LT : I can write sentences using one word that has different definitions.
• Read introduction on page 5. • Read ‘The River Unicorn’ on page 6. • Match the definitions to the correct pictures on page 7. • Write sentences using these words on page 8. • Write two sentences using the word ‘reluctant’ on page 8.
Success Criteria: - Match the definitions to the correct picture. - Write sentences using the definitions of ‘bank’. - Write at least 2 words on page 8 using the word ‘reluctantly’ . - Using capital letters, commas and full stops for all sentences.
Wednesday 24th February LT I can write my own log for visiting Zargon 10.
• Use plan (page 15) and exercises from yesterday to write a log for visiting Zargon 10 on page 17.
Success Criteria: - Using the structure of the plan on page 15 to write out the log. - Writing in full sentences using capital letters, commas and full stops. - Using conjunctions, adjectives and fronted adverbials from exercises on pages 16 & 17. - Write a full page in exercise book.
Monday 22nd February LT I can plan a log of my day on Zargon 10.
• Reading the example log on page 14. • Designing own map of Zargon 10 using log on page 14. • Writing plan of log on page 15.
Success Criteria: - Read the example log making notes of how the author writes and what adjectives they use. - Creating a map of Zargon 10 with labels to places visited in log. - Create ideas for each section of the table structure, including actions for each box.
Today's English Video
Friday 12th February LT I can write an opener and quotes for a newspaper article.
• Use the 5 W’s to write an opener for the alien on page 12. • Writing four witness quotes on page 13 for pictures on previous page (11).
Success Criteria: - Write an opener for the alien, making sure to use all 5 W’s (who, what, where, when and why). - Write four quotes for the pictures on page 11 correctly using speech marks. - Including capital letters, commas and full stops, or question marks for all sentences.
Today's Maths Lesson
12.02.2021 LT I can show understanding of correspondance problems.
Wednesday 10th February LT I can write sentences about aliens.
• Writing new facts about aliens using the ‘generalisers’ provided on page 9. • Re-writing the sentences adding in the word ‘additionally’ on page 10. • Writing questions to ask aliens on page 10. • Creating and drawing own alien on page 10.
Success Criteria: - Writing full sentences using capital letters, full stops and generalisers provided on page 9. - Writing an extra sentence using the word additionally, for two answers. - Writing own questions to ask aliens, using capital letters and question marks. - Drawing your own alien.
Maths Tuesday 9th February
10.02.2021 LT I can divide two digits by one digit
Tuesday 2nd February LT: I can create a secret code and a spy gadget.
• Writing a secret code (page 26) • Creating a gadget (page 27)
Success Criteria: • - Using letters or numbers to create a secret code. • - Using the BAR example to create a gadget at home – either a drawing or a craft with labels. • - Plan how the code and gadget will be used in your final story.
Today's English Lesson
Monday 1st February LT: I can use adjectives and speech marks for a story.
• Listing settings from stories (page 22) • Picking out adjectives from a passage (page 23) • Reading how speech marks work (page 24) • Exercise on speech marks (page 25)
Success Criteria: • - Using adjectives to describe the setting or background of a story. • - Using speech marks correctly for characters.
LT: I can create profiles on my characters using adjectives.
• Discussing the character of the lady and how the author describes her (page 20) • Creating profiles on their own characters for their story (page 21)
Success Criteria: • - Discussing the passage and how the author describes the character. • - Creating profiles similar to Wednesday on their own characters. • - Using adjectives and the ‘3 ideas’ approach to complete the profiles.
Thursday 28th January LT: I can use 3 ideas to create names of characters.
• Describing the characters from Mission Possible based on their names and jobs (page 17) • Reading ‘3 ideas’ approach for creating characters (page 18) • Creating names for their own characters using ‘3 ideas’ approach (page 19)
Success Criteria: • - Using the characters’ names and jobs to describe their personality. • - Create character names using the 3 ideas approach. • - Using adjectives to describe characters.
Wednesday 27th January LT: I can create profiles on the characters from the story Mission Possible.
• Drawing a picture of their favourite character (page 12) • Describing the characters from Mission possible using the story and adjectives (pages 13 – 16)
Success Criteria: • - Describing the characters using information from the story. • - Using adjectives to describe the character’s appearance and personality.
Today's English Lesson
Tuesday 26th January LT I can find clues within the story Mission Possible.
• ‘Finding clues’ quiz (page 9) • ‘What happened when’ mountain task (page 10) • Matching words with their definitions (page 11)
Success Criteria: • - Finding the answers to the quiz by reading the story again. • - Placing the events in the right order to match the story. • - Using the story to figure out the definitions of new words.
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 https://blog.seesaw.me/crew4svp
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
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?
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.
Unfortunately not the ones with chocolate chips.
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