Grade 4 Term 1

Welcome to Term 1 Welcome to the first term. After the long holidays it will take a couple of weeks for your children to settle back into routines. In this time, the teachers will informally assess your children to ensure that the planning fully meets the individual needs of each child. 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 1 Overview LiteracyNumeracyScienceHumanitiesDT/ArtICTPSHE Narrative Read and compare stories by significant children’s authors Stories from other cultures Poetry Poetic style: word play, rhyme, metaphor, word choice Non-Fiction Recounts Newspapers/ Magazines Instructions Based on Revised Framework for Numeracy Block A1, B1, C1, D1, E1, A2 QCA Unit 4B Habitats QCA Unit 5B Life Cycles QCA Unit 11G Water QCA Unit 13G A Contrasting locality (Extreme Environment) QCA Unit 5D Biscuits QCA Unit 5C Moving Animals (not toys) (DT) QCA Unit 5F Monitoring Environmental conditions and changes New Beginnings Good to be me Class rules

Literacy We will focus on three specific genres this term: Narrative, Poetry and Non-fiction Narrative Read and compare stories by significant children’s authors Stories from other cultures Poetry Poetic style: word play, rhyme, metaphor, word choice Non-Fiction Recounts Newspapers/Magazines Instructions 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 4B - Habitats About this Unit Through this unit children learn that plants and animals reproduce as part of their life cycle and that in every life cycle there are distinct processes and stages. They should begin to understand how reproduction is important to the survival of the species. Experimental and investigative work focuses on: making observations and comparisons drawing conclusions. Work in this unit also offers children opportunities to relate their knowledge and understanding of science to their personal health and to consider ways in which living things need protection. Some of the work in this unit is likely to be undertaken in relation to the school’s programme for personal, social and health education. EXPECTATIONS: at the end of this unit most children will:name and explain the functions of some parts of a flower; describe the processes of pollination, fertilisation, seed dispersal and germination; explain how to carry out a fair test to find the conditions necessary for germination; explain that living things need to reproduce if the species is to survive and recognise stages in the growth and development of humans some children will not have made so much progress and will: name the parts of a flower and explain how pollen and seeds are dispersed; describe some of the conditions tested in investigating germination and recognise some stages in the development of humans some children will have progressed further and will also: explain why it is important to use a number of seeds or plants in an investigation into growth or germination Vocabulary In this unit children will have opportunities to use: words and phrases associated with life processes eg reproduction, life cycle names for parts of a flower eg stamen, style, stigma, sepal, petal, ovary, pollen names for processes related to life cycles and associated verbs eg reproduction/reproduce, germination/germinate, pollination/pollinate, fertilisation/fertilise, dispersal/disperse descriptions and explanations using a sequence of ideas.

Science 2 QCA Unit 5B – Life Cycles About this Unit Through this unit children will begin to understand the concept of a habitat, how it provides organisms found there with conditions for life and how animals depend on plants or other animals which eat plants for food. Throughout the unit ways in which organisms are suited to the habitat should be emphasised. Experimental and investigative work focuses on: turning ideas into a form that can be tested, making a prediction making observations deciding whether the evidence supports the prediction and suggesting explanations in terms of their knowledge of science. Work in this unit also provides opportunities for children to learn about the interdependence of living things and how the environment and living things need to be protected. EXPECTATIONS: at the end of this unit most children will:identify some local habitats; name some of the organisms that live there; use simple keys to identify organisms; state the food source of some animals; distinguish between those which eat plants and those which eat other animals and plan how to investigate some of the preferences of small animals found in the habitat some children will not have made so much progress and will: identify some local habitats; name a few of the organisms that live there and, with help, identify these using simple keys and make observations of animals and plants some children will have progressed further and will also: represent feeding relationships within a habitat by food chains; explain that food chains begin with a green plant which ‘produces’ food for other organisms and explain why it is necessary to use a reasonably large sample when investigating the preferences of small invertebrates Vocabulary In this unit children have opportunities to use: words related to life processes eg nutrition words relating to habitats and feeding relationships eg habitat, condition, organism, predator, prey, producer, consumer, food chain, key words which have a different meaning in other contexts eg producer, consumer, key, condition expressions making generalisations and comparisons.

Humanities QCA Unit - 11G Water About this unit This is a ‘long’ unit in which children learn about water supply around the world. They learn about the importance of clean water and investigate how it is supplied. They also consider who owns and manages water and contrast water use at home with use in less economically developed countries. The unit offers links to literacy, design and technology, ICT, science and the world of work. EXPECTATIONS: at the end of this unit most children will:identify how people affect the environment and recognise ways people try to manage it for the better; begin to realise the importance of location in understanding water distribution; recognise how the presence or absence of water can change the character of places some children will not have made so much progress and will: have some understanding of where we can find water and how it gets to where it is needed some children will have progressed further and will also: identify a range of different people’s viewpoints about water ownership; show how people can improve the environment through water conservation Vocabulary Observe and question Collect and record evidence Analyse and communicate Undertake fieldwork Make maps and plans Use geographical vocabulary Use secondary sources Use ICT

