Weekly timetable for Year 4 for w/c 20 Aprilco

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9.30-9.45

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11.15-12.00

12.00-12.20

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PE maths fluency

addition and subtraction focus

maths task

addition and subtraction focus

spellings

writing task

focus on settings

reading

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Geography● Use an atlas (or computer) to find the continents. Find and name the countries within each continent.● Use an atlas (or computer) to find different countries in the world. ● Place names are very tricky so perhaps start with a few countries you have a link to in some way.

Have a look at this: https://www.bbc.co.uk/bitesize/topics/zvsfr82/articles/znm7vk7 for some further ideas on research on mapping the world as part of our geography curriculum.

ArtWe hope to do some painting using Monet as our inspiration when we are back in school. Research Monet. This may help https://www.twinkl.co.uk/resource/t2-a-208-ks2-claude-monet-fact-sheet ● Have a go at making a pebble person or a relative for your very own Ishi.● A great resource for inspirational art: https://www.accessart.org.uk/free-to-access-resources/

Outdoors Indoors LearningCan you identify the birds singing outside your window? Have a go at a bird survey from your window!https://www.ltl.org.uk/resources/birdy-surveys/ And have a look at Mrs Stanford’s science plans later!

REThe Parable of the Good Samaritan – details below

For more ideas, detail and resources, please see weekly plan below as well.

Weekly Home Learning Plan for Year 4 for w/c 20 AprilPlease do stay safe, stay inside, stay sane and stay in touch. Please follow Government guidelines, which change frequently. Please spend time sharing stories, cook together, go for a walk, do some exercise together, anything to help your child feel reassured. There are a few sites to look at, hopefully there is an opportunity for your child to access them with you supporting them where necessary although I hope that they are more than suitable for children in Y4. I have tried to plan things that do not require printing although may need time on a screen which I realise is not always easy. Please just help your child to do their best and that will be fantastic!

Maths Fluency:

● 15 minutes of daily practice on either TTR or Numbots (note: only some children use the numbots platform).

● Start completing the gaps in the Practice Book sent home.

● NRich task: this is the link for the primary students area of the site, feel free to choose an area they need to work on or an activity to learn new ways of playing with numbers, patterns and all things mathematical!

This week, the focus is addition and subtraction.

● An adding or subtracting game to play with a partner: https://nrich.maths.org/6589 and https://nrich.maths.org/53

https://www.twinkl.co.uk/resource/t-he-192-year-4-maths-addition-and-subtraction-workbook if your child can have anything printed. Also try this: https://nrich.maths.org/13263?utm_source=primary-map

Spellings:

Each child has personal spellings in their planner.

Please continue to learn these spellings, write them in sentences, test your child once a week. PLEASE check carefully that they are learning the correct spelling!

There are also the following Year 4 spellings that we are re-visiting from the beginning of term.

● This week’s spellings use the suffix -cian if the root word ends in c or cs.

● write out and practice these words: musician, mathematician, electrician, optician, magician, technician, politician, physician.

● draw a picture to picture to help remember the word. This works well for these words!

● find the root word within each spelling.

● write the word in a sentence.

There are also the Y3-4

Maths Consolidation:

● Please remind your child how to do column addition or subtraction, then give them three and four figure numbers to add or subtract. This may help: https://www.twinkl.co.uk/resource/year-4-addition-and-subtraction-maths-knowledge-organiser-t-m-3749

A great game that only requires a pencil and paper: https://nrich.maths.org/1130

If you have an old paintbrush, your child could write a four digit number on the ground outside with water, saying the number as they paint.

3 TIMES WEEK45 mins each session

Please also help your child with reading the time, they need to be able to read an analogue clock and a digital clock.

Reading:

The children should read for 30 minutes a day any:

● Fiction● Non-fiction● Poetry● News

Reading Task

Keep completing AR tests.

This week’s challenge:

Read some fiction, find a setting description, draw a picture or diagram of that place. Try drawing Tom’s garden if you have been listening to my videos!

DAILYMin 30 mins a day

Rainy Day activity

Learning from film, go to intofilm.org

(or this link https://www.intofilm.org/news

Sport:

https://www.youtube.com/watch?v=Rz0go1pTda8 is the link for the Joe Wicks daily PE session.

Can the children complete the circuit below, measuring:

1) Resting heartbeat before exercise (beats per minute)

2) Heartbeat after exercise.

3) How long it took to complete (get a sibling to time!)

Can they get quicker through the week?! Record your data in a table.

