Year 4 Summer Term 1

To The Rescue

Inspiration:

  • Visit to the local fire station to see a variety of emergency rescue services in our community, including all the emergency services (Fire, Police, Ambulance).
  • Active role-play of a disaster including the roles of victims and a rescue team.
  • A visit from Lincs2Nepal to explain the physical and social Geographical effects of an earthquake.

Maths

In Maths, we will be:

  • In Measurement:
    • Converting between different units of measure eg kilometre to metre and measuring and calculating the perimeter of a rectilinear figure (including squares) in cm and m.
  • (In Geometry:)
    • Identifying acute and obtuse angles and compare and order angles up to two right angles by size. 
    • Comparing and classifying geometric shapes, including quadrilateral s and triangles, based on their properties and sizes.
    • Identifying lines of symmetry in 2D shapes presented in different orientations.
    • Completing a simple symmetric figure with respect to a specific line of symmetry.
    • Describing positions on a 2D grid as coordinates in the first quadrant.
    • Describing movements between positions as translations of a given unit to the left/ right and up/ down.
    • Plotting specified points and drawing sides to complete a given polygon.

English

In English, we will be:

  • Pursuing Year 4 objectives in Reading Comprehension and Word Reading based around our focus book: ‘The Tin Forest’ and research for our topic: ‘To The Rescue’.
  • Developing non-fiction writing skills through Newspaper report and Information text through our topic: ‘To The Rescue’.
  • Developing fiction writing skills through Myths/Legend Narrative to describe ‘Acts of God’ extreme weather and Book study focus: ‘The Tin Forest’.
  • Regularly visiting areas of grammar, punctuation, spelling and handwriting to support Year 4 objectives.

Science

In Science, we will be:

  • Comparing and group materials together, according to whether they are solids, liquids or gases
  • Observing that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) 
  • Identifying the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
  • Identifying how sounds are made, associating some of them with something vibrating.
  • Recognising that vibrations from sounds travel through a medium to the ear.
  • Finding patterns between the pitch of a sound and features of the object that produced it.
  • Finding patterns between the volume of a sound and the strength of the vibrations that produced it.
  • Recognising that sounds get fainter as the distance from the sound source increases.

Art & Design

In Art, we will be:

  • Adding to our sketch books to record their observations and use them to review and revisit ideas
  • Improving our mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)

Computing

In Computing, we will:

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • Use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour

Design and Technology

In Design and Technology, we will:

Design

  • Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

  • Select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately
  • Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

  • Investigate and analyse a range of existing products
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • Understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

  • Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

French

In French, we will:

  • Listen attentively to spoken language and show understanding by joining in and responding
  • Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  • Engage in conversations; ask and answer questions;
  • Speak in sentences, using familiar vocabulary, phrases and basic language structures
  • Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
  • Present ideas and information orally
  • Read carefully and show understanding of words, phrases and simple writing
  • Appreciate stories, songs, poems and rhymes in the language

Geography

In Geography, we will:

  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
  • Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
  • Describe and understand key aspects of:
  • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

History

History is not covered in this topic

Music

In Music, we will:

  • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • Improvise and compose music for a range of purposes using the inter-related dimensions of music 
  • Use and understand staff and other musical notations

Physical Education (PE)

In PE, we will:

  • Use running, jumping, throwing and catching in isolation and in combination
  • Perform dances using a range of movement patterns
  • Take part in outdoor and adventurous activity challenges both individually and within a team
  • Compare our performances with previous ones and demonstrate improvement to achieve our personal best

Personal, Social & Health Education (PSHE)

In PSHE, we will be covering:

  • Good to be Me
  • British Values

Religious Education

In R.E, we are following the Lincolnshire syllabus and covering:

Hinduism

  • a) describe the key aspects, especially the people, stories and traditions that influence Hindu beliefs and values of others;
  • b) describe the variety of Hindu practices and ways of life and understand how these stem from, and are closely connected with, beliefs and teachings;
  • c) identify and begin to describe the similarities and differences within and between Hinduism and Christianity;
  • d) investigate the significance of religion in the local, national and global communities;
  • e) consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them;
  • f) describe and begin to understand religious and other responses to ultimate and ethical questions;
  • g) use specialist vocabulary in communicating their knowledge and understanding;