Goldcrests

Welcome to Year 4!



In-class Learning

Topic

Our new topic 'Bewick Bakers' is now fully underway.

Please see the letter below for ideas about long-term home learning projects.

Maths

During the summer term, we will be learning about decimals, fractions and money and we will be reviewing our learning on multiplication, perimeter, area and geometry.

English

In our current English unit, we are learning to write myths and legends. We are learning a range of reading and writing skills using the myth of Daedalus and Icarus. At the end of this unit, the children will be writing their very own myths.


News and reminders

Events

Every Wednesday at 11,00 am - Google meet

PE

Please, remind your children the importance of doing some form of exercise daily.



Home Learning

Reading

Reading every day is the most important part of learning at home. Please log each book you read by filling in the grid in your home learning book and complete one activity each week. You can also write a book recommendation on the stream of your Google Classroom if you wish to.

Maths

In Goldcrest class, we are expecting children to practise their times tables on TTRockstars for 10 minutes every day.

In addition to this, there will be a set of Diagnotic questions set for homework every Thursday and children will be expected to complete this by the following Wednesday.


Suggested reading books for Year 4 children:

Harry Potter Series - J.K. Rowling

The Demon Headmaster - Gillian Cross

A Caribbean Dozen - John Agard & Grace Nicholls

Mufaro’s Beautiful Daughters - John Steptoe

Beowolf - Kevin Crossley-Holland

The Dragon's Child - Jenny Nimmo

The Ghost Blades - Anthony Masters

Sara, Plain and Tall - Patricia MacLachlan Smart Girls - Robert Leeson

Brother Eagle, Sister Sky - Susan Jeffers & Chief Seattle

Robi Dobi - Madhur Jaffrey

The Reluctant Dragon - Kenneth Grahame

Flow - Pippa Goodhart

Dragon Poems - John Foster & Korky Paul

The Crazy Shoe Shuffle - Gillian Cross

The Sea Piper - Helen Cresswell

The Chocolate Touch - Patrick Skene

Catling Spacebaby - Henrietta Branford

A Pot of Gold - Jill Bennett

Fog Hounds Wind Cat Sea Mice - Joan Aiken

The Clothes Horse - Allan Ahlberg

It Was A Dark and Stormy Night - Allan Ahlberg

Max and the Millions - Ross Montgomery

The Children of Green Knowe- Lucy Boston

The Accidental Prime Minister - Tony Mclaughlin

When the Mountains Roared - Jess Butterworth

How to Help a Hedgehog and Protect a Polar Bear - Jess French

Survivors - David Long and Kerry Hyndman

Terrible True Tales from the Tower of London - Sarah Kilby and Peter Cottril

100 things to know about Science - Usborne


Long term projects - Bewick Bakers unit

Please, talk to your child about any learning taking place this term and, if possible continue further research into areas of interest on the internet. We also suggest that working on a long-term project related to this unit allows pupils an opportunity to delve deeper into an area of interest and begin to develop project management skills at home. Please find some suggestions below:


  • Write an instruction text explaining how to make bread/a cake: You could bake it yourself and take pictures of the process to add to your text. You could create a PowerPoint, a google doc or even a video.
  • Design a new product for sale.
  • Analyse the nutritional value of different baked goods.
  • Explore nets for packaging of food.
  • Survey and data analysis of family members favourite bread.
  • How is bread made story/comic.
  • The journey of an ear of wheat poetry/dance/song!
  • Baking ‘genre’ cakes: Make an ingredient list for different story genres in English. E.g. ‘Fairytale’ cake ingredients could include: happy ending, prince/princess, a castle. ‘Scary’ genre ingredients could include: a monster, suspense, mystery. You can then draw a cupcake, and include drawings that symbolise the ingredients on top or included in your cupcake drawing.
  • ‘Map your food’, choose between 5-10 of your favourite foods (fresh fruit/vegetables, meat, snacks, etc) found at home and mark where they came from/what they are on a map of the world. Draw lines from each place back to the UK on the map to demonstrate how far your food has come, how locally do you eat?