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Year 4 Crew

Our E-Safety Zoom Meeting

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Today's English Lesson


Wednesday 20th January

LT I can write the beginning of my story.


Using yesterday's plan I want you to write the opening, build up and problem to your story. Remember to use a seperate paragraph for each part of the story.


Things I'd like to see:

- Fronted adverbials

- Adjectives to describe

- Capital letter and full stops

- Inverted commas (speech marks) when a character is speaking.


We'll look at some WAGOLLs during our zoom meeting.

Today's English Lesson

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Tuesday 19th January
LT I can plan my story.

Today's English Lesson

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Monday 18th January
LT I can write a list poem,

Today's English Lesson

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Wednesday 13th January
LT I can create characters and describe their features.

Today's English Lesson

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Tuesday 12th January
LT I can sequence a story by writing a comic strip.

Today's English Lesson

Monday 11th January

LT I can show understanding of nouns and adjectives by using them in a sentence.


In your learning packs you have a group of grammar sheets stapled together.

Complete the sheets that say nouns and adjectives. Then, write five sentences in your exercise book that includes both a noun and adjective.

English Lesson

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Monday 8th January
LT I can show understanding of a taxt by completing a comprehension.

Welcome to Year 4 Crew

Mr. Gustafson, Miss Bravo and Mrs. Morgan

Welcome to the Year 4 Crew page. It's been a turbulent six months and it's an absolute pleasure to hear the classroom buzzing with sound again. The crew page along with SeeSaw will be updated on a regular basis for quick access check out the crew blog at 


You will have received a letter about your child's reading day. Please ensure books are brought in on this because we have to 'quarantine' books for 48 hours once they are brought in.


Homelearning will consist of online sessions, a tracking sheet is sent out on Monday and needs to be back in school on Friday.


PE is on Wednesdays and children are able to wear sports kit on these days.

Autumn 2/ Spring 1: Walking In The Footsteps of Strangers.


In Autumn 2020, the Year 4 Crew’s project was called Walking In The Footsteps of Strangers.


We had to answer the essential question:


EQ: “ Why have people always left their homes to journey / travel?”


“Can memories travel?”



The Learning Targets for this project were:

  • I can decide whether Vikings were Settlers or Raiders through debate. 
  • I can show understanding of stereotypes by looking at how Liverpool is view by some (but not all) of the country. 
  • I can show understanding of the plight of refugees by reading excerpts of Boy At The Back Of The Class. 
  • I can make links between Liverpool and Ireland by studying the Irish Famine. 
  • I can assess the impact of Chinese immigrants to our cities culture by investigating Chinatown.
  • I can investigate migration within our city by studying the Scotland Road slum clearance.
  • I can see how my area has changed by studying regeneration and decline.




During our immersion week, the children visited various points and settlements along the River Alt. This helped us imagine the journeys other settlers have made in the past (Viking Long Boats got as far as Huyton).  We then had a detailed look at the Lindesfarne raids. Next, we looked at the climate of Scandinavia, all the time figuring out why the Vikings travelled. Then children then looked at the impact of Viking settlement in Britain.



Case Study 1: 


To start our project, we had an honest look at our beliefs and stereotypes. We looked at how Liverpool is viewed by the rest of the country. The children were then be required to ask: are these stereotypes fair? Here, we made links between these stereotypes with the stereotypes bestowed on the Vikings. Were these fair? 


We then studied fake news and the news around Brexit. The children then looked at headlines from various news sources. Then, the children looked at the readership figures for the newspapers during this period. The children will decide if their views can be changed by the media. The children then studied and produced a short video about how to check news sources and fake news.


Then we studied immigration from within the EU. Are the stereotypes bestowed on them fair or unfair? Why? Why have they travelled? Would you do the same? These ideas were then linked with refugees. Asking the same provoking questions.




Case Study 2:


Next, we looked at the Irish famine and why many Irish people settled in our city. The children then made links with the previous case study as to why people travel.  Would we do the same? The children then looked at the impact of religion in the city made by Irish immigrants (predominantly Roman Catholic). We made a (virtual) visit the Museum of Liverpool to study how these communities build the city’s second cathedral and how it was planned to build the second largest cathedral in the world. As a community school in close proximity to two catholic schools we then asked: are we a minority within our community?