10 jumping jacksRun on the spot for 30 seconds.Hold a plank position for up to 30 seconds. 10 squatsRun on the spot for 30 seconds. Hop for 10 on one leg. Hop for 10 on the other leg. 10 burpees.

which can easily be written on a piece of paper then worked out using addition and subtraction and times tables.

DAILY30 mins each session

Mon: Write out 2, 5, 10 times tables and illustrate, put up somewhere you will keep looking at it! Learn these times tables. Use Hit the Button for these times tables specifically and use the division section as well.Tues: Write out 4 and 8 times table, as for Monday, and find the patterns.Weds: Write out the 3 and 6 and 9 times tables, as for Monday, and find the patterns.Thurs: Write out the 11 and 12 times tables, as for Monday.

You should now have the full set for your room, you need to learn them by saying one multiplied by five is five etc.

spellings within your child’s planner as well.

3 TIMES WEEK15 mins each session

-and-views/articles/film-guides-to-use-at-home?utm_source=Into+Film+-+Master&utm_campaign=980f8692e4-home-learning-2-ah&utm_medium=email&utm_term=0_a1465a9b17-980f8692e4-139947597)

Visit the British Library and curl up with a book, try this site: https://www.bl.uk/childrens-books#

Mindfulness Moments

Try some tummy breathing with someone in your family. Show them the five finger breathing exercise. Try it barefoot in the garden or on a path near your home.

Hourly or as often as needed!

Please also try:

https://www.nhs.uk/10-minute-shake-up/shake-ups

https://www.youtube.com/user/CosmicKidsYoga

https://www.gonoodle.com/

Writing/Handwriting Tasks

Writing task:Look at Pobble123 for today’s picture at http://www.pobble365.com/rumpelstiltskinor any other picture you think would be enjoyable.Try and write a setting description to match the picture. Feel free to extend your description in some way but I’m really hoping you will practice writing a wonderful

Humanities Geography/History

● Use an atlas (or computer) to find the continents. Find and name the countries within each continent.

● Use an atlas (or computer) to find different countries in the world.

● Place names are very tricky so perhaps start with a few countries you have a link to in some way.

Art/DT

● We hope to do some painting using Monet as our inspiration when we are back in school. Research Monet. This may help https://www.twinkl.co.uk/resource/t2-a-208-ks2-claude-monet-fact-sheet

● Have a go at making a pebble person or a

RE Task

● The Good Samaritan, details attached. with creative ideas to support the parable.

ONCE WEEK

½ hour

Prayer space at home 1:

Be Still

ScienceOnce per week1 hour

chrome-extension://gbkeegbaiigmenfmjfclcdgdpimamgkj/views/app.html for a special book,The Hugging Tree, lesson ideas below

https://www.stem.org.uk/resources is an interesting site for science, technology, engineering and maths with

description that explains the picture. Try reading it out to someone! Or get them to draw the picture of the setting you have described.

For handwriting, make sure your letters a, d, g and q all use the c formation. Use the squares in your Home Learning book to help.

3 TIMES WEEK20 mins each session

Have a look at this: https://www.bbc.co.uk/bitesize/topics/zvsfr82/articles/znm7vk7 for some further ideas on research on mapping the world as part of our geography curriculum.

Once per week At least 1 hour

relative for your very own Ishi.

● A great resource for inspirational art: https://www.accessart.org.uk/free-to-access-resources/

Once per week1 hour

• Equipment: bed sheets, pillows, beanbag • Set up: Build a den in your home, make it comfy and peaceful • Instructions: The word ‘holy’ simply means, ‘set apart’. For hundreds of years, people have discovered that being set apart from other people helps them to be more aware of themselves and also of God. This den is a place to be still. To breathe slowly. To be still and listen. To be with God.

some suitable resources and activities that you may enjoy trying out.

Outdoors Indoors Learning

Can you identify the birds singing outside your window? Have a go at a bird survey from your window!

https://www.ltl.org.uk/resources/birdy-surveys/

The Good Samaritan Home Learning

Bible reference https://www.biblegateway.com/passage/?search=luke%2010:25-37&version=NIVGreat resource for subject knowledge is https://request.org.uk/?s=good+samaritan including a wonderful Communicate in Print version here https://request.org.uk/bible/new-testament/the-good-samaritan/

Remember a parable is a little story with a big meaning and sometimes you have to read a parable more than once to understand it. Sometimes, you can read a parable and it means different things to you each time you read it!Children could use the bible gateway link, to read the story and then change the Bible version to the Message (MSG), the International Children’s Bible (ICB) or the King James Bible (KJV) or any one they like. Then discuss with someone:

Who is a neighbour? What does a neighbour do? What does Jesus mean by ‘neighbour’? What could you do as a neighbour? What would you hope (expect?) a neighbour to do for you? What can you do to help yourself be a better neighbour?

Then you could think and talk about how love fits in to this parable. Consider what love is. What do you need for love? What could you do to love the people around you? What could you do to love the people you can’t see at the moment?

And what can you do to love yourself?

Further questions to think about, to talk about, to write in your Home Learning book: How do you fit into this story? How could you show selfless concern for someone else? What is Jesus trying to explain to the lawyer? Has he understood Jesus’ message? Who might be a Samaritan in your life? Is there someone you know who is misunderstood, or difficult?

Try writing a letter to the Samaritan, what would you say to him if you pretended to be the injured traveller? Or if you were the priest? Or the Levite? Or the innkeeper?

Creative RE (There are two activities to choose from)The Parable of the Good SamaritanLuke: 10:27

“Love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind, and, Love your neighbour as yourself.”

“Love our neighbour” by helping anyone who is in need.

Activity 1 Your project is to create a piece of art that shows how we can love/help ourselves and others. This is a 3D piece of art, but what you use is up to you. I would like you to create a plaster, that opens to reveal how you will love/help yourself and others. You can make one or several, it’s up to you. Think paper, coloured paper or card. You can use any medium you like, whether it is pens, pencils or paints Once created add one of the above verses and you are finished. Once you have created your art please keep it and if possible, take a photo of it and send it via email to me and I

will try and put them up on the school website for all to see.

Activity 2 Your project is to create a piece of art that shows how we can love/help ourselves and others. This is a 3D piece of art, but what you use is up to you. I would like you to create a mobile of love/help. On the main heart add one of the above verses. Then on every heart you hang, show a way you will love/help yourself and others. You can use any medium you like, whether it is pens, pencils or paints. Once you have created your art please keep it and if possible, take a photo of it and send it via email to me and I

will try and put them up on the school website for all to see.

The Hugging Tree Science and Outdoor Learning

The learning set out in this document is merely a guide of the activities you could carry out linked with the story. I would really like you all to find what interests you in your outdoor learning space and really focus on one area if this ‘lights you fire’.

The information given above is to help you remember the direction we should be going in. It may take a couple of sessions to find out the direction in which you want to take your learning.

The learning is designed to be completed as a family group if you are at home with siblings, and with little adult help. I would like you to manage your learning independently of adults if possible (although younger children may need help from an adult or older sibling in getting started).

The learning grid below contains a choice of activities for you to carry out over a period of 2 weeks. The activities do not need to be done in any order. There is probably more than you will manage in the time available, so I am not expecting you to complete it all; especially as you may take your learning in a different direction. I would like you to become really engrossed in your scientific enquiry. Remember good scientists always ask lots of questions, and then carry out lots of investigations to find out the answers.

Science/Outdoor areas of knowledge (both key stages) Plants Seasonal Change Living Things and their Habitats Animals including humans

Science/Outdoor Learning Skills Asking questions Observing Identifying and classifying Gathering and recording data (KS2 should be using more complex methods)

Lower KS2 (Y3/4) Use scientific language, drawing diagrams Drawing conclusions Identifying differences, similarities and changes

Upper KS2 (Y5/6) Planning scientific enquiries Taking measurements Reporting conclusions – to include causal relationships and explanations (why?). Identifying scientific evidence

These are taken from the National Curriculum – it does not mean that you cannot plan an investigation or do any measuring if you are in KS1!Obviously Y5/6 children ought to be aiming to ensure they consider most of these points, but don’t try to include all objectives in every session of learning.

Plant Variety 1On the first page of our story, there is an illustration of an oak leaf and seed. Plants are amazing organisms with lots of variety.Question: How many different plants are there in my outdoor learning area?Task:Walk around your outdoor learning space – if you are blessed with big space, this may take some thought about how you might record your findings. You could:

Record* how many different plants you can find

Decide on a way of grouping the plants in your space, and record* how many of each group, e.g. ferns, flowering plants, trees

Scientific Challenge In my video I showed you a Hazel.If you are able to go out for a walk with your family, look out for Hazel trees – how many can you find? Where might you find a Hazel?

Plant Variