Year 4 2019 - 2020
Welcome to Year 4. The staff in Y4 are Mr Sainthouse and Mrs Gibson with support from Miss Stevens, Mrs Smith and Mrs Lawson.
To begin our time in Year 4, we studied The Romans. We used our Geography skills to locate the countries the Romans invaded. This gave us an idea of how they made it to Britain.
We then transported ourselves back a couple of thousand years to the time of the Roman Empire, with a particular emphasis on what the Romans have done for us. A trip to Arbeia Roman Fort in South Shields provided us with a fantastic opportunity to understand what life was really like back then by means of a real archaeological ‘dig!’ This enabled us to discover Roman relics, whilst discovering what this told us about their culture. No trip to a fort would be complete though without a look at the general layout and imagining what the site would have looked like all those years ago once all the perimeter walls and gate houses were in place. The toilets as usual, got a special mention in most of our reports!!
Click here to see photographs of our exciting day.
Back at school, the children have had a chance to experience what a real invasion would have felt like, and have been able to understand the associated emotions. Trays were emptied, chairs were scattered all over and toolkits were emptied out, and that was before we realised that all of 4S had been put on ‘red!’ It is fair to say that 4S were not amused, and are still to this day asking if they can get their revenge. Look out 4G, we could strike at any time!!
Click on the image to see more of our invasion that we had in school.
We have also focused on a couple of significant figures from the period in the form of Boudicca and Hadrian. Due to the proximity of Hadrian’s Wall, we decided to carry out some research in to what it meant for the Romans as well as what made Hadrian decide to build it. As for Boudicca, once we understood the events that unfolded around her, we decided to capture this knowledge in the form of a ‘Roman News’ bulletin, using interviews with key figures as a way of retaining this information in our long term memories.
We have really enjoyed this unit and have learnt a lot. We even discovered that we have the Romans to thank for our ‘school run’ through their introduction of the road to Britain.
This term in Maths, we have focused on Place value, specifically numbers up to 5 digits, making sure that we were fully confident with the meaning of each column and the associated value In doing so, we have recognised the place value of each digit up to 1,000 as well as rounding and partitioning numbers.
In addition, we have linked our Roman topic in to Maths by looking at Roman numerals up to 100 and are able to both write and interpret these numerals with increasing confidence. Furthermore, we have ordered and compared numbers beyond 1,000, making sure that we recognised the significance of the digit ‘0’ within the number. At times, this did throw us off, especially if it was positioned at the beginning of the number, but by the end we have all seemed to grasp the concept.
Finally, we have started experimenting with negative numbers and what happens when we count back through zero. At first, many of us didn’t think this was possible, however over time, we realised that there was a whole other side to the number line that we hadn’t yet discovered. We are now looking forward to developing this knowledge further and applying it to our next unit on addition and subtraction.
Times Tables Rockstars continues to form a significant part of the Year 4 approach and weekly class interventions are now in place, along with individual and class challenges and associated homeworks. We really hope that all children continue to embrace this moving forward, especially in light of the fact that they are to be assessed on this at the end of this year. #TeamTables
This term in Literacy we have focused on two texts that couldn’t be less similar if they tried. Due to our Roman focus in Topic, we started the year by introducing Shakespeare in the form of ‘Julius Caesar.’ We centred our reading on understanding the differences between the two central characters and the deception and trust issues that were evident throughout. With this in mind, we decided to write letters to a member of the Roman nobility, explaining what had happened in the run up to Caesar’s death. In transforming this, we changed the form of the recount to a diary, so as to capture the thoughts and feelings of the recipient.
More recently, we have been focusing on a traditional tale so as to rewrite it as our own narrative. Beauty and the Beast has allowed us to really delve in to the feelings of characters as well as develop our vocabulary using the thesaurus. Instead of using words like ‘sad,’ ‘shocked,’ and ‘happy,’ we have tried introducing appropriate alternatives such as ‘distressed,’ ‘overwhelmed,’ and ‘ecstatic.
Here are some examples of some of the work we completed based on the story 'Beauty and the Beast'.
Literacy work by Mia
Extended writing by Aaron
On this point, it was nice to see a good proportion of children admitting they preferred the book version of Beauty and the Beast to the film. Let’s hope this continues!
In more general terms, we have really enjoyed our new class novels, Billionaire Boy and Gangsta Granny and are trying hard to achieve our 5 signatures each week through an increased love of reading.
For our Geography unit of learning this term, we compared our local town of Hetton to a European city, to link to our previous History unit of learning, The Romans, we compared Hetton to Rome, the capital city of Italy.
We began by exploring some key geographical facts about Hetton and Rome. We looked at the population, climate, number of visitors, and landmarks. We know that there are many physical geographical features that many tourists love to see when they visit each place - we looked carefully at rivers, mountains, coastlines and lakes. Who would have thought Hetton and Rome would share so many features?
Closely focussing on the rivers of Italy and how they work we created a model which shows the structure of a river. We used words like; source, mouth, meander stream, flow. We even put some water in the model so we could see how the water travelled through the river.
Click here to see the photographs of our model.
Here, you will find some examples of our work from our geography work.
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