light colour to add shadows. If you like, you can add a few birds using black paint and a wide ‘V’ shape. Careful… don’t add too many!
HAPPY CREATING!
Now send me a photo of your awesome artwork and I will share it on the Art Blog.
n.pearson@stpeterswaterlooville.hants.sch.uk
Physical Education
Have a go at the PE activity below – it does not matter if you do not complete this on a Monday. Can you record your number of shuttle runs and loops in 3 minutes? Have fun!
Guided Reading Home learning – book review
For your reading task this week, please watch the video and listen to Mrs Porter’s reading of Chapter One from Podkin One-Ear. We would then like you to complete a book review on what you have enjoyed about Chapter One so far. Please use the ideas below to help you. To access the video, please go on to the Kangaroo or Koala class page on Microsoft Teams then click on the ‘files’ tab at the top of the page and you will find the video inside the ‘class materials’ folder. Please feel free to also access the story via the following web link: Podkin One Ear Chapter 1
Title:
Author:
Star rating:
Date read: _____________
Parent’s signature: ________________
My review:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Home Learning wc 25.1.2020
Hello everyone, we hope that you are all well and keeping safe. Please take a look at the below copies of your English, Maths, History, Science, DT/Art and RE activities which are already on your Microsoft Teams.
You shouldn’t need to print anything (you can always write it out if you need to) to complete this work, though it would be useful for you to record your ideas down and keep them all together in a notebook or work book at home. You should be able to complete these activities on your own as we understand your grown ups may be working from home. During the live check in sessions, your teacher will suggest the activities you should complete for that day and give you the appropriate briefing. These live check in sessions will be three times a day, except Friday afternoons. We will set you new work for next week and this will be posted on Microsoft Teams every Monday so that you have a whole week to work through it from home. Thank you for your patience last week and well done for giving remote learning a go. The work that has been handed in is excellent.
A couple of polite reminders
- Children are to choose a small selection of pictures of their work to upload onto Teams. This will then allow the teachers to view the work and give brief feedback.
- Please remind your children to only use the chat bar for learning purposes only. If they have any questions once the live session has ended, they may message the teacher directly on Microsoft Teams.
Take care everyone, Miss Jackson-Nash, Miss Honeywell, Mrs Cairns and Miss Hawley.
ENGLISH
Monday:
L.O: To learn about Maori culture.
https://classroom.thenational.academy/lessons/to-learn-about-maori-culture-ccvpcc
Tuesday:
L.O: To investigate suffixes (-ify and –ise).
https://classroom.thenational.academy/lessons/to-investigate-suffixes-ify-ise-6mt62t
Wednesday:
L.O: To revise simple, compound and complex sentences.
https://classroom.thenational.academy/lessons/to-revise-simple-compound-and-complex-sentences-6tgp2d
Thursday:
L.O: To develop an understanding of the main characters in a film.
Friday:
L.O: To develop a rich understanding of words associated with eyes.
Support task:
Take a look at the image below from Moana. How are the settings and characters similar to those in the Whale Rider? Create a mind map of ideas.
Challenge Activity:
Can you complete a ‘shades of meaning’ for Paikea and Koro at the beginning of the Whale Rider? Which verbs could you use to show how they feel? Can you make the verbs become more powerful as you move up a space each time? You may need to use a thesaurus to help you.
Spelling:
Have a go at the following Y3/4 Spelling Words. Which strategies could you use to practise them? Choose two from the following list:
- Writing blocks
- Word search
- Spelling doodle
| Purify | Apologise |
| Solidify | Capitalise |
| Notify | Glorify |
| Peculiar | Advertise |
| Colonise | Intensify |
WEEKLY ASSIGNMENT: Please send a photo or upload a document of your work on Whale Rider so far. You will need to complete all 5 lessons we have set in order to do this.
Arithmetic
Remember you should be completing 10 minutes of daily arithmetic using the websites below.
Daily ten – https://www.topmarks.co.uk/maths-games/daily10
TTR – https://ttrockstars.com/
Sumdog – https://www.sumdog.com/en/
Bitesize – https://www.bbc.co.uk/bitesize/subjects/z826n39
Top mark – https://www.topmarks.co.uk/
Maths Frame – https://mathsframe.co.uk/
Maths
Lesson 1: To be able to read analogue and digital 12-hour clock.
https://classroom.thenational.academy/lessons/reading-analogue-and-digital-12-hour-clocks-6xjk2d
Lesson 2: To be able to read, write and convert time between 12 and 24 hour clocks.
Lesson 3: To be able to convert between hours, minutes and seconds.
https://classroom.thenational.academy/lessons/converting-between-hours-minutes-and-seconds-6djket
Lesson 4: To be able to convert between years, months and weeks.
https://classroom.thenational.academy/lessons/converting-between-years-months-and-weeks-70rk2d
Lesson 5: To be able to solve word problems with time.
https://classroom.thenational.academy/lessons/solving-word-problems-with-time-6ct3gc
Challenge:
Have a look at the word problems below, think about what efficient ways could you answer these. Try using a number line working with inverse (backwards and forwards) to solve and check the answer. Could you draw two different clock faces to show the time difference. Are there any other strategies you could use?
