Grade 4 Term 3

Welcome to Term 3 It’s the Summer term. The weather is getting warmer and all of the end of year fun with Trips week and Sports day is about to begin. However, there is still plenty of work to be done. In the pages that follow you will find the units that your child will study this term along with the expectations at the end of each unit. Not every child progresses at the same rate so please compare your child’s ability at the end of the unit to what he or she could do at the start. If you have any questions about your child’s levels of attainment, please speak to the class teacher, who is the person who know your child best of all.

Term 3 LiteracyNumeracyScienceHumanitiesDT/ArtICTPSHE Narrative Older Literature Dramatic conventions Poetry Choral and Performance Non-Fiction Persuasive texts Based on Revised Framework for Numeracy Block A3, C3, D3, E3 QCA Unit 5E Earth, Moon and Sun QCA Unit 5F changing Sound QCA Unit 9H Children in WW2 QCA Unit 20G Local Traffic: an environmental issue QCA Unit 12G Should the High street be closed to traffic (objectives only) QCA Unit 5A Instruments (DT) QCA Unit 6B What a performance QCA Unit 5B Analysing data and asking questions: using complex searches Resolving Conflict Achieving Change

Literacy We will focus on three specific genres this term: Narrative, Poetry and Non-fiction Narrative Older Literature Dramatic conventions Poetry Choral and Performance Non-Fiction Persuasive texts We follow the Renewed Primary Framework for England. For further information please see:

Numeracy Numeracy teaching is divided into 5 Blocks of study: A Counting, Partitioning and Calculating B Securing number facts and Understanding Shape C Handling Data and Measure D Calculating, Measuring and Understanding Shape E Securing Number facts, relationships and Calculating These blocks are then divided into 3 Units of study. This term, children will cover Blocks A1, B1, C1, D1, E1 and A2. Further information on the content of these blocks, including objectives, can be found at: Our teachers use the Abacus Evolve scheme to support their teaching. Please be aware that this scheme supports practical learning and our teachers use the pages that are appropriate rather than following the scheme page by page.

Science QCA Unit 5E – Earth, Moon and Sun About this Unit In this unit children learn about the shapes and relative sizes of the Earth, Sun and Moon. Using models they learn how the three bodies move relative to each other and how these movements relate to night and day. Experimental and investigative work in this unit focuses on: making observations and recognising patterns in first hand and secondary data representing data in graphs. Work in this unit offers opportunities for children to relate scientific knowledge and understanding to familiar phenomena eg day length, year length and to consider scientific evidence about the Earth, Sun and Moon. EXPECTATIONS: at the end of this unit most children will:recognise that the Earth, Sun and Moon are spherical and support this with some evidence; explain in terms of the rotation of the Earth why shadows change and the Sun appears to move across the sky during the course of the day; recognise that it is daylight in the part of the Earth facing the Sun, that the Moon orbits the Earth and identify patterns in secondary data about sunrise and sunset some children will not have made so much progress and will: recognise that the Earth, Sun and Moon are spherical and describe how shadows change as the Sun appears to move across the sky some children will have progressed further and will also: explain that the changes in the appearance of the Moon over a period of 28 days arise from the Moon orbiting the Earth once every 28 days; independently represent times of sunrise and sunset in graphs Vocabulary In this unit children will have opportunities to use: words related to sounds eg pitch, loudness, vibration, muffle, tuning near synonyms eg quiet, soft, noise, sound nouns and related adjectives eg loudness, loud, tension, tight expressions of contrast eg this sound is loud and high, this is loud and low generalisations about relationships between variables eg if I tighten the drum skin the pitch will go up.

Science 2 QCA Unit 5F – Changing Sound About this Unit Through this unit children learn that sounds are produced by vibrations and that these vibrations travel from the source through a variety of materials. Musical instruments are used to illustrate the range of ways of producing sounds and how pitch and loudness can be altered. Experimental and investigative work focuses on: turning ideas into a form that can be investigated and making predictions deciding whether the evidence is sufficient to support the prediction. Work in this unit also offers opportunities for children to use scientific knowledge and understanding about sound to explain familiar phenomena and to relate this to their understanding of musical instruments. Hearing impaired children will need particular support in this unit. This will be helped by visual demonstrations of the properties of musical instruments and by attention to the vibrations as sounds are produced. It is important for teachers to help children to be sensitive to those who are hearing impaired. EXPECTATIONS: at the end of this unit most children will:generalise that sounds are produced when objects vibrate; suggest how to change the pitch and loudness of the sounds produced by a range of musical instruments; recognise that sounds travel through solids, water and air, suggest how to investigate how well sound travels through different materials and say how good their evidence is some children will not have made so much progress and will: suggest ways of producing sounds; distinguish between pitch and loudness, and suggest how to change the sound made by an instrument some children will have progressed further and will also: describe ways in which the pitch of a sound made by a particular instrument or vibrating object can be raised or lowered and identify what is vibrating in a range of musical instruments Vocabulary In this unit children will have opportunities to use: words related to sounds eg pitch, loudness, vibration, muffle, tuning near synonyms eg quiet, soft, noise, sound nouns and related adjectives eg loudness, loud, tension, tight expressions of contrast eg this sound is loud and high, this is loud and low generalisations about relationships between variables eg if I tighten the drum skin the pitch will go up.

Humanities QCA Unit 20G Local Traffic – an environmental issue About the unit This is a ‘long’ unit. It deals with a local traffic improvement scheme (a by-pass) and the impact it will have on local people and the environment.. The issue could be concerned with other traffic improvement schemes, eg speed ramps, one-way streets, cycle lanes, pedestrian crossings, routes for handicapped people or a quite different issue, eg a proposal for quarrying, the effect of a hypermarket on existing shops, the effect of demolishing old houses to create a new site with different potential uses like a leisure centre or mosque, building a BMX track. The key questions for any issue are likely to be: What is the issue? – identify it clearly from maps, photographs, local knowledge Where is the issue? – how far does it extend? Why is it an issue? – which groups are in favour of this scheme and which against? What are the views of the different groups involved? What do the class think about the issue? How might the issue develop in the future? EXPECTATIONS: at the end of this unit most children will:begin to account for their own views about the environment, recognising that other people may have reasons for thinking differently; identifying how people affect the environment and recognise ways people try to manage it for the better some children will not have made so much progress and will: undertake simple tasks relating to maps, diagrams and secondary sources; state a range of views held by people about the issue some children will have progressed further and will also: recognise and describe how people can improve or damage the environment; come to a reasoned, personal view about what should happen; begin to understand the democratic process used to make local decisions VOCABULARY In this unit, children are likely to use: by-pass, construction, cutting, embankment, congestion, pollution, parking, detour, impact, public enquiry, traffic flow, environment, energy They may also use: words associated with the issue

Humanities 2 QCA Unit 9H – Children in WW2 About this Unit In this unit children find out about the effects of the Second World War on children in their local area, nationally and internationally. There are also opportunities to consider the effects of war on children today. Children use a range of sources, including the recollections of people alive at the time. They consider the reasons for and results of key aspects of the war. EXPECTATIONS: at the end of this unit most children will:demonstrate factual knowledge and understanding of the impact of the Second World War on children in particular and society in general; give reasons for, and the results of, evacuation; identify different ways in which the Second World War has been represented; ask questions and answer them using a range of sources; communicate their learning, using specialist terms in ways that show understanding some children will not have made so much progress and will: describe what happened during evacuation and begin to recognise that it had causes; use sources of information to make simple observations about the war some children will have progressed further and will: explore in greater depth how the war affected children in different ways, and the reasons for these differences; understand the complex and varied feelings that many children had about evacuation Vocabulary In this unit, children will have opportunities to use: *words associated with fighting the war, eg Blitz, air raid, bomb damage, submarines, allies *words associated with evacuation, eg host family, evacuee, billeting officer *words associated with the home front, eg gas masks, ration books, black out, warnings

