TJS

CURRICULUM NEWSLETTER

YEAR 4 SPRING TERM

Happy New Year and welcome back from the year 4 team!

Our teaching staff are:4T - Mrs Cole (Year 4 leader)4J – Mrs Phillips4S – Miss Gandy

Our teaching assistants are:Mrs RichardsMrs RichesMr Kirk

At Turnfurlong, we understand the importance of strong links between school and home and welcome you to come and discuss any concerns with your child’s teacher or year leader. More often than not, you will be able to catch us at the end of the day on the playground. If this is not possible then please call the school to arrange a meeting at a mutually convenient time.

We are very much looking forward to continue to work with all the children in year 4 this year.

HomeworkHomework in Year 4 is expected to take 1 ½ hours per week

Spelling Practice - 20 mins per week. Parents can assist their child by testing spellings and ensuring vocabulary is understood. Eight quality sentences, using a wide range of vocabulary are expected. A clear, cursive, handwriting script is also expected.Regular reading – 25 mins per week. Parents can encourage independent readers by checking for understanding. Children will be expected to write in their reading log new words or language they have learnt or a brief summary of the chapter they have read. These will be checked on a regular basis.Times tables – Regular practice of times tables is required. Children are expected to be able to recall facts to 12 x 12. The children can practise their times tables using Sumdog. If the children are unsure of their password, they can ask their class teacher.Maths written work – 20 mins per week. This will include either calculations, an investigation, an explanation, including MyMaths online work.Literacy written work – 20 mins, every other week.Learning Log – 20 mins, every other week.

PE / GamesMr Edwards will continue to support some of Year 4 in their PE lessons. 4J are swimming this term.Children must have the appropriate PE kit. This includes a red t-shirt, black shorts and trainers. They must also have a black tracksuit for wearing in the cold weather. Please ensure your child has the PE kit in every day as the days of PE lessons may change.

Clubs / Extra-Curricular ActivitiesWe are extremely fortunate that there are a variety of clubs at TJS, the majority of which are free. A list of clubs can be obtained from the office.

Morning clubsThere will be many children involved in weekly clubs this year. These will be regularly reviewed in order to meet each child’s needs. Numeracy, reading comprehension and writing sessions will take place on a regular basis, covering all levels of ability to support and further challenge each and every child in the group. If your child has been chosen to take part, it does not necessarily mean that they are falling behind. If you wish to discuss this further, please do not hesitate in contacting Mrs Cole.

Number – number and place value Number – addition and subtraction Number – multiplication and division Count in multiples of 6, 7, 9, 25 and 1000 Count backwards through zero to include negative numbers Count up and down in hundredths Read and write numbers to at least 10 000 Read and write numbers with up to two decimal places Recognise the place value of each digit in a four-digit number Identify the value of each digit to two decimal places Partition numbers in different ways (e.g. 2.3 = 2+0.3 & 1+1.3) Identify, represent and estimate numbers using different

representations (including the number line) Order and compare numbers beyond 1000 Order and compare numbers with the same number of decimal

places up to two decimal places Find 0.1, 1, 10, 100 or 1000 more or less than a given number Round any number to the nearest 10, 100 or 1000 Round decimals (one decimal place) to the nearest whole

number Find the effect of dividing a one- or two-digit number by 10

and 100, identifying the value of the digits in the answer Describe and extend number sequences involving counting on

or back in different steps, including sequences with multiplication and division steps

Read Roman numerals to 100 and know that over time, the numeral system changed to include the concept of zero and place value

Solve number and practical problems that involve all of the above and with increasingly large positive numbers

Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method)

Select a mental strategy appropriate for the numbers involved in the calculation

Recall and use addition and subtraction facts for 100 Recall and use +/- facts for multiples of 100 totalling 1000 Derive and use addition and subtraction facts for 1 and 10

(with decimal numbers to one decimal place) Add and subtract mentally combinations of two and three

digit numbers and decimals to one decimal place Add and subtract numbers with up to 4 digits and

decimals with one decimal place using the formal written methods of columnar addition and subtraction where appropriate

Estimate; 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

Solve addition and subtraction problems involving missing numbers

Choose an appropriate strategy to solve a calculation based upon the numbers involved (recall a known fact, calculate mentally, use a jotting, written method)

Recognise and use factor pairs and commutativity in mental calculations

Recall multiplication and division facts for multiplication tables up to 12 × 12

Use partitioning to double or halve any number, including decimals to one decimal place

Use place value, known and derived facts to multiply and divide mentally, including:- multiplying by 0 and 1- dividing by 1- multiplying together three numbers

Multiply two-digit and three-digit numbers by a one-digit number using formal written layout

Divide numbers up to 3 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context

Use estimation and inverse to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy

Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, division (including interpreting remainders), integer scaling problems and harder correspondence problems such as n objects are connected to m objects

Geometry – properties of shapes Compare and classify geometric shapes, including

quadrilaterals and triangles, based on their properties and sizes

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

Continue to identify horizontal and vertical lines and pairs of perpendicular and parallel lines

Identify acute and obtuse angles and compare and order angles up to two right angles by size

Number – fractions and decimals Understand that a fraction is one whole number divided by

another (e.g. 34

can be interpreted as 3 ÷ 4)

Recognise, find and write fractions of a discrete set of objects including those with a range of numerators and denominators

Recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten

Count on and back in steps of unit fractions Compare and order unit fractions and fractions with the same

denominators (including on a number line) Recognise and show, using diagrams, families of common

equivalent fractions Recognise and write decimal equivalents of any number of

tenths or hundredths

Recognise and write decimal equivalents to 14

, 12

, 34

Add and subtract fractions with the same denominator (using diagrams)

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

Measurement Estimate, compare and calculate different measures,

including money in pounds and pence Order temperatures including those below 0°C Measure and calculate the perimeter of a rectilinear

figure (including squares) in centimetres and metres Know area is a measure of surface within a given

boundary Find the area of rectilinear shapes by counting squares Convert between different units of measure [e.g.

kilometre to metre; hour to minute] Read, write and convert time between analogue and

digital 12- and 24-hour clocks Write amounts of money using decimal notation Recognise that one hundred 1p coins equal £1 and

that each coin is 1100

of £1

Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days and problems involving money and measures

Geometry – position and direction Describe positions on a 2-D grid as coordinates in the first

quadrant Plot specified points and draw sides to complete a given

polygon Describe movements between positions as translations of

a given unit to the left/right and up/downStatistics Use a variety of sorting diagrams to compare and classify

numbers and geometric shapes based on their properties and sizes

Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts, time graphs

Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs

Solve simple measure and money problems involving fractions and decimals to two decimal places

Year 3 and Year 4 English Overview

Spoken Language (Years 1-6)

Pupils are taught to: listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build their vocabulary articulate and justify answers, arguments and opinions give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication.

Reading - Comprehension Writing develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference

books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and

legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play

scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining

the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their

actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than one paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can

read for themselves, taking turns and listening to what others say

extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

use the present perfect form of verbs in contrast to the past tense choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition use conjunctions, adverbs and prepositions to express time and cause use fronted adverbials

indicate grammatical and other features by: using commas after fronted adverbials indicating possession by using the possessive apostrophe with plural nouns using and punctuating direct speech use and understand the grammatical terminology accurately and appropriately when discussing their writing

and reading.

plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its

structure, vocabulary and grammar discussing and recording ideas draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich

vocabulary and an increasing range of sentence structures organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices [for example, headings and sub-headings] evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, including the accurate use of

pronouns in sentences proof-reading for spelling and punctuation errors reading aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the

tone and volume so that the meaning is clear.

Handwriting use the diagonal and horizontal strokes that are needed to join letters and understand

which letters, when adjacent to one another, are best left unjoined increase the legibility, consistency and quality of their handwriting [for example, by

ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

OVERVIEW OF WHAT CHILDREN WILL LEARN WITHIN THE NEW CURRICULUM FOR ENGLISH FOR YEARS 3 & 4

AGE EXPECTED OUTCOMES FOR MATHS FOR YEAR 4 CHILDREN FOR THE NEW NATIONAL CURRICULUM

SpellingsAs part of our spelling lessons this year, we will be teaching the following word lists which are now compulsory as part of the new curriculum. To ensure there are no gaps in the children’s learning, we will need to cover the year 3 as well as the year 4 lists. We will be sending home a few of these spellings each week.

Year 3 Word Listaccident(ally) century February length popular strangeactual(ly)) circle forward(s) library potatoes thoughtaddress decide fruit minute promise throughanswer describe heard naughty purpose weightarrive early heart notice questionbelieve earth height occasion(ally) reignbicycle eight/eighth history often sentencecentre enough learn perhaps

Year 4 Word Listappear continue grammar material possible supposebreath different group medicine pressure surprisebreathe difficult guard mention probably thereforebuild disappear guide natural recent though / althoughbusy / business exercise imagine opposite regularcalendar experience important ordinary remembercaught experiment increase particular separatecertain extreme interest peculiar specialcomplete famous island position straightconsider favourite knowledge possess(ion) strength

Handwriting

As part of the new curriculum which came into effect as of September 2014, there is a greater emphasis on the teaching of handwriting than before. Attached to class newsletters for this term is information linked to the teaching of handwriting for your information. We have been carrying out research as to which form of joined writing to teach the children and have decided to use the most widely recommended handwriting style called ‘continuous cursive.’ Its most important feature is that each letter is formed without taking the pencil off the paper – and consequently, each word is formed in one, flowing movement. Teachers will also be looking at pencil grip during handwriting sessions. For children where handwriting or spelling is a challenge then this script is the one recommended by professionals e.g. British Dyslexia Association.The key advantages to this system are:

By making each letter in one movement, children’s hands develop a ‘physical memory’ of it, making it easier to produce the correct shape;

Because letters and words flow from left to right, children are less likely to reverse letters which are typically difficult (like b/d or p/q);

There is a clearer distinction between capital letters and lower case; The continuous flow of writing ultimately improves speed and spelling which links directly to the new

curriculum.

We are in the process of putting together support sheets so you can help your child with developing their handwriting and these will be put on Toodle during the course of this term.

New Curriculum Requirements – Lower KS2

Pupils should be taught to:

Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that ascenders and descenders of letters do not touch].

Pupils should be joining handwriting throughout their independent writing. Handwriting should continue to be taught, with the aim of increasing the fluency with which pupils are able to write what they want to say. This, in turn, will support their composition and spelling.

Book Reading Suggestions

The following are a list of books which have been recommended for a year 4 audience. It is not an exhaustive list and not all books have been read by the year 4 team. We highly recommend you read any book before you give it to your child to check that the content is suitable for their age group. We are in the process of collating a more detailed list for each year group and will be sending a more comprehensive list to you in the near future. The Student Council will be working with the different classes for recommendations.

The Peppermint Pig by Nina Bawden Operation Gadgetman! by Malorie Blackman The Children of Green Knowe by Lucy M. Boston How to Train Your Dragon by Cressida Cowell Lizzie Dripping by Helen Cresswell The Great Elephant Chase by Gillian Cross The Twits by Roald Dahl Charlie and the Chocolate Factory by Roald Dahl Toad Rage by Morris Gleitzman The Last Castaways by Harry Horse I Know What You Did Last Wednesday by Anthony Horowitz The House That Sailed Away by Pat Hutchins The Hodgeheg by Dick King-Smith George’s Marvellous Medicine by Roald Dahl Billionaire Boy by David Walliams The Legend of Captain Crow’s Teeth by Eoin Colfer The Invisible Dog by Dick King-Smith The Amazing Story of Adolphus Tips by Michael Morpurgo

LibraryOur library at school is well stocked with books by a wide range of authors and genres to suit every reader. We actively encourage children to change their book on a regular basis and will check their reading records every week. Please could you remind the children to bring their books into school so that they can change them as often as is required. If you wish to come into school to help your child change their book then the library is open from 8.30 until 8.40 Monday to Friday and 3.15-3.30 after school. The library is also open to all students after they have eaten their lunch from 12.45-1.15 Monday to Thursday.

What you can do to help your child

We are often asked how parents can support their child’s learning at home and there are many ways in which you can help.

ReadingHearing your child to read every day encourages discussions regarding the story line and any new vocabulary.

NumeracyThere are many, many websites for children and it can be tricky at times to know where to start. I have listed some websites which I have used in the past which have fun games and activities for your child to play.

http://www.bbc.co.uk/bitesize/ks2/maths/ This is a good website to help revise the different areas of maths.

www.mymaths.co.uk TJS has subscribed to this website and it is fantastic! The booster packs are particularly good as they are there to revise the level of maths your child is at.

www.sumdog.com This is a free website which every child in the school will be given a login for. The school is using this website to launch regular competitions set at the appropriate level for your child. Once your child has their login, they can play to their hearts content at home!

Websites to support your child’s learning across all areas of the curriculum:www.crickweb.co.uk This website has a huge amount of educational resources and activities.

www.woodlands-junior.kent.sch.uk The clever staff at this school have created a fantastic learning zone which includes many topic areas including maths and literacy.