Extra Challenge:
Support tasks:
Task 1: Here is a clock face. Each segment shows 5 minute intervals. Can you fill out the clock face (or draw your own). Once this is filled, it will help you answer the following questions in task 2.
Task 2:
What is the time? Can you write them in digital (for example 1:20). If you want to challenge yourself, can you write it in words. Twenty past One.
History
Vikings were not that bad!
I need your help! A museum has asked me to get together a Viking exhibition that proves Vikings weren’t as bad as everyone says they are. It is important we get this write as the exhibition is being held for visitors from Sweden and Norway. I have been provided with pictures; however, they have no notes with them. The outcome of this lesson is I would like you help me create an exhibition with the pictures, and can you create accurate and positive captions for each picture. Before you can do this, you need to research the pictures (these are on the attached power point).
Task 1: Look at the statements made by other historians, can you look through the sources (pictures) that best support this statement. For example, one of the statement is ‘Vikings did not have horned helmets” – from looking at source 1, we can clearly see they did not have horned helmets. Therefore, this source fits the statement.
Below are 10 statements about the Vikings made by history books. Your job is to find the evidence to prove that the statements are correct. Sometimes there may be more than one piece of evidence, so choose the best and write that in the main source column. (The evidence is on the power point- remember to look at the source number. You can access the powerpoint on files on teams.)
| Statements about Vikings. | Main source | Other sources |
| They did not have horned helmets! | Source 1 | |
| They didn’t steal things! When they settled they paid for everything they wanted. | ||
| They settled in tows and villages. | ||
| They were farmers. | ||
| They has a special alphabet and writing runes. | ||
| They traded with other parts of the world. | ||
| They were skilled craftsmen. | ||
| The reason they were thought to be wild and violent was because in the early days they attacked monks. | ||
| Evidence has recently been found in Jorvik which shows they were settlers who lived normal peaceful lives with their families. | ||
| We have changed our mind about the Vikings in the last 25 years. |
Support: Here are the answers to the above task. Now you know what source best matches each statement. Can you write me a sentence for each picture to show the Vikings in a positive light.
Music
https://resources.hantsmusic.org.uk/index.php/s/JHzqnNi2B57qxiy
https://resources.hantsmusic.org.uk/index.php/s/G4MSynBJGXkJiyQ
https://resources.hantsmusic.org.uk/index.php/s/6wfcEDy3oQXKx2y
Science
The last two weeks you have been looking at living things and their habitats. The big question is, what makes something a living thing?
Watch this video and see if you can spot the seven characteristics.
https://www.youtube.com/watch?v=Q2HDJP10qSQ
Task 1: Thinking back to the last couple of weeks, how do the living things you found possess the seven characteristics. (For example reproduction in a bird – lay an egg/ human – live birth). Draw a chosen living thing and annotate around explaining how they show MRSGREN (aka MRS NERG).
Task 2: Read the poem by Trevor Parson. Can you identify the seven characteristic and annotate from it (for example- falcon swooping demonstrates movement).
When is a Thing a Living Thing?
If a thing is living it will move
however far or fast or slight,
a falcon swooping on a shrew,
the turning of a leaf to light.
All living things can reproduce,
remake themselves as young and new,
the growing of a rose from seed,
your mother giving birth to you.
A living thing must feed or die
so bats go hunting moths at night,
sheep must graze and insects nibble
and green plants conjure food from light.
And life means growth, things getting bigger,
from tiny sapling to enormous tree,
from foal to horse, from calf to cow,
you, from what you are to what you’ll be.
Support: Can you label the poem by drawings the seven characteristics. (For example Growth – tiny sapling to enormous tree) Write out the poem if you have not got access to a printer.
Challenge: Can you create your own poem that explains to people what makes something living.
Religious Education – Revelations of Christ
This week, we shall be thinking about the importance of light in our faith.
Starter:
Sit in a quiet room and switch the lights off. How do you feel when you are surrounded by darkness? Jot down three ideas and feelings.
Task 1:
Why do we need light in our daily lives? What does light help us to do every single day? Include a bullet point list for each part of the chart below.
| How I use light at home | How I use light at school |
|
|
What was the same? What was different? How do we use light when we worship at St. Peter’s? Why?
Task 2:
Watch the story of the Presentation of Jesus on the following link. If you are unable to view the video, please select ‘Enable Flash’ on your site settings (which can be accessed via the small padlock next to the website bar at the top of the screen).
https://www.bbc.co.uk/bitesize/clips/z2wmpv4
Can you write a post card from the point of view of Simeon? What happened at the temple and how did he feel when Jesus was presented to him?
Support:
Take a look at the image below. Can you draw a speech and thought bubble for Anna and Simeon?
Challenge:
Take a look at the Bible reference below. How does it describe the Lord?
Psalm 119:105 – Your word is a lamp to my feet and a light to my path.
Can you draw a picture to link with this part of the Bible? How would it look? Be as creative as you can!
Art and Design Technology
This week, we would like you to have a go at designing and creating your very own Viking goblet, then using your cup to enjoy a Viking apple juice that you have prepared at home by yourself.
Home Learning wc. 18.1.21-22.1.21
Hello everyone, we hope that you are all well and keeping safe. Please take a look at the below copies of your English, Maths, History, Science, DT/Art and RE activities which are already on your Microsoft Teams.
Please note: For Monday’s learning on English, please re-watch the video on how to practise speech with punctuation (you can find this on link 1 under the English assignment for this week) – for today’s task, we would like you to apply this skill in order to create a conversation between Pod and the human being through the doll house window. Can you predict what each character would say to one another? Remember your speech rhyme and to use verbs and adverbs to add detail about the feelings of each character.
You shouldn’t need to print anything (you can always write it out if you need to) to complete this work, though it would be useful for you to record your ideas down and keep them all together in a notebook or work book at home. You should be able to complete these activities on your own as we understand your grown ups may be working from home. During the live check in sessions, your teacher will suggest the activities you should complete for that day and give you the appropriate briefing. These live check in sessions will be three times a day, except Friday afternoons. We will set you new work for next week and this will be posted on Microsoft Teams every Monday so that you have a whole week to work through it from home. Thank you for your patience last week and well done for giving remote learning a go. The work that has been handed in is excellent.
A couple of polite reminders
- Children are to choose a small selection of pictures of their work to upload onto Teams. This will then allow the teachers to view the work and give brief feedback.
- Please remind your children to only use the chat bar for learning purposes only. If they have any question once the live session has ended, they are to message the teacher directly on Microsoft Teams.
Take care everyone, Miss Honeywell, Miss Jackson-Nash and Mrs Cairns.
An introduction from Miss Hawley:
Hi everyone,
I hope you are all keeping safe and well. I thought I would take this opportunity to introduce myself. My name is Miss Hawley and I am currently working in Kangaroo class with Miss Honeywell. I will be with the year four team for the spring term.
Most of Kangaroos would have met me briefly on the first Monday of school after Christmas (when everything was fairly normal). I have been teaching some of the children who have been in school for the last 2 weeks and have seen some of the children’s home learning, which has been fantastic! You may see me from time to time joining in with the online teaching with Miss Honeywell for some of the live sessions.
I look forward to seeing everyone soon, whether this be in person or on the Microsoft Teams live sessions.
Best Wishes,
Miss Hawley.
English –
Monday:
L.O: To practise speech with punctuation
https://classroom.thenational.academy/lessons/to-practise-speech-with-punctuation-68rp8e
Tuesday:
L.O: To generate vocabulary for the build up
https://classroom.thenational.academy/lessons/to-generate-vocabulary-for-the-build-up-74v62d
Wednesday:
L.O: To plan the build up
https://classroom.thenational.academy/lessons/to-plan-the-build-up-crw64t
Thursday:
L.O: To write the build up
https://classroom.thenational.academy/lessons/to-write-the-build-up-6dgp4e
Friday:
L.O: To analyse the climax and resolution
https://classroom.thenational.academy/lessons/to-analyse-the-climax-and-resolution-71jkct
Support tasks:
Continue to use the PowerPoint PDF to support your writing of the story build up. Make sure you email us some examples of your sentences.
Challenge Activity:
Can you complete a chart to compare the feelings between Pod and Homily at this point in the story? What might each character be thinking during the build-up scene?
| Pod’s thoughts and feelings | Homily’s thought and feelings |
|
|
Spelling:
Have a go at the following Y3/4 Spelling Words. Which strategies could you use to practise them? Choose two from the following list:
- Rainbow Write
- Spelling staircase
- Writing pyramids
| Regular | Favourite |
| Various | Forward |
| Particular | Women |
| Peculiar | Century |
| Bicycle | Centre |
WEEKLY ASSIGNMENT: Please send a photo or upload a document of your work on The Borrowers so far. You will need to complete all 5 lessons we have set in order to do this.
Maths
Daily Maths Arithmetic:
Use the following links throughout the week (10 minutes a day) and choose different activity from the one websites a day.
Daily ten – https://www.topmarks.co.uk/maths-games/daily10
TTR – https://ttrockstars.com/
Sumdog – https://www.sumdog.com/en/
Bitesize – https://www.bbc.co.uk/bitesize/subjects/z826n39
Top mark – https://www.topmarks.co.uk/
Maths Frame – https://mathsframe.co.uk/
Maths:
Lesson 1: To be able to read and construct time graphs.
https://classroom.thenational.academy/lessons/read-and-interpret-time-graphs-6mvp6e
Lesson 2: To be able to compare time graphs.
https://classroom.thenational.academy/lessons/comparing-time-graphs-64t3ad
Lesson 3: To be able to interpret time graphs.
https://classroom.thenational.academy/lessons/interpret-time-graphs-cngkje
Lesson 4: To be able to construct a time graph.
https://classroom.thenational.academy/lessons/construct-a-time-graph-6rrkad
Lesson 5: To consolidate what we have learnt about time graphs.
https://classroom.thenational.academy/lessons/consolidation-lesson-time-graph-69jpat
Challenge:
Try this test question.
Have a go at writing your own questions using the data to test someone at home!
Support:
If you found the above work too tricky, then give this a go…
Activity – Last week you looked at bar charts. Your task is to create your own bar chart by collecting data. This might be how many different vegetables have you eaten in a week/ How many time the telephone rings in one day/ How many cars go past your house with in an hour. You could create a time graph and document the time you woke up/went to bed every day.
Once you have collected your data throughout the week, enter this onto a colourful chart. You can be as creative as you want (time graph / pictogram /bar chart) and then analyse your findings for example what was the most eaten vegetable, what was the most common car colour?
Please upload a small selection of photos (Max 5) to show your learning from this week.
Science Home Learning – Living Things Longitudinal Study
Have a think about where you found your living creatures last week – which habitats were they living in?
Now let’s have a think about the dangers humans may have posed towards these living things, including plants. How could you make the area safer to help protect the habitat in future?
Fill out your ideas below.
Support:
Can you draw what you noticed in the dangers column? Now add labels for further detail.
Challenge:
How much litter did you find in your chosen area? Record as a tally. Now can you write a letter to your local council to explain the threat to wildlife in your chosen area. Can you persuade them to make changes for the future?
Use the ideas below to help you.
Location:
Amount of litter:
What are the effects of litter in the area?
Religious Education – Christmas Messengers
For your final piece of learning on our Christmas unit, we would like you to think carefully about the angels in the Nativity story.
Starter:
Draw a picture of an angel.
- On the inside, jot down the special jobs that the angels had to do and their caring qualities.
- On the outside, record the messages they delivered and how they made other people feel.
Task 1: Write a job advert and job application, for one of the Christmas angels? What qualities are required? Why are you suitable for the role?
Support:
Can you write a postcard to deliver the Good News of the birth of Jesus? How can your postcard spread hope and joy to other people? Try to include the following key words:
Messiah, Saviour, Christ, New-born King, celebrate
Challenge:
How could you be a messenger of the Good News today? How can you show compassion, kindness, peace and forgiveness towards others? Use the following key words in your response:
Redeemer, Message, Followers, because, commandments
Design and Technology
LO: To be able to research, evaluate and gather information of the existing products to help inform your design criteria.
Last week you researched different money carriers. This week we would like you to use the information you gathered from last lesson and design the front and back of your own money carrier! Think about the purpose, your customer and what would appeal to them, the materials, how you’re going to make it, how you’re going to join it. Make sure you annotate your design with your ideas and materials. Hopefully when we return to school, we will be able to make our designs!
To challenge yourself, think about how you are going to join the pieces of material together? How are you going to fasten your money carrier so the money does not fall out?
Record your design on a piece of paper or if you need support use the purse format below. Remember use a ruler and ensure you have taken care when designing. Also be realistic with your designs.
Extra challenge: If you are able to and have the resources, can have a go at these different stitches. Make sure you are careful with the needle, you ask an adult for help and you are resilient. Stitching is very tricky! Just keep trying and see what straight stitch lines you can make.
If you have not got thread and needle, see what else you can use. For example, use string, a pencil and cardboard/Ribbon weaving.
History
LO: To give explanations for ‘cause and effect’ events
Today we are going to look at how did the Vikings try and take over England.
Below are the events that happened during the period of the Vikings raiding and settling from 789AD – 1066AD.
Your task this week is to create a living graph (See below) you need to compare when the Vikings were a large threat and in control of Britain to when they had little control. You will need to print and cut out the strips (Or write them out on strips of paper) and order them chronologically as well as the threat level. See answers below if you need support, if you cannot remember what a living graph is or to see how accurate were you. (We have completed a living graph at school before).
ART Home Learning – Viking Weapons
Take a look at the sword handles and blades below. Can you create your own intricate design and add details to represent Viking tribes? Be as creative as you like – which patterns would you choose for them?
Music Home Learning Video Links
https://resources.hantsmusic.org.uk/index.php/s/qcSWwYDxZwtRoEB
https://resources.hantsmusic.org.uk/index.php/s/5i28jfbj2jGXwxN
https://resources.hantsmusic.org.uk/index.php/s/ETeZgP6LeFysAiN
Home learning 11.1.21-15.1.21
Hello everyone, we hope that you are all well and keeping safe. Please take a look at the below copies of your English, Maths, History, Science, DT and RE activities which are already on your Microsoft Teams. You shouldn’t need to print anything (you can always write it out if you need to) to complete this work, though it would be useful for you to record your ideas down and keep them all together in a notebook or work book at home. You should be able to complete these activities on your own as we understand your grown ups may be working from home. During the live check in sessions, your teacher will suggest the activities you should complete for that day and give you the appropriate briefing. These live check in sessions will be three times a day, except Friday afternoons. We will set you new work for next week and this will be posted on Microsoft Teams every Monday so that you have a whole week to work through it from home. Thank you for your patience last week and well done for giving remote learning a go. The work that has been handed in is excellent.
A couple of polite reminders
- Children are to choose a small selection of pictures of their work to upload onto Teams. This will then allow the teachers to view the work and give brief feedback.
- Please remind your children to only use the chat bar for learning purposes only. If they have any question once the live session has ended, they are to message the teacher directly on Microsoft Teams.
Take care everyone, Miss Honeywell, Miss Jackson-Nash and Mrs Cairns.
ENGLISH
Monday:
L.O: To analyse and interpret a setting description from an extract.
Tuesday:
L.O: To practise and apply knowledge of suffixes -ary/-ery
Wednesday:
L.O: To plan the opening
https://classroom.thenational.academy/lessons/to-plan-the-opening-6rrk0e
Thursday:
L.O: To write the opening
https://classroom.thenational.academy/lessons/to-write-the-opening-6xk38d
Friday:
L.O: To practise speech with punctuation
https://classroom.thenational.academy/lessons/to-practise-speech-with-punctuation-68rp8e
Support tasks:
Continue to use the PowerPoint PDF to support your writing of the story opening. Make sure you email us some examples of your sentences.
Challenge Activity:
Can you draw a set of speech bubbles to show a conversation that may have happened between two of the borrowers? Now try to add speech punctuation.
Spelling:
As part of the online lessons, there are weekly spellings set.
| Which | Prayer |
| Were | Special |
| You’re | Through |
| Until | Though |
| Believe | Threw |
WEEKLY ASSIGNMENT: Please send a photo or upload a document of your work on The Borrowers so far. You will need to complete all 5 lessons we have set in order to do this.
Maths
Daily Arithmetic:
Use the following links throughout the week (10 minutes a day) and choose different activity from the one websites a day.
Daily ten – https://www.topmarks.co.uk/maths-games/daily10
TTR – https://ttrockstars.com/
Sumdog – https://www.sumdog.com/en/
Bitesize – https://www.bbc.co.uk/bitesize/subjects/z826n39
Top mark – https://www.topmarks.co.uk/
Maths Frame – https://mathsframe.co.uk/
Maths lessons for this week –
Lesson 1: To be able to read, interpret and comparing pictograms.
https://classroom.thenational.academy/lessons/reading-interpreting-and-comparing-pictograms-6tjkgd
Lesson 2: To be able to construct pictograms.
https://classroom.thenational.academy/lessons/construct-pictograms-64w3ce
Lesson 3: To be able to read, interpret and compare bar charts.
https://classroom.thenational.academy/lessons/read-interpret-and-compare-bar-charts-cth3gd
Lesson 4: To be able to construct bar graphs.
https://classroom.thenational.academy/lessons/constructing-bar-charts-6th3er
Lesson 5: To be able to construct bar graphs.
https://classroom.thenational.academy/lessons/consolidation-lesson-bar-chart-6nk6at
Support:
If you are finding these too tricky give these lessons ago –
Lesson 1: To be able to read and understand pictograms. https://classroom.thenational.academy/lessons/reading-and-understanding-pictograms-6xj62c
Lesson 2: To be able to construct pictograms
https://classroom.thenational.academy/lessons/constructing-pictograms-6rw6ar
Lesson 3: To be able to read and interpret bar charts.
https://classroom.thenational.academy/lessons/reading-and-interpreting-bar-graphs-chhk6c
Lesson 4: To be able to collect and present data using tallies, tables and graphs
Lesson 5: To be able to interpret and present data in pictograms and bar charts.
Challenge:
Have a go at answering this question.
History
LO: To be able to describe how different interpretations about Vikings have been reached by evaluating different historical sources.
Why did the Vikings have such a bad reputation?
Task 1: Look at the picture… Can you predict what is happening?
The above picture is an illustration from the raiding at Lindisfarne. From an Anglo-Saxon Chronicle they gave a recount of what happened there.
AD 793.
“This year came dreadful warnings over the land of the Northumbrians, terrifying the people most woefully: these were immense sheets of light rushing through the air, and whirlwinds, and fiery dragons flying across the sky. These tremendous signs were soon followed by a great famine: and not long after, the same year, the harrowing inroads of heathen men made lamentable havoc in the church of God in Holy-island, by slaughter.”
Later in 1965, Vikings were written about again.
“Rampaging Vikings, or Norsemen, from northern lands now known to us as Norway, Sweden, and Denmark, in their determination to (become) traders, merchants, and seamen, overran .. southern Europe, like a plague upon the inhabitants.
They shamelessly robbed the islands we now refer to as Great Britain and Ireland. So fierce were these Norsemen that many of the priests were said to close their sermons with a prayer: “God, deliver us from the fury of the Northmen.”
So what were the Vikings really like? What sort of people does it say they were?
Your first task is to summarise what people felt the Vikings were like. Challenge yourself and only use 140 characters.
Task 2: Though not all people felt the same way about Vikings. The Vikings, similar to the Anglo-Saxons wanted a better place to live where they could farm and trade. They eventually settled around 870 AD. So looking at the two different extracts, can you use your visualise strategy and draw how you feel the Vikings are being portrayed.
Extract 1:
The Viking raiders came from the sea like hungry wolves, burning the treasures of the Church, putting captives to the sword and carrying off woman and children as unhappy slaves.
Extract 2:
Gunnar and his men had a good summer at sea. The trading was good and there was much adventures. Every man on the ship bent his back to the oar and all were brave when they had to pick up the sword. Each man had truly earned his reward.
Challenge: With your drawings, can you justify using vocabulary from the texts why you have drawn them in that way (for example… ‘like hungry wolves Vikings may be bearing their teeth)
Support: Can you annotate your drawings with suitable nouns, adjectives and verbs that match the description (for example ferocious, rampaging for the first recount, warriors, brave for the second)
Religious Education – Christmas
Starter:
Take a look at the selection of Christmas cards below. How many of them are religious? What do you notice? Do they present the Nativity accurately?
Task 1:
Watch the following two Bible stories, then try the questions below:
https://www.youtube.com/watch?v=L5m2GE6DFeM
https://www.youtube.com/watch?v=Zk1LhnqROCM
What messages did the angels deliver? What did they say?
Task 2:
Who was the most important messenger – the angels, or shepherds?
Use the card and red key words listed below, to help you write a response to this question.
Challenge:
Suddenly a great army of Heaven’s angels appeared, singing praises to God: “Glory to God in the highest heaven, and peace on Earth to those with whom He is pleased!”
Can you draw a suitable Christmas scene to go with this Good News announcement?
Support:
Draw a picture of an angel. Now add speech bubbles and include the key messages they delivered during the Christmas story.
Science- Living Things and Their Habitat
L.O. To be able to identify living things.
As part of our living things and their habitat unit, please can you go on a hunt around your house and local area. Record the living creatures that you see.
Challenge:
Can you some sentences about what makes something living. Thinking about:
- Does it grow?
- Does it need food to turn into energy?
- Can it sense the world around it?
- Does it make more of itself or have babies?
Design and Technology –
Your task for this week is to research different money carriers such as purses and wallets. Think about the purpose, the materials, the features, the designs, what you like and what you dislike. You can use this format and write your ideas in the bubbles, or record your own notes and draw the money carriers.
Art:
Your Task:
Starter activity – Research the artist Alberto Giacometti.
You are going to create your own tin foil person doing an action pose:
- You will need some tin foil.
- Watch this you tube video https://www.youtube.com/watch?v=eDOOqdm_9jc
- Create you tin foil person, doing an interesting pose
Here are some ideas:
TOP TIPS:
- Play around with a piece of tin foil before starting of your figure. This will give you a feel of the material and how much you can manipulate it.
- You may need to watch the video through once and then watch it again pausing it while you complete each stage.
- Please don’t worry if you need more than one attempt! It took me four goes before I was happy with my figure!
Extension:
Use a piece of blue tac and stick your person onto a piece of paper. Now draw the shadow of your person.
A message from Mrs Pearson: Please send me you artwork by Friday 15th January. I look forward to seeing your fantastic tin foil action figures…and choosing an artist of the week!
n.pearson@stpeterswaterlooville.hants.sch.uk
Home learning wc 5.1.21
Hello everyone, we hope that you are all well and keeping safe. Please take a look at the below copies of your English, Maths, History and RE activities which are already on your Microsoft Teams. You do not need to print anything to complete this work, though it would be useful for you to record your ideas down and keep them all together in a notebook or work book at home. You should be able to complete these activities on your own as we understand your grown ups may be working from home. As we are beginning mid-week this time, please make sure you have had a go at each of the activities we have set today by Friday 8th January 2021 – we understand this is all very new to everyone so please don’t panic if you can’t do it all, just try to complete what you can. We will set you new work for next week and this will be posted on Microsoft Teams every Monday so that you have a whole week to work through it from home. If you cannot load the attachments or see any pictures properly, please take a look at the Year 4 school blog as we shall put everything on there too just in case you need it. Take care everyone, Miss Honeywell, Miss Jackson-Nash and Mrs Cairns.
ENGLISH
Monday:
L.O: To develop an understanding of key characters from ‘The Borrowers’
Tuesday:
L.O: To investigate suffixes -ary/-ery
https://classroom.thenational.academy/lessons/to-investigate-suffixes-ary-ery-68w6ce
Wednesday:
L.O: To revise our knowledge of word class
https://classroom.thenational.academy/lessons/to-revise-our-knowledge-of-word-class-c9k6ct
Thursday:
L.O: To generate vocabulary for character description
Friday:
L.O: To develop a rich understanding of words associated with large objects
Support tasks:
Continue to use the PowerPoint PDF to support your writing of simple sentences. Make sure you email us some examples of your sentences.
Challenge Activity:
Can you generate a Word Web using synonym words for ‘small’. Use your Word Web to write a short descriptive paragraph about one of the Borrowers.
Spelling:
As part of the online lessons, there are weekly spellings set.
| Library | bakery |
| February | mystery |
| Primary | bravery |
| Necessary | scenery |
| ordinary | nursery |
WEEKLY ASSIGNMENT: Please send a photo or upload a document of your descriptive sentence work on The Borrowers so far. You will need to complete all 5 lessons we have set in order to do this.
Maths
Monday:
Lesson 1: L.O: Recognising the place value of each digit in a 4-digit number.
Tuesday:
Lesson 2 : L.O: Ordering and comparing numbers beyond 1000.
https://classroom.thenational.academy/lessons/ordering-and-comparing-numbers-beyond-1000-cmr66c
Wednesday:
Lesson 3 : L.O: Ordering and comparing a set of numbers beyond 1000.
Thursday:
Lesson 4: L.O: Finding 10, 100 or 1000 more than a given number.
https://classroom.thenational.academy/lessons/finding-10-100-or-1000-more-than-a-given-number-cmu62c
Friday:
Lesson 5: L.O: Finding 10, 100 or 1000 less than a given number.
https://classroom.thenational.academy/lessons/finding-10-100-or-1000-less-than-a-given-number-c8w3gc
Support tasks:
Task 1 : https://classroom.thenational.academy/lessons/reading-and-writing-3-digit-numbers-ccrk4r
Task 2: https://classroom.thenational.academy/lessons/partitioning-numbers-in-different-ways-cgw34d
Task 3: https://classroom.thenational.academy/lessons/ordering-and-comparing-3-digit-numbers-68w68d
History Topic – The Vikings
As part of our learning on Vikings, please could you research the following areas to make your own fact file:
- Food and drink
- Celebrations / feasts
- Houses and homes
- Beliefs and Gods
- Kings and Queens
Challenge: Can you choose one of the Viking settlers in the picture and make a diary entry for them.
Support: Can you label the picture above with the items and clothing that you can see?
Religious Education – Christmas
| Christingle | Epiphany | Prayers of hope | Advent Wreath | Nativity
scene |
| Priest’s vestments | White/Gold Altar | Blessing of crib | Midnight Mass | Church
congregation |
Starter Task:
Can you research what the following key words mean? Make your own mini glossary.
Task 1:
Now can you record your vocabulary labels for the pictures below?
Challenge:
Can you rank the following Christmas symbols from most to least important (1st – 5th)? Use ‘because’ to explain each choice you made…
- Advent Wreath
- White candles
- The Altar
- White / Gold vestments
- Nativity scene
Support:
Can you design your own Christmas card for a family member? How many of the religious symbols can you include?
Count down to Christmas!
Hello everyone,
We hope that you are all well and keeping safe. At St. Peter’s, we have been feeling very excited as we have continued the count down to Christmas. This morning, the children participated in a drama workshop called the Elves and the Shoemaker – they had a wonderful time joining in with the music and dancing! Last week, the Year Four took part in a Christmas jumper day to support the Save the Children charity – a big thank you to all families who generously provided a tin can for the food banks. Please see the picture below:
In English, we have completed our transformation stories on Anthony Browne’s The Tunnel. Year Four had a very creative selection of ideas for portals and methods of travel, with a strong selection of fronted adverbials, prepositional language and speech punctuation. Well done Year Four! After Christmas, we look forward to working on a range of other texts including Winter poetry, Jemmy Button and Stitch Head… Are you able to pre-read any of these stories over Christmas? Are there any Winter poems you have read over the holidays that you would like to share with us in January?
In Maths, Year Four have been learning about geometry. For example, the children have completed a shape investigation by looking at the angles and types of lines across objects across the classroom and within sets of flags. As a challenge, they then had a go at creating their very own flag with a set criteria of shape properties. After the Christmas holidays, we look forward to learning about how to tell the time to the nearest 5 minutes and 1 minute. Can you have a practise of this at home? Perhaps you could try to make a timetable of your own, to show the order of each of the exciting events you got up to over the course of your Christmas day?
Just a few quick reminders for the children for when they return to school in January:
- First day back to school will be Monday 4th January 2021.
- PE will take place on Monday 4th January for the afternoon session, so please ensure your child arrives to school in their full PE kit.
- Spelling, vocabulary and reading journals to be handed in on Thursday 7th January 2021 please.
We hope that you all have a peaceful and safe half term, and look forward to seeing you all again in the New Year.
Take care and best wishes to you all,
Miss Honeywell, Miss Jackson-Nash and Mrs Cairns.
Hard work pays off!
Hello everyone,
We hope you are all having a lovely week so far.
We would like to start by thanking you all for the fantastic reading and the time that went into children’s reading passports for this Autumn term. What a turn out it was for year four, especially Koalas who brought in 30/32 passports! Record breaking! Well done to Kangaroos who also recieved a fantastic turnout. Keep your eyes peeled for the Spring reading passport challenge. I wonder whether we can get a full house!
Miss Jackson-Nash managed to snap a pictures of the children’s reactions.
…And the winners are Koalas!
In English, the children have been continuing to explore Anthony Browne’s book ‘The Tunnel’. They are now putting together a plan so that they can start to write their own ‘transportation’ story. The skills we will be using include expanded noun phrases, adverbs, show not tell words (such as hands tremebling to show the character was scared) and speech with accurate puncuation.
In Maths, the children have been working hard on their fraction work. We have explored different equivalent fractions, the effect of dividing numbers by 1/2 , 1/4 , 1/3, and noticing patterns when dividing by 10, 100, 1000. Next week we will be starting our geometry unit which wll include christmas symmetry and to find Father Christmas by using coordinates and translations.
Some quick reminders –
- Friday 11th December 2020- Christmas Jumper Day. Please send children in with a christmas jumper and we ask that you kindly donate a can of food to go towards our christmas foodbank.
- Monday 14th December 2020 – As Koalas (4JN Miss Jackson-Nash’s class) won the reading passport challenge, they have been rewarded an afternoon session with CM sports. So please ensure that children in 4JN come into school with their warm PE kits.
- Tuesday 15th December 2020 – Year 4 Christmas dinner.
- Thursday 17th December 2020- Last day of term for the children.
- Friday 18th December 2020 – Inset day.
- Spellings, vocabulary homework, online maths homework and reading journals to be in by Thursday 17th December.
We hope that you have a lovely and restful weekend. We look forward to seeing the children for one last busy week of the Autumn term.
Miss Jackson-Nash, Miss Honeywell and Mrs Cairns
Pupil progress
Hello everyone,
We hope that you have all been having a good week so far.
This week, we have begun to learn about Anthony Browne’s “The Tunnel”. The children have really enjoyed working with their learning partners to create their own role play between the two key characters in the story. As the week progressed, the children learnt how to use inverted commas to accurately punctuate the speech for their characters. Year Four had a lot of fun using actions and gestures to learn a ‘speech rhyme’ that has supported their learning. Well done everyone! Next week, we look forward to using time and place adverbials to add detail to each of our transformation stories. Do you know of any books or films where a character travels to a magical place?
In Maths, we have been working very hard on our learning of decimals and fractional amounts of a whole. We have made links to the context of money to help the children to understand tenths and hundredths, e.g. £1.79 is made of 1 whole, 7 tenths and 9 hundredths. Both classes have used number lines, bar models and partitioning in order to represent the tricky problems they have been given, particularly when adding and subtracting decimals. Towards the end of the week, Year Four learnt about conversion and how we can use fractions to record our answers e.g. 0.6 + o.2 = 0.8, or 6/10 + 2/10 = 8/10.
On Friday, we are very excited to take part in a STEM day on building structures. We shall be taking a look at and researching famous bridges to find out how to make a strong structure of our own. Have you visited any famous bridges? Can you remember what they are called? What shapes did you see?
A few quick reminders for next week:
- Reading Passport deadline is on Wednesday 9th December 2020. Well done to all of the children who have already handed in their completed passport challenges.
- Christmas jumper day will be on Friday 11th December 2020. Please bring a tin can of food, as a donation for this charity day.
- Weather permitting, PE will be on the afternoon of Monday 7th December so please ensure your child attends school wearing their PE kit on this date.
We hope that you all have a safe and pleasant weekend,
Miss Honeywell, Miss Jackson-Nash and Mrs Cairns.
Feeling Proud!
Hello everyone,
We hope you are keeping well and safe.
We would like to thank all the parents who joined us on Monday and Wednesday for attending St Peter’s first Virtual Parent’s evening. It was lovely to meet and chat with all of you about the fantastic work the year 4 children have been doing. We are extremely proud of how far the children have come and we look forward to continuing their learning journeys into Spring term.
In English this week, the children have been working hard drafting and editing their final writes on ‘How to take care of your snowman’. Here the children have used a great range of skills such as causal conjunctions, time adverbials and snowman nouns. We will now continue to publish our snowman leaflets, so keep your eyes peeled as we will be putting some on the blog next week!
In Maths, we have been using our multiplication and division skills to answer multistep word problems. In order to reach a correct answer, the children needed to read the question very carefully, highlight any key information, decide what operation they needed to use and then use a suitable strategy such as grid method or short division. Next week, we will be starting our fraction unit and exploring equivalent fractions and their decimals, adding and subtracting fractions with the same denominator, and looking at the different fraction representations.
Some quick reminders:
- The final Virtual Parent’s evening is on Monday. Please check your times. If you have any issues please contact the school office.
- Please send your child in their PE kits on Thursday for CM sports.
- Please remind your children to bring in their home spellings, reading passports and vocabulary homework.
- We have noticed a remarkable difference in the children’s timetables since using TTrockstars, so please encourage children to log on at home and complete the sound check. This is very similar to the times table test they will be sitting in May-June 2021.
We hope you all have a great weekend and looking forward to another brilliant week ahead!
Miss Jackson-Nash, Miss Honeywell and Mrs Cairns
Guide Dogs for the Blind Association
Hello everyone,
We hope that you have all been having a good week so far and keeping safe.
On Tuesday 17th November 2020, Year 4 took part in a charity fundraiser day for the Guide Dogs for the Blind Association. The children wore a creative selection of colourful, bright head wear in order to raise awareness for those who suffer from visual impairment. The children had a wonderful day of workshops, group work and videos and are now able to describe how a guide dog is trained at puppy school. Thank you for all of your generous donations, we have now raised over £40 which shall be donated to sponsor a guide dog! Please see the pictures below from our charity fundraiser day…
In English, the children have been learning how to create explanatory sentences using causal and subordinating conjunctions. We have been very impressed by the children’s use of scientific key words from our States of Matter learning, in order to help them explain how to care for a snowman as part of their Health and Safety leaflet. Well done Year Four! Next week, we look forward to planning, creating and drafting our leaflets and putting them on display in the school office.
In Maths, we have been working hard on our learning for multiplication and division. The children have been taught a variety of strategies for solving a complex multi step problem, e.g. number lines, part whole models, bar models, arrays and grid methods.Next week, we look forward to continuing our learning on division strategies before we move towards learning about fractions, numerators and denominators. Please do log on to your My Maths and Sumdog accounts, for plenty of practise learning on this.
Just a few reminders for next week:
- Parents Evening on Monday 23rd November and Wednesday 25th November (both from 4 – 6.20pm). Your child will bring home their Parents evening target sheets on Friday 20th November 2020. These forms shall form part of our discussions during the 10 minute appointments.
- Children to wear their PE kits to school on Monday please
- Spelling home learning and Reading journals due for collection on Thursday 26th November
- Please remind your child to complete their Reading Passports as soon as possible
We hope you all have a great weekend,
Miss Honeywell, Miss Jackson-Nash and Mrs Cairns.