Art QCA Unit 6B – What a Performance About this Unit In this unit children investigate headwear and costume worn in different times and cultures, including theatre costume. They use this as a starting point for designing and making a piece of headwear for a character in a story, using a range of textiles and other materials. Expectations: At the end of this Unit most children will be able to: explore ideas about headwear; collect materials and visual and other information to help them develop their work; use materials and processes to communicate ideas and meanings in a piece of headwear; combine and organise shape, form, colour and texture to match their intentions; compare and comment on ideas, methods and approaches in their own and others’ work, relating these to the context of the work; adapt and improve their work to realise their intentions some children will not have made so much progress. They will be able to: explore ideas about headwear; collect materials and information for their work; use materials and techniques to communicate ideas through a piece of headwear; comment on differences between their own and others’ work; adapt and improve their own work some children will have progressed further. They will be able to: select and use materials and other information in developing their work; manipulate materials and processes to communicate ideas and meanings; match visual and tactile elements to their intentions; analyse and comment on ideas, methods and approaches used in their own and others’ work; adapt and refine their work to reflect their own view of its purpose and meaning Vocabulary In this unit children will have an opportunity to use words and phrases related to: headwear and costumes designed for different purposes, eg for the theatre, carnival, celebration expressive words and language, eg in songs, stories and poetry making skills, eg knot, tie, fringe, fold textile techniques, eg appliqué, quilting forces, eg weight, balance, movement

DT QCA Unit 5A - Instruments About this Unit Children learn about the construction of a range of musical instruments, including those from different times and cultures, and how different sounds can be created and altered to make different notes. They learn to use this knowledge and understanding to design and make a working musical instrument using a combination of materials. The appearance of the finished product is an additional aspect and the use of techniques to illustrate visual elements could provide a strong link with art. When completed, the instruments could be used by the children eg to perform a musical composition. This unit offers strong links with music in that it provides children with opportunities to investigate, use and listen to a range of musical instruments. It also links to Science Unit 5F ‘Changing sounds’. This unit can be adapted by using an alternative context eg mechanically operated instruments or musical boxes. EXPECTATIONS: at the end of this unit most children will:have recognised that sounds can be created in many different ways; have gathered and used information to generate a number of ideas and selected one design for their musical instrument; have modelled parts of their design as appropriate and/or produced annotated diagrams; have made suggestions about how they plan to make their instrument; have measured, marked out, cut and assembled their instrument with accuracy; have used ICT for researching and designing; have an understanding of how to strengthen materials some children will not have made so much progress and will: have required more support to design their instruments for the given purpose; have used a more restricted range of materials, techniques, tools and finishing techniques; some children will have progressed further and will: have produced annotated diagrams showing several alternative musical instrument ideas; have set out a detailed step-by-step approach to how their instrument will be made and listed tools and materials to be used; have understood how the choice of materials and the accuracy with which an instrument is made will affect the quality of the finished product; have modified their instrument, where necessary, as they went along;, and appreciated how important high-quality making is to an instrument Vocabulary In this unit, children will use words and phrases relating to: designing eg investigate, survey, plan, research, texture, intention, structure, outcome strengthen, reinforce making eg mouldable material, mould, moulding, adhesives, polyvinyl acetate (PVA) wood glue, shaping, cutting knowledge and understanding eg sound, note, pitch, duration, dynamics, tempo, timbre, range of sounds (eg high, low, quiet) the names of instruments available eg drum, tambourine and their component parts eg skin, bridge

ICT QCA Unit 5B - Analysing data and asking questions: using complex searches ABOUT THE UNIT In this unit children learn to use prepared databases to answer questions which rely on more than one variable. They will present data in graphical form, print out their graphs and use them to help them answer questions relating to the data. Children will be able to build on what they have learnt in this unit when: investigating possible relationships between data in history, geography, science and mathematics; undertaking investigations that rely on more data than they are able to collect for themselves, for example when searching for information on the World Wide Web. EXPECTATIONS: at the end of this unit most children will:use ‘AND’, ‘OR’, ‘= ’ in their searches some children will not have made so much progress and will: carry out searches using two or more criteria some children will have progressed further and will: carry out complex searches to check hypotheses Vocabulary *AND *OR

Homework In Primary, the day is quite intense for children working in two languages. For this reason we limit our homework to 30 minutes per day in Grade 4. We suggest: 10minutes - reading 5 minutes - spelling 15 minutes – completing homework sheet/finishing off If you would like to further consolidate this term’s work we would suggest: We also suggest the CGP books: