Welcome to Year 4

1. Welcome to Year 4

2. Welcome to Year 4 Teacher: Claire Hall Teaching Assistant: Haidee Llewellyn PPA cover: Jacqui Winter - French Sally Petty - PE Class Governor – Ms J Lloyd

3. Timetable PPA cover – Tuesday afternoon PE – Monday and Tuesday Spelling Test – Friday Library and home reading books changed once a week

4. Homework Our school policy is in line with guidelines that suggested an average of 1.5 hours per week to include;  Reading at least three times per week.  Spellings  Numeracy activity/ games  Literacy based activity  Regular practice of number bonds and tables. In addition to this children may be asked to find information in preparation for their learning in class.

5. Reading in Year 4 • At the start of the year every child has a home reader appropriate to their ability. • They will also have the opportunity to select a library book of their choice. • Please could you comment in the reading diary about their reading at home. These should be sent into school every day. • When your child no longer needs the support of the home readers they will only take home a library book to read with you at home in the same way. • It is still important to listen to and read with your child regularly.

6. Literacy Guided reading will be taught every morning between 9.00 and 9.30 The children have a number of reading related tasks including comprehension, reading out loud, spelling and grammar exercises or independent reading. The teacher and teaching assistant will be working with each group at least once a week. Literacy lesson every day – can be cross curricular. Focus can be – writing, speaking and listening (including drama), reading comprehension, phonics, handwriting, spelling punctuation and grammar (SPAG).

7. Literacy for this year will build on last year’s work. My aim is to give opportunities to write at every turn. The genres that will be covered this year include: Stories in a familiar setting Image poetry Information texts Fables Myths and Legends Instructions & explanations Poems to perform Chronological and Non-chronological reports Fantasy Stories from other cultures Stories in a historical setting Syllabic poetry NB Grammar, punctuation, spelling and handwriting will be taught throughout each unit.

8. Maths Curriculum Children will follow the guidelines set out in the new national curriculum in maths. Number and place value Addition and subtraction Multiplication and division Fractions (including decimals) Statistics (Handling Data) Measurement Geometry – properties of shapes Geometry – position and direction

9. Number – number and place value Statutory requirements Pupils should be taught to: • count in multiples of 6, 7, 9, 25 and 1,000 • find 1,000 more or less than a given number • count backwards through 0 to include negative numbers • recognise the place value of each digit in a four-digit number (1,000s, 100s, 10s and 1s) • order and compare numbers beyond 1,000 • identify, represent and estimate numbers using different representations • round any number to the nearest 10, 100 or 1,000 • solve number and practical problems that involve all of the above and with increasingly large positive numbers • read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of 0 and place value.

10. Number – addition and subtraction Statutory requirements Pupils should be taught to: • add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate • estimate and use inverse operations to check answers to a calculation • solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

11. Number – multiplication and division Statutory requirements Pupils should be taught to: • recall multiplication and division facts for multiplication tables up to 12 × 12 • use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together 3 numbers • recognise and use factor pairs and commutativity in mental calculations • multiply two-digit and three-digit numbers by a one-digit number using formal written layout • solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

12. Number – fractions (including decimals) Statutory requirements Pupils should be taught to: • recognise and show, using diagrams, families of common equivalent fractions • count up and down in hundredths; recognise that hundredths arise when dividing an object by a 100 and dividing tenths by 10. • solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number • add and subtract fractions with the same denominator • recognise and write decimal equivalents of any number of tenths or hundredths • recognise and write decimal equivalents to ¼; ½; ¾ • find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths • round decimals with 1 decimal place to the nearest whole number • compare numbers with the same number of decimal places up to 2 decimal places • solve simple measure and money problems involving fractions and decimals to 2 decimal places.

13. Measurement Statutory requirements Pupils should be taught to: • convert between different units of measure • measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres • find the area of rectilinear shapes by counting squares • estimate, compare and calculate different measures, including money in pounds and pence • read, write and convert time between analogue and digital 12 and 24-hour clocks • solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days

14. Geometry – properties of shape Statutory requirements Pupils should be taught to: • compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes • identify acute and obtuse angles and compare and order angles up to 2 right angles by size • identify lines of symmetry in 2-D shapes presented in different orientations • complete a simple symmetric figure with respect to a specific line of symmetry.

15. Geometry – position and direction Statutory requirements Pupils should be taught to: • describe positions on a 2-D grid as coordinates in the first quadrant • describe movements between positions as translations of a given unit to the left/right and up/down • plot specified points and draw sides to complete a given polygon.

16. Statistics (Handling Data) Statutory requirements Pupils should be taught to: • interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs • solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

17. Mathletics • Mathletics is an online Maths learning platform, which is designed to help children enjoy maths and improve their results. • The PA has funded a subscription for all the children. Individual log-ons will be sent home on Tuesday 20th September.

18. Science Topics Living things and their habitats Animals including humans States of matter Sound Electricity

19. History • Anglo-Saxon settlement of Britain • To include outreach session provided by specialist staff at KES • Hands on experiences to immerse the class • The Vikings • Will include a guest speaker • Ancient Egypt

20. Geography Settlements and land use The UK and Egypt The Water Cycle Mapping Skills – 4 figure grid references Rivers and mountains

21. Computing • ‘We are Co-authors’ • The class are currently planning and creating a class ‘wiki page’ • Computing/ICT links will be made throughout the curriculum. • French • Transport and travel

22. Religious Education • Expressing joy and being thankful • Christmas story • Buddhist festivals • The Easter Story • The story of Moses and its importance in Judaism • Listening to others and belonging • Links will also be made to our topic where possible. For example, the beliefs of the Anglo-Saxons.

23. Design and Technology Design Make Evaluate Develop technical knowledge Cooking and nutrition

24. Art Painting Collage Sculpture Drawing Print Textiles Art will take place throughout the year linked to all curriculum areas.

25. Music • We will be working with Mr. Watts every week focusing on the technical aspects of music. • Listening and responding to different genres of music • Pitch and how sound is made • Sound effects • Fun Singing • Composition • Reading and writing music • This year Class 4 have been given the opportunity to take part in Singing playgrounds • Peripatetic teaching: • Woodwind • Cello • Keyboard

26. PE • Gymnastics* • Multi-skills* • Dance • Invasion games • Athletics • O.A.A.

27. Year 3 and 4 Swimming Place: Wyndley Session: 45 minutes. Staff: 2 swimming teachers from Wyndley, Mrs Petty and one other. 2 x four day intensive lessons (Tuesday Wednesday Thursday Friday). Week beginning: Tuesday 10th January 2017 Week beginning: Tuesday 17th January 2017

28. P.E and school teams (Y2 upwards) Natural ability for the sport – based upon application of skills, recorded times , distance and the considered opinion of the staff in charge of the training session (class lesson and/or after school club). Where selection involves children of equal ability, preference will be given to the child in the older year group. Children will be given the opportunity to represent their houses in inter-house competitions.

29. Marking – Literacy KS 2 • Written work for Literacy + curriculum areas • Fantastic phrases / sentences highlighted in green. • Errors (grammar / poor vocabulary choices) highlighted in yellow. •  = especially good use of vocabulary or punctuation. Children need to identify the reason why at the end of a piece of work. • Sp = spelling error identified • WWWT = what’s wrong with this - find the error ( e.g capital letter missing or in the wrong place / punctuation missing or incorrect) • VF = verbal feedback received from an adult (children to initial alongside) • 2 Stars and a Wish •  Identify and explain something good about the work. •  Identify and explain something good about the work. • / Explain how the work could be improved. • * ‘Close the gap’ marking – identifying a specific mistake/misconception and addressing it with a model/question/example to clarify understanding. 

30. Numeracy– Marking KS 2 • = correct answer • . = incorrect answer • Fantastic work highlighted in green if appropriate. • Errors highlighted in yellow. • WWWT= find the error • VF= verbal feedback received from an adult (children to initial alongside) • Incorrect answers to be targeted at the end of a piece of work to address misconceptions • 2 Stars and a Wish •  Identify and explain something good about the work. •  Identify and explain something good about the work. • / Explain how the work could be improved. • * ‘Close the gap’ marking – identifying a specific mistake/misconception and addressing it with a model/question/example to clarify understanding. 

31. Additional Events Anglo Saxon workshop in school (19th October) Reading Workshop (7th November) Singing Playgrounds Event (15th November) Visit to Buddhist Temple (TBC) Christmas Performances (!!!!) Monday 12th December afternoon KS2 Christmas Production Tuesday 13th December morning KS2 Christmas Production

32. Moor Hall School Golden Rules Do be gentle Do listen Do look after property Do be kind and helpful Do be polite Do work hard Do be honest

33. Individual Reward – Golden plate Thank you for being honest Thank you for working hard Thank you for being gentle Thank you for being polite Every child has a ‘plate’ template which is divided into 7 sections – each section relates to a Golden Rule. Thank you for looking after property Thank you for being kind and helpful Thank you for listening

34. Individual Reward – Golden plate Children will be awarded a sticker for specific section when they have demonstrated that rule exceptionally well. Children who complete their plate will receive an award at the end of each term. Plate 1 – certificate and Moor Hall pencil. Plate 2 – certificate and Moor Hall pen Plate 3 – certificate and Moor Hall ruler If a child is awarded all 3 plates within an academic year they will be rewarded with a Moor Hall enamel badge.

35. Golden Rules Rewards There will be a Golden Rules assembly each half term. Class teachers nominate 7 children, one for each Golden Rule, who has demonstrated consistent, positive behaviour. These children will receive a special certificate.

36. Rewards Children can earn house-points for almost anything! Often it will relate to: effort, questioning, listening, manners, empathy etc. 1hp – Well done, better than the expectation 2hp – Super, over and above the expectation 3hp – Very rare! 5hp –Mr. Steggall only (Head teacher's award) • Each class will use a ‘classometer’ ranging from -5 to 10 to monitor behaviour throughout the day. • The classometer should return to 0 at the end of each day. • Once the children reach 10 they should be rewarded with a golden coin (or equivalent). • Class teachers to negotiate with the children their choice of reward once the class reach 5, 10, 15 and 20 golden coins.

37. Consequences This staged approach will be used for each session in KS1 and across a half-day session in KS2 Stage One – Focus on Golden Rules • Re-focus the child on the Golden Rule they are breaking. • Positive reinforcement of the Golden Rules around the child who is breaking them. Stage 2 – Manage their Environment • Staff will make a statement indicating that the behaviour is misplaced for that environment (classroom \ playground).   • Provide choices – change of location within that environment. • Change the child’s location to a different environment. (This is referred to as Time Out – see Stage 3) Stage 3 – Putting it Right. The “Put It Right” sheet is a strategy to help children reflect upon negative behaviour, offer an opportunity to rectify mistakes, and move on. • “Put It Right” sheets will be completed for any time-out period. • Staff will review completed “Put It Right” sheet with the child before they can return to their original environment. “Put It Right” sheets should be kept in a class file for future reference

38. Put It Right – KS2 Put It Right – Reflection sheet Which one of our Golden Rules was I not following? The reason I wasn’t following it, was because…….. What were the consequences, for me and others, of me not following the Golden Rule? What can I do to put this right? From now I will …

39. Safeguarding Moor Hall Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. If your child is going home with another adult, we can only allow this if school have had prior notification, this can either be written or an oral message to a member of staff. We are only allowed to administer prescribed medication. Any medication should be handed into the school office and the necessary documentation completed. If you child uses an inhaler or Epipen, please can you check the expiry dates. Risk assessments will be completed prior to visits etc. .

40. Uniform Please ensure that all items (clothing / bags / books) are named. Long hair should be tied back, hairband should be in school colours. Ties compulsory for KS2 Jewellery – watch / small stud earrings, religious jewellery. Trainers / tracksuits are required for outdoor activities No coloured nail varnish please

41. PE Kit -Key Stage 2 • Red crested t-shirt / black shorts or skirt / white socks and trainers (all named please) • Plain black sweatshirt and joggers for cold weather. • Long hair must be tied back and earrings covered. • Shin pads are required for hockey, rugby and football.

42. Snacks for KS2Only water in water bottles please Morning – toast / juice (available in school) - cereal bar / fruit flakes - yoghurt covered raisins Afternoon – piece of fruit or cheese - cereal bar / fruit flakes - yoghurt covered raisins (No crisps / biscuits / sweets please)

43. Packed Lunches - suggestions No nut or peanut butter products please. A good portion of starchy food, e.g. wholegrain bap, thick sliced wholemeal bread, chapatti, pitta pocket, pasta or rice salad. Plenty of fruit and vegetables, e.g. an apple, satsuma, handful of cherry tomatoes or carrot sticks, mini-can of fruit chunks in natural juice or small box of raisins. A portion of semi skimmed milk or dairy food, e.g. individual cheese portion or pot of yoghurt. A portion of lean meat, fish or alternative, e.g. ham, chicken, beef, tuna, egg, or hummus. A drink, e.g. a fruit juice, semi skimmed milk or water. No sweets / chocolate bars or biscuits please.

44. Thank you for coming! We are looking forward to a wonderful year with your child. If you need to discuss any issues or concerns please phone school for an appointment or speak to me. Please feel free to ask questions and contact school.