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Year 4

Year 4 My New Class.pdf

Welcome to Year 4

We have a very exciting year of learning ahead of us! We hope that the following information about our curriculum and routines will help you and your child throughout their year in Oak Class.

Year 4 Teaching Team

Mrs Hayes – Class Teacher

Mrs Parker – Teaching Assistant

Mrs Pearson - Music & Spanish Teacher

Physical Education Reminders

P.E kits are required on a Monday (Dance) & Thursday (P.E.)

Homework Reminders

On a Tuesday the children will be given homework, the Homework book should be returned to school by Friday. Children should aim to read and learn spellings on a daily basis. Spellings will be given and retested on Mondays.

Curriculum Information

Our bespoke, carefully designed Kings Meadow ‘CRACKING’ curriculum is a:

Creative, Real-life, Ambitious, Careers-focussed curriculum building Knowledge & skills for every Individual Nurturing Global citizens of the future

During this academic year, the children in Year 4 will be taught the following themes.

Term	Theme
Autumn 1	The Viking Sea Lord (History)
Autumn 2	The French Connection ( Geography)
Spring 1	Stopping Slavery (History)
Spring 2	Liberating Leadership (History)
Summer 1	The Last Anglo Saxon King (History/Geography)
Summer 2	Roots (Geography)

In Year 4 our mascot is Ruby the Red Squirrel. Through our teaching, and the experiences we offer, our children will learn to be:

- brave

- resilient

- bold

- prepared

Our current theme is 'The French Connection'

Our aim in teaching geography in Squirrels is to equip pupils with knowledge of diverse places, people, resources, and natural and human environments. By the end of this phase, they should have an understanding of a wide range of physical and human features and processes, as well as being able to recognise and explain the interrelationship between location and environment. They should understand the difference between primary and secondary sources of evidence and recognise the role that fieldwork plays in contributing to the collection of primary evidence. Geographical vocabulary should include more specific and complex language which pupils are able to use appropriately and in context. Pupils should recognise and value interdependence through themes such as food, tourism and trade.

Contrasting the UK, Europe (France) and the wider world (Canada), pupils will learn about the position and key features of each country. They will identify similarities and differences, further developing their vocabulary linked to place, space, location and interdependence.