Important Information

  • School starts each day at 8:45. At this time, a bell is rung and children need to line up neatly on the playground.
  • The day ends of 3:30 each day. If children are being collected, someone needs to be there for this time.
  • PE is on a Monday and Friday afternoon. It is important children have their PE kits in school on these days.
  • Homework is set each Friday and due back in the following Wednesday. Children who haven’t completed it will need to attend homework club on Thursday at lunchtime.
  • New spellings are set each Friday and the previous spellings tested each Friday.
  • Reading diaries are collected in each week to see how much children are reading at home – it is expected children read at least 3 times a week at home and it needs to be signed by an adult.

Any questions or queries?
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Friday 17th November 2017 CHILDREN IN NEED 50p Non-School Uniform day

Year 4

What We Are Doing:

After a great first half term in Year Four, we will be continuing our topic of Planet Rocks and exploring space. As part of this, we will be learning about how sound is made and how it travels, and sound in space. We will also be looking at constellations, fossils and how weather is tracked using satellites in space.

In English, we will be moving on from writing stories and recounts about an alien landing and will start the half term by looking at newspaper reports. We will write a newspaper report as a class as the moon landing and then children will write their own about Tim going into space. We will then look at writing a persuasive text where children will design their own space gadgets which they will need to persuade people to buy.

In Maths, we will continue to look at written methods but move on to multiplication and division. We will also revisit rounding and Roman numerals. We will finish the half term by looking at fractions.

We will be working a lot on reading skills this half term and will be having guided reading sessions each week as well as two English lessons each week which will focus on reading skills. Through these sessions, children will explore, learn and apply reading skills.

Children will continue to have their music lessons where they are learning to play either a trumpet or trombone. This half term, children will have the chance to perform to the school the skills they have learnt so far. There are also many more exciting things happened in the run up to Christmas!

As always, if you have any questions, or if there is anything I can do to help, please do not hesitate to contact me.

Thank you,
Mrs Jackson

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End of year Goals

  • Mathematics

    • I can count in multiples of 6, 7, 9.
    • I can count in steps of 25 and 1000 from any number.
    • I can find 1000 more or less than a given number.
    • I can count backwards through zero to include negative numbers.
    • I can partition a four digit number.
    • I can say which number is more or less and order numbers past 1000.
    • I can round any number to the nearest 10, 100 or 1000.
    • I can solve missing number problems using my knowledge of ordering numbers, more or less than and counting in multiples.
    • I can use column addition to solve a sum including four digit numbers.
    • I can use the column (decomposition) written method to solve subtraction with numbers up to 4 digit.
    • I can solve two step word problems deciding which operations to use and why.
    • I can recall multiplication and division facts for multiplication tables up to 12 × 12.
    • I can use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1.
    • I can multiplying together three numbers.
    • I can recognise and use factor pairs in mental calculations.
    • I can multiply two-digit and three-digit numbers by a one-digit number using a written method.
    • I can solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit.
    • I can recognise and show, using diagrams, families of common equivalent fractions.
    • I can count up and down in hundredths.
    • I know that hundredths arise when dividing an object by one hundred and dividing tenths by ten.
    • I can solve problems involving increasingly harder fractions to calculate quantities.
    • I can use fractions to divide quantities, including non-unit fractions where the answer is a whole number.
    • I can add and subtract fractions with the same denominator.
    • I can recognise and write decimal equivalents of any number of tenths or hundredths.
    • I can write decimal equivalents to 1/4, 1/2 , ¾.
    • I know what happens when I divide a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths.
    • I can round decimals with one decimal place to the nearest whole number.
    • I can compare numbers with the same number of decimal places up to two decimal places.
    • I can solve simple measure and money problems involving fractions and decimals to two decimal places.
    • I can convert kilometres to metres and hours to minutes.
    • I can measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres.
    • I can find the area of rectilinear shapes by counting squares.
    • I can estimate, compare and calculate different measures, including money in pounds and pence.
    • I can compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.
    • I can find acute and obtuse angles.
    • I can compare and order angles up to two right angles by size.
    • I can find lines of symmetry in 2-D shapes presented in different orientations.
  • Reading

    • I can continue to apply my growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words that they meet.
    • I can give a personal point of view of a text.
    • I can quote directly from a text to support thoughts and discussions.
    • I can perform a range of poems and play scripts, showing understanding of intonation, tone, volume and action.
    • I can read between the lines to interpret meaning and/or explain what characters are thinking/feeling and the way they act.
    • I can read aloud with pace, fluency and expression, taking into account all punctuation and can use appropriate voices for different characters.
    • I can skim and scan a text to answer a question.
    • I can clarify the meanings of ambitious words and/or phrases in context.
    • I can retell familiar myths and legends.
    • I can read books that are structured in different ways and can read for a range of purposes.
    • I can explore alternatives that could have occurred in texts (e.g. a different ending), referring to text to justify their ideas.
    • I can understand and explain different characters points of view.
    • I can infer meaning, using evidence from the text and wider experiences.
    • I can identify and explain the difference between fact and opinion.
    • I can identify where language is used to create mood, build tension or paint a picture.
    • I can identify language features of some different text types (e.g. that the language of recount is different to the language of instructions).
    • I can sometimes empathise with different characters point of view, in order to explain what characters are thinking/feeling and the way they act.
    • When prompted, I can justify and elaborate on opinions and predictions, referring back to the text for evidence.
    • I can identify and discuss the various features of fiction genres (e.g. science fiction, adventure, mystery).
    • I can compare and talk about the structures and features of a range of non-fiction texts.
    • I can locate information quickly and effectively from a text by using techniques such as text marking and indexes.
    • I can identify the ways in which paragraphs are linked (e.g. use of connecting adverbs, pronouns for character continuation).
    • I can discuss how an author builds a character through dialogue, action and description.
    • I can summarise main themes and events across a range of texts.
    • I can explore some straightforward underlying themes and ideas (those are not clearly signalled at a literal level) and ideas in an appropriate level text.
  • Writing

    • I can produce work which is organised, imaginative and has a clear structure.
    • I can usually use correct grammatical structures in sentences (nouns and verbs agree).
    • I can experiment with a wide range of punctuation, although use may not be accurate, (e.g. commas, brackets, ellipsis, dashes, colons, semi-colons).
    • I can develop characters and describe settings, feelings and emotions.
    • I can write for a range of purposes (stories, play scripts, reports, instructions, information texts, poetry).
    • I can develop and extend ideas logically in sequenced sentences (may still be overly brief or detailed).
    • I can use commas after fronted adverbials.
    • I can vary sentence structure, using different openers and can adapt sentence structure to text type.
    • I can use adjectival phrases.
    • I can use subordinate clauses to write complex sentences.
    • I can use commas to mark clauses.
    • I can use connectives to link paragraphs together in a text.
    • I can use appropriate pronouns or nouns within and across sentences to aid cohesion and avoid repetition.
    • I can attempt to give opinion, humour or interest through detail.
    • I can use generalising words for style, (e.g. sometimes, never, always, often, in addition).
    • I am beginning to develop a sense of pace (lively and interesting).
    • I can use metaphors to make my writing more interesting.
    • I can consistently join my handwriting with fluency, ensuring that ascenders and descenders of letters do not touch.
    • I can plan my writing to ensure that I have clear, locgically sequenced ideas across a range of genres.
    • I can write for a range of purposes (stories, myths and legends, plays, recounts, newspaper reports, information texts, persuasive texts, explanation texts and poems).
    • I can use interesting language to sustain and develop ideas (can sometimes be inaccurate).
    • I can use more sophisticated connectives (although, however, nevertheless).
    • I can produce thoughtful and considered writing (uses simple explanation, opinion, justification and deduction).
    • I can use nouns, pronouns and tenses accurately and consistently throughout.

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