The children will then study the impact of Chinese immigrants on the city. We then looked at how the Blue Funnel Line brought prosperity to the city and resulted in an influx of Chinese settlers in the community. We then made links with the Chinese heritage community. The children will visit Chinatown and investigate the links between Liverpool and Shanghai, which is now celebrated with a Chinese Arch. During this case study, the children created a timeline of immigration in Liverpool and we will celebrate the cultural melting pot we live in.



Case Study 3:

During case study three, the children have learnt about how our community has changed over the last 80 years. We then investigated the slum clearance of Scotland Road and how this resulted in a migration to the new Cantril Farm estate (now Stockbridge Village). 


The area was designed to be an ideal place to live with modern amenities. The children investigated how the area declined during the 1980s due to major jobs losses in the city due to economic turmoil and the loss of many of the cities docks. Next, we looked at the managed decline program of the Thatcher government and we made links with earlier in the project to see if this period of history played a role in the stereotyping of the people of Liverpool. The childrenlooked at the regeneration of the area and the change to Stockbridge Village. 


Our Legacy Outcome was to create biographies about the new residents of the assisted living facility adjacent to our school. We will make links with the community and the children will have the opportunity to find out about the residents through links with family members. All the time, the children will be checking for links with the project. The most obvious links will be ties with Ireland, the docks and Stockbridge Village.



Our English anchor texts were Arthur and the Golden Rope and Boys Who Dare To Be Different.



The Global Goal we worked on through our project is SUSTAINABLE DEVELOPMENT GOAL 8

Term One and Two


Once In A Lifetime


Essential Question -

How can we take the ‘once in a lifetime’ experience of Covid-19, as our SVP starting point for making the world a better place?


Guided Questions-

What happened to me / us during Covid-19? What was positive / negative How does a virus start and how does it spread?
What other pandemics helped change the world?

Why was the NHS created? Who was the architect?
What did we learn, that we can use, to make our school / our community/ the world a better place? What makes Stockbridge Village successful or unsuccessful as a community?


Case Study 1:

The children study what happened to them. They will do this through poetry and letter writing. Together, we will allow the classroom to be a zone where children can air their frustrations. We will study the doctor Dr. Li Wenliang and answer the question: Is Dr. Wenliang a hero? We will work scientifically to work out how a virus spreads ad well as using geography skills to map the spread of the virus.


Case Study 2:

We will compare the COVID-19 pandemic to the Spanish Flu and Plague pandemics. Looking at how the world changed during these periods. Checking the different methods used to quell a pandemic through each period.


Case Study 3:

We will look at the furlough and free school meals vouchers during this period. Discussing food poverty and the importance of nutritious meals. We will learn about Marcus Rashford and his clashes with the government. We will also speak to out School Cook (via Zoom) 

about the food banks in our community and her volunteer work during the summer to help serve Stockbridge Village nutritions meals. We will encourage pupils to bring food into school for our food bank and we'll end by serving up a nutritious meal.


Case Study 4:

We will look at the spread of COVID-19 across the globe. Learning about the continents and countries. We will address and investigate which continents got hit with the virus first. The children will do this by building on their knowledge of continents from Year 2 and build a knowledge of countries within a continent.


Case Study 5: 

The children will learn about the importance of key workers and specifically workers from the NHS. The children will also learn about the foundation of the NHS and we will learn about Nye Bevin. We will link our ideas with Science by learning about how to help prevent the spread of the virus as to not overwhelm the NHS.


Case Study 6: 

We will take everything we have learnt and produce guidance on how to stop the spread of the virus by creating artwork based on Pop Art. In particular, the works of Roy Liechtenstein.


End of Project Presentation:

The children will produce a video based everything they have learnt. The children will use editing skills to help their video have a polished look. 



In our first term, we will be reading the Oliver Jeffers' book Here We Are. The book helps children understand their place in the world and how to live as a community and in harmony. Through the text, we will explore what has happened and how it has changed us and our world. During this period, we will explore poetry and letter writing. 




This term we will focus on number: place value, addition and subtraction. Along with our daily Maths lesson we also have a number sense lesson three times a week.