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Year 4 Crew

English Work WB 13th July 2020


We are using the booklet at


Monday 13th July 2020

LT I can design a menu for a goblin party.


See the task and WAGOLL on page 21 and complete the task.


Tuesday 14th July

LT I can create a recipe for a goblin food.


Read the WAGOLL on page 22 and complete your own recipe.


Wednesday 15th July

LT I can design a goblin necklace.


Look at the example on page 23. Design and label your own necklace.


Thursday 16th July

LT I can plan my own goblin story.


Look at the example of a plan on page 24. Then look at the different types of story you can to write on page 26. Choose which story you want to write then plan your story using the frame on page 27.


Friday 17th July

LT I can write  my own goblin story.


Using your plan from yesterday write your own goblin story.



English Work WB 6th July 2020


Remember we are using the booklet at


Monday 6th July

LT I can describe settings by drawing and labelling a picture.


Underline or highlight all the things the goblins can see in the story. Draw a picture of these and label them in your exercise book. See page 16.


Tuesday 7th July

LT I can create a goblin world.


See page 17. Have a look at the pictures for inspiration. If you haven't got anything to make this with, I'm more than happy for you to draw a picture and write a few sentences to describe this world.


Wednesday 8th July

LT I can show understanding prepositions by writing sentences.


See page 18. Circle all the prepositions in the text. Next, Can you write three or more sentences with prepositions. 


Thursday 9th July

LT I can create a goblin suitcase.


See page 19. Can you make a goblin suitcase. If you haven't got the things to make this I'm more than happy for you to draw a picture and then write a few sentences about it.


Friday 10th July

LT I can write a poem describing what you can find in a goblins suitcase.


See Pie Corbett's poem on page 20. Write a similar poem about what's in your goblin's suitcase. 

English Work WB 29th June


We are using the booklet at We are using the booklet at


Wednesday 1st July

LT I can write sentences using the target words.


Using the words on page 11. Write a sentence for each of the words. See page 12 for a WAGOLL.


Thursday 2nd July

LT I can begin planning my characters.


Using the template on page 13. Write down ideas for the characters for your story.


Friday 3rd July

LT I can draw three goblins and write five facts for each.


Look at the examples on page 14 for a WAGOLL.



English Work WB 22nd June 2020


We are using the booklet at


Monday 22nd June 

LT I can record my thoughts on the story.


Read or listen to the new story.


Answer the questions on page 7 about the story.


Tuesday 23rd June

LT I can answer comprehension questions through a true or false quiz.


Re-read the story.


Answer the true or false questions on page 8.


Wednesday 24th June

LT I can answer inference questions.


Re-read the text 9 and answer the questions on page 9. An inference question is a question were you have to solve clues using the text.


Thursday 25th June

LT I can create a comic strip based on the story.


Re-read the text and complete the comic strip task on page 10.


Friday 26th June

LT I can match words to their meaning.


In the story there are some difficult words, try and match the words to the meaning, you can find the task on page 11. If you are really stuck the answers are at the back of the booklet.

English work wb 15th June


Remember we are using the textbook at


Monday 15th June

LT I can write a recount by using a plan.


Using your plan from page 15, write a recount (a log) about your visit to Zargon. Use the prompts and information on the bottom of page 17 to help.


Tuesday 16th June

LT I can plan a persuasive text.


Follow the instructions on page 18. Your task is to persuade people to visit Zargon. Look at the example at the top of the page. Once you have read the information use the plan on page 19 to plan your text.


Wednesday 17th June

LT I can write my persuasive text.


Using your plan from yesterday write your persuasive text.


Thursday 18th June

LT I can write my second draft of my persuasive text.


Check your work from yesterday with a parent. Could you improve? Write an I improved second draft.


Friday 19th June

LT I can make a persuasive leaflet.


Turn your persuasive text into a leaflet. Use the information on page 20 to help.





Maths work wb 15th June



LT I can write decimals 


Video (lesson 1)





I can compare decimals


Video (lesson 2)





LT I can order decimals


Video (lesson 3)





LT I can round decimals


Video (lesson 4)





Weekly Maths Challenge


Maths work wb 8th June



LT I can convert tenths into decimals.


Video (lesson 1)







LT I can divide two digits by 10.


Video (lesson 2)





LT I can use hundredths as decimals


Video (lesson 3)





LT I can divide 1 or 2 digits by 100.


Video (lesson 4)





Weekly challenge to be posted on SeeSaw

English work wb 8th June


We are using the text book at


Monday 8th June

LT I can use inverted commas (speech marks) when writing quotes.


Task: Read the information and instructions on page 13. Create quotes use the spelling toolkit on the page and remember to use inverted commas.


Tuesday 9th June

LT I can create plan a location for my story.


Read the information and the story on page 14.


Create your own map for Zargon 10, use Zargon 9 for ideas in your story. Don't forgot to label your pictures.


Wednesday 10th June

LT I can plan a recount based on a day on Zargon 10.


Look at the planning frame on page 15. Now, plan your own visit to Zargon 10 use the planning frame to help.


Thursday 11th June

LT I can use 'and' and 'but' to extend sentences.


Look at the instructions on page 16. Choose some of your sentences from yesterday and use 'and' and 'but' to extend the sentences.


Friday 12th June

LT I can use fronted adverbials to a sentences.


See the second task on page 16. Choose some of your sentences and add fronted adverbials.



English Work week beginning Monday 18th May


We will be using a new textbook which can be found at


Monday 18th May

LT I can use adjectives to describe.


Adjectives are very important in an information text. Complete the work on page 7 to show you understand.


Tuesday 19th May

LT I can create facts about aliens by talking like an expert.


Pretend you are an expert on aliens and create some facts. Use page 8 for help and examples and headings.


Challenge: Add more information to your facts by using the adverb additionally.


Wednesday 20th May

LT I can infer information by reading a report.


Read the newspaper report on page 10 and answer the questions.


Thursday 21st May

LT I can create headlines.


Look at the pictures on page 11 and create headlines. Can you use alliteration on some of your headlines?


Friday 22nd May

LT I can write the opening paragraph of a newspaper report by using the 5w.


Look at the WAGOLL on page 12. Write an opening paragraph for a newspaper report using the 5ws: when, who, what, why, where.


Maths work week beginning Monday 18th May



LT I can recognise tenths and hundredths.


Video (Lesson 1)





LT I can find equivalent fractions.


Video (Lesson 2)





LT I can find equivalent fractions.


Video (Lesson 3)





LT I can find fractions greater than 1.


Video (Lesson 4)





Friday Maths Challenge, details coming up on SeeSaw

English Work


Remember we are using the textbook at


Monday 11th May

LT I can write the third and fourth section of my story.


Tuesday 12th May

LT I can finish my story.


Wednesday 13th May.

LT I can redraft my full story into a book.


Thursday 14th May. 

LT I can create compound words using examples in the text.


Starting today we will be using a new textbook which can be found at


Task 1: Read the text


Task 2: Complete the compound words task on page 5.


Task 3: Give each new word a definition.


Friday 15th May

LT I can answer inference comprehension questions from a text.


Complete the comprehension questions on page 6

English Work week commencing Monday 4th May


Remember we are using the textbook at


Look out for the WAGOLL each morning on SeeSaw


Monday 4th May

LT I can begin to innovate my story by creating a King or Queen character.


Task: (see page 15) you need create a character that is an animal and decide what the king or queen of the species would look like.


Tuesday 5th May

LT I can innovate the story to create my plan.


Task: (see pages 16,17 and 18) you need to innovate (change) the story you can choose to hug the text, shake hands with the text or totally change the text.


Wednesday 6th May

LT I can write the beginning of my story.

(page 19)


Thursday 7th May

LT I can write the second part of my story.

(page 20)

Maths work week commencing 4th May 2020



LT I can multiply an 2 digit by a 1 digit number

Video (Lesson 1)





LT I can multiply 3 digits by a 1 digit number

Video (Lesson 2)





LT I can divide 2 digits by a 1 digit number

Video (Lesson 3)





LT I can divide 3 digits by a 1 digit number

Video (Lesson 4)



Week Commencing 27/04/2020

Remember we are using the textbook at


English Work

Monday 27th April

LT I can use my spellings in a sentence

Step 1: Practise the spellings on page 11

Step 2: Fill in the missing words in the sentences on page 11 and write in your exercise books.


Tuesday 28th April

LT I can improve sentences by adding adjectives before nouns.

Read page 12 and complete the task in your exercise books.


Wednesday 29th April

LT I can improve sentences by adding a fronted adverbials.

Read page 13 and complete the task in your exercise books.


Thursday 30th April

LT I can begin to plan a text by changing the pattern of a story.

Read page 14

Re-read the story

Change the story to your own version using the table on page 14.


Friday 1st May

LT I can write a lockdown story using adjectives and fronted adverbials.

Today, I'm allowing you to write a lockdown story. This is your chance to be creative and write a story. However, you must use adjective and fronted adverbials in your story.


Week Commencing 27/04/2020

Maths Work

Monday 27th April

LT I can round decimals. Video (WC April 27th Lesson 1)



Tuesday 28th April

LT I can use halves and quarters

Video (Lesson 2)



Wednesday 29th April

LT I can use pounds and pence.

Video (Lesson 3)



Thursday 30th April

LT I can put money in order.

Video (Lesson 4)




BBC Bitesize Maths Challenge Coming Soon!






Week 20/04/2020 English Work

Please download the unit of work at


Tuesday 21st April

LT I can use phrases to extend ideas by writing three wishes.

See page three of the booklet.


Follow up task...Read the story on p4-5 and you can listen on


Wednesday 22nd April

LT I can explain what I like in the story.


Re-read the story and answer the questions on page 6. Remember to use the word because to extend your ideas.


Follow up task...underline any words in the story you don't know use a dictionary or the internet to find out what they mean. Write down what they mean in your exercise book.


Thursday 23rd April

LT I can show understanding of words by using them in a sentence.

Use the words you found yesterday and write a sentence for each sentence. If you did not underline any words you can use words that you find interesting.


Friday 24th April

LT I can read and understand the text.

Re-read the text and answer the questions on page 10. Write the question and the answer in your exercise books.


Maths Work week commencing 20th April 2020 (Decimals)


Tuesday 21st April

LT I can make a whole





Wednesday 22nd April

LT I can write decimals





Thursday 23rd April

LT I can compare decimals





Friday 24th April

LT I can order decimals.




COVID-19 Year 4 Crew information


Please find below information about home learning in our crew's knowledge organiser. All materials including usernames and passwords for apps have been provided in the pack. I will also put some tutorials on how to sign in to the apps on SeeSaw and the Crew page.


Expeditionary Project Narrative


When Forces Roar


In Summer 2020, the Year 4 Crew’s project will be.  ‘When Forces Roar’.


We will have to answer the essential question…


EQ: “Which force is the most powerful: human or nature?”


The Learning Targets for this project are to answer the following:


  • What is the Earth’s greatest superpower?
  • Can we control the world, or just reduce risk?
  • Who survives the best in a natural disaster?
  • Am I a survivor?
  • What makes for successful conquest?
  • Is Empire fair?


For our immersion lesson, we will see the children investigate a disaster-hit classroom and investigate what has caused such a horrible disaster.


Case Study 1:

The children will study different types of natural disasters: earthquakes, tsunamis and volcanoes. They will look at recent occurrences of all three. The children will learn about the geography/science behind natural disasters and make links with global goal 13and decide if climate change can trigger a natural disaster. We will compare the idea of natural disasters and humans causing disasters to try and answer the question “What is the Earth’s greatest superpower?”


Case Study 2:

The children will find out about Roman Settlements in Britain. We will explore the conquest of Britain led by Claudius in AD49. There had been many attempts to conquer Britain that failed prior to this so this will give us the opportunity to answer the question “What makes for successful conquest?” We will then look at where settlements in Britain are sited, investigating why they were sited in particular places. The main settlement that we will look at during the project is Deva Victrix (Chester). We will ask what happened to the local populations to ask “Is Empire fair?”


Case Study 3:

The children will then study the water cycle and determine if the workings of the water cycle led to Pompeii demise due to it’s proximately to Vesuvius. The will learn about how the water cycle works and it’s importance to humans. We will investigate if they humans have any detrimental effects on the water cycle. We will then find physical features on a map of Pompeii, discussing which features are vital to the water cycle.


Case Study 4: 

The children will research the maps of Ptolemy, at first using these to map volcanoes in the Roman Empire, then we will move onto maps of the wider world. The children will find out where volcanoes are located, hopefully spotting patterns. This will allow us to talk about continental plates and movements. Therefore, opening up other natural disasters such as earthquakes and tsunamis. The children will then ask, “Can we reduce risk?” We’ll look at the safest places to live, is Britain safe from natural disasters and we will look at how they can still effect our lives by studying the Eyjafjallajökull eruption of 2010.


Case Study 5: 

In case study 5 the children will look at the impact of Romans in Chester, they will do this by going on a fieldtrip to the city and exploring the Roman museum.


Case Study 6: 

In our final case study we will look at the impact of the eruption of Vesuvius on the Roman Empire. We will do this by looking at the writing of Pliny the Younger. The children will write diaries based on his writing about living on the edges on Pompeii as an observer. 


During the project, we will also complete work on Roman Mosaics, we will practise using a pointing stick and ultimately complete an art project of creating a mosaic with a repeating pattern using tiles.


English across the curriculum: Anchor Text: 

The anchor text we will study is A Pebble in my Pocket, A History of our Earth by Meredith Hooper and Chris Coady. This narrative non-fiction text tracks the story of a pebble from its origins in a fiery volcano 480 million years ago to its place in a modern landscape. 


Legacy Outcome

Our Legacy Outcome for the project will be planting trees for the local community as our project has many links with climate change. We will look at the United Nations Global Goal 13, making links between the destructive nature of humans and the destructive nature of natural disasters. 


We can hopefully offset some of this using the trees that we plant.





Expeditionary Project Narrative


The Victorian Innovators


In Spring 2020, the Year 4 Crew’s project was called The Victorian Innovators.


We had to answer the essential question:


EQ: “Could we live without Victorian Innovations?”


The Learning Targets for this project were:

  • I can discover famous innovators of the Victorian era.
  • I can discuss the importance of famous Victorians.
  • I can assess the impact of Victorian Innovations
  • I can discuss the importance of transport during the Victorian era.


Unfortunately, due to the COVID-19 pandemic we were unable to reach our final Learning Targets:

  • I can learn about famous Liverpudlians from the Victorian era.
  • I can discuss the achievements of Stephenson and Brunel.


Our presentation of learning was due to be a whole class assembly.


Case Study 1: 

To start our project, we learnt about the harsh conditions of the Victorian workhouse. The children debated if Victorian society was fair. We then made gruel to recipes provided by the workhouses. The children agreed that the era was unfair, especially prior to the innovations. Which would allow some to become upwardly mobile. We then studied Queen Victoria and the children had to decide if she was an innovator. To do this, the class studied her life and the children produced biographies. The class was split when deciding if she was an innovator and many decided that her husband Prince Albert was much more of an innovator.


Case Study 2:

Next, the children recognised the achievements of famous Victorian innovators: Edison, Graham-Bell, Crapper and Dunlop. The children found out about the innovations invented and ranked the innovators. The children decided that Thomas Crapper’s work in sanitation was the most important as it helped eradicate diseases during the Victorian era. The children made LinkedIn profiles for each of the innovators explaining their importance to the modern world.


Case Study 3:

The children then assessed the impact of three key innovations during the era, all with links to transport or communication. The children assessed the importance of the stamp, the railway network and the Anderton Boat Lift. They arrived at the conclusion that the stamp was really important because it allowed people to communicate quickly and cheaply. The Anderton Boat Lift allowed commerce to expand and helped the economy in the North West of England, the children then built on this looking at the factory conditions and child employment making links with case study 1.

The children looked at the dawn of the railways and how they allowed people to move around the country to seek work. We looked at local census data and concluded that there was a large shift from the country to the towns.


Case Study 4:

In case study children looked at how the innovations changed the landscape of our world. The children assessed if they were vital. Many links were made with modern technology and how innovations of the Victorian period had an impact on the modern world. One led to another, for example without the invention of the telephone would there be a mobile phone. The children concluded that the inventions of the past were vital for future generations and for ease of living now.


Case Study 5:

In our final case study, the Crew assessed the importance of transport during the Victorian era and how it led to mass migration. They also found out that transport was once the preserve of the middle classes and the rich, but during the Victorian advances in the railway allowed working class people to move around the country. The children researched the different types of transport available. We then looked at the work of Dunlop and how his rubber tyres helped boost future innovations in transport.




Anchor Text

Our English anchor text was “Boys who dare to be different” which is a collection of biographies based on great innovators. 


The children used this text to write their own biography on Thomas Edison. They also used the story to write adversity narratives based on the biography of Louis Braille.




Expeditionary Project Narrative 


Raiders, Invaders and Settlers


In Autumn 2019, the Year 4 crew’s project was called ‘Raiders, Invaders and Settlers.’ 


We had to answer the essential question:


EQ: “Were Vikings civilised or bloodthirsty?”


The Learning Targets for this project were: 

  • I can discuss how society was organised before and during Danelaw
  • I can determine why the Vikings left Scandinavia.
  • I can understand why Viking raids were successful.
  • I can examine why the Vikings did not settle Scotland.
  • I can check if Britain and Ireland were the only places settled by Vikings.
  • I can determine where the Anglo-Saxons come from.


Case study 1:

We began with a study of Viking art to determine who the Vikings were. We discovered that similar art was found in Norway, Sweden and Denmark. This showed that the Viking’s were one group of people. The Viking’s also worshipped the same gods and followed the same rituals. Following this, the crew created their own rock carvings using polystyrene and printing techniques.


Case study 2: 

Our crew then began to study why the Vikings left Scandinavia. To find out the reasons for this we looked at the topography and weather patterns of Scandinavia, followed by crop cycles. The children decided that the most difficult place to live would have been Norway. We followed this up with an investigation, and sure enough the majority of Vikings who emigrated were from Norway. This allowed us to discuss our essential question in more depth, were the Vikings bloodthirsty or civilised? All they wanted was a better life, with less harsh condition but they set about it in a ruthless way. The children all agreed that they would leave home to find a better life for their family if necessary, this then allowed us to discuss modern day immigration.


Case study 3:

In case study 3, the children studied the successful Viking raid on Lindesfarne, they discovered that the Vikings could be very ruthless and opportunistic. Many children wondered if a civilised group of people could commit these atrocities. The children learnt that the raids were successful because many of their targets were defenceless and Britain was largely a disorganised society. To demonstrate what they had learnt about Lindesfarne the children created a newspaper article about the attack.


Case Study 4:

In our final case study we examined the reasons why they Vikings never gained a foothold in Scotland. To understand the key reasons for this, the children had to look at the evidence available. To do this, our crew investigated Danelaw. We looked at the many battles the Vikings had with the Anglo-Saxons in England. Which resulted in Danelaw; Danelaw declared which lands in Britain belonged to the Vikings, the children then realised that the Anglo-Saxons had control of Northumbria, which stopped a Viking advance north into Scotland. The children then looked at Vikings in Britain, the areas they settled, why they settled there and what their life was like. The children looked at the family dynamic during Viking times and the hierarchy of society. The children then planned and built a Viking Longhouse.


The children wondered if Britain and Ireland were the only places that Vikings settled. Our crew found out that Vikings discovered Greenland and possibly made landings in America approximately 700 years before Columbus. The children realised that Vikings were traders, and would trade treasures that they had ransacked in order to provide goods and food for their families and villages. The children then investigated trade and we often played the trade game.


Link to Global goals:

The children originally saw the Anglo-Saxons as the inhabitants of Britain at this time but they discovered that Britain is a nation of immigrants. This allowed the children to discuss modern views of immigration and talk about stereotypes and views that the children may have.




The Presentation of Learning:

The children created a video for their presentation of learning which is available on SeeSaw. The video allowed them to use ICT skills to help edit the videos. 


English across the curriculum: Anchor text: 

We used many texts but for English we read Shackleton’s journey and we compared the voyages of the Vikings to Shackleton’s quests. The children then wrote a quest story of their own.

Welcome to the Year 4 Crew Page

Mr. Gustafson


Miss Burns


Welcome to the Year 4 Crew page. Please find essential information below, I will also add photographs after trips and events.


Homework is set on a Monday to be returned on Fridays. 


Reading is of utmost importance and each child will read twice with a teacher each week in class. To help us please ensure your child has their book in school in their reading day with a signed reading record. Children will be given a banded book and a book to read at their pleasure from our class library. It is vital that children read at least three times a week for around 10-15 minutes to help embed information and spelling.


Our PE day is on Thursday. Please ensure your child has the correct PE kit.




Autumn Spring Summer

Number: Place Value

Number: Addition and Subtraction

Measurement: Length and Perimeter

Number: Multiplication and Division

Number: Multiplication and Division

Measurement: Area

Number: Fractions

Number: Decimals



Number: Decimals

Measurement: Money

Measurement: Time


Geometry: Properties of Shape

Geometry: Position and Direction



Autumn Spring Summer

Quest Stories

Information texts

Poetry-Creating Images

Leaflet Writing

Newspaper Reports

Stories with Issues and Dilemmas

Biographies and Autobiographies


Stories with a Historical Setting






Spring Project: 

The Victorian Innovators


This term we will be learning all about the importance of Victorian innovators. The children will find out about important inventions of the era as well the social and economic impact of the Victorian era. Specific links will be made with local innovators from Liverpool. Links will also be made with electricity and sound in Science. We will present our learning during an assembly on Tuesday 31st March. Please see the links below for our learning loops, project planner and knowledge organiser. Also, the pictures show some of the texts we will make links with.