Humanities 2 QCA Unit 13G – A contrasting locality (Extreme Environments) About this Unit This is a ‘long’ unit in which children study a locality in the UK that contrasts with their own area. In addition to the specific links indicated in the points to note section, residential fieldwork offers many opportunities for spiritual, moral, social and cultural development. The unit offers links to literacy, mathematics, speaking and listening, environmental education and the world of work. EXPECTATIONS: At the end of this unit most children will:describe the physical and human features of the place studied and understand how the mix of these features helps to explain its character; draw out similarities and differences between places and begin to understand links between them; offer appropriate observations about locations and the patterns made by physical and human features; recognise human processes and begin to understand how they can change the character of a place; recognise and describe how people can improve or damage the environment; use confidently a full range of skills and different kinds of maps and resources to undertake some independent investigations and some planned by the teacher some children will not have made so much progress and will: describe the main physical and human features of the place studied and begin to offer reasons for the distinctive character of a place; draw out similarities and differences between places; begin to explain ‘why things are like that’, referring to physical and human features of the landscape; identify how people affect the environment; use a range of skills and different kinds of maps and resources to undertake investigations planned by the teacher some children will have progressed further and will also: understand the importance of location in understanding places and offer explanations for patterns of physical or human features; recognise and describe how people can improve or damage the environment; describe different approaches taken to environmental management; use confidently a range of skills and different kinds of maps and resources to undertake a range of independent investigations in addition to those planned by the teacher Vocabulary Collect and record evidence; Analyse and communicate; Use geographical vocabulary; Undertake fieldwork; Make maps and plans; Use atlases and maps; Use secondary sources

DT QCA Unit 5D - Biscuits About this Unit This unit develops children’s skills, knowledge and understanding of food, building on the previous units in which children prepared food products using simple processes. The children learn how to adapt a basic recipe to develop a product with specified criteria. Investigation of existing products from all cultures will inform design ideas. This unit could be adapted by focusing on an alternative food product eg bread (see Unit 5B ‘Bread’), cakes, pizzas, crumbles or snack bars. In this unit, there are also opportunities to develop skills in market research, and data-handling or to develop a link with industry. This unit is an appropriate alternative to Unit 5B ‘Bread’. EXPECTATIONS: at the end of this unit most children will:have used their experiences of using food to help generate ideas; have explained why they have chosen certain foods and processes; have followed an order of work and have chosen equipment appropriately; have made and evaluated a new biscuit for a particular occasion/person; have used tools and equipment safely and tried to be accurate in their making some children will not have made so much progress and will: with help, have chosen appropriate ingredients to adapt a recipe and make a product some children will have progressed further and will: have evaluated several ideas and drawn up a specification to inform their design; have applied their understanding of the functional properties and characteristics of ingredients; have used tools and equipment accurately and safely to create a quality outcome that meets their original design specification Vocabulary In this unit, children will use words and phrases related to: designing eg investigate, research, evaluate, brainstorm, consumer, quality, specification making eg combining, creaming, mixing, finishing, sandwiched, hygiene, antibacterial knowledge and understanding eg names of equipment and ingredients, names of products, quality control, texture, flavour, crisp, crunchy, sticky, soft dough, elastic dough

DT 2 QCA Unit 5C – Moving Toys About this Unit Children learn about controlling movement with a cam mechanism as part of a simple toy. The purpose of the toy is negotiated with the children. They develop their designing skills by using information sources to generate ideas and formulate an understanding of how cam mechanisms can be used to produce movement. They extend their making skills by developing techniques in cutting, shaping and joining to combine components and by selecting tools and equipment to measure and cut accurately. Through these activities they gain an understanding of the working characteristics of the materials and components and how they can be combined to create more useful properties. They consider both functional and decorative attributes in a finished product. This unit can be adapted by using an alternative context for the design and make assignment eg a vehicle or moving display. EXPECTATIONS: at the end of this unit most children will:have used their knowledge of the movement made by the cam in the design of their toy; have produced sketches and step-by-step plans and identified tools and materials; have measured, marked out and cut accurately, evaluating their work as it develops and at the end some children will not have made so much progress and will: have generated one viable idea after discussion with the teacher; have assembled a simple mechanism as part of the design; have used tools with some accuracy and finished their toy in a design that they have prepared with some assistance some children will have progressed further and will: through discussion, have sketched ideas using their knowledge of mechanisms; have tested these ideas through prototypes before developing a set of plans to work from; have made a model which is accurate, functions well and is well finished and appropriate for the user; have compared their model to the original plan when evaluating and suggested ways to improve the finished product; have considered other ideas for cam-based toys not cased in a box Vocabulary In this unit, children will use words and phrases relating to: designing eg sequence, annotated diagram, sketch, decision, choice, prototype, model, communicate making eg shape, assemble, accurate, saw, mark out knowledge and understanding eg cam, mechanism, movement, linear motion, rotary motion, pivot, off-centre, axle, force, framework, follower, guide, offset, shaft

ICT QCA Unit 5F – Monitoring Environmental conditions and changes About this Unit In this unit children learn that devices can be connected to a computer to monitor and measure changes in environmental conditions. Children gain an understanding of computer monitoring of external conditions. This unit links with the ICT key stage 2 programme of study 2b (monitoring events such as changes in temperature) and with the science key stage 2 programme of study Sc1, Scientific Enquiry 2f (making systematic observations and measurements including the use of ICT for datalogging). Children should be able to apply what they have learnt in this unit when working on Unit 6C ‘Control and monitoring – What happens when...?’ EXPECTATIONS: at the end of this unit most children will:choose the appropriate sensor/s to monitor environmental conditions and changes and carry out experiments safely and independently some children will not have made so much progress and will: carry out experiments with support and/or guidance some children will have progressed further and will: understand when it might be appropriate to use a computer device for datalogging; select appropriate sensors and carry out the experiments safely and independently; draw simple conclusions from data Vocabulary sensing equipment sensors, eg light and temperature analogue readings digital readings datalogging recording monitoring Measuring

Homework In Primary, the day is quite intense for young children working in two languages. For this reason we limit our homework to 30 minutes per day in Grade 4. We suggest: 10 minutes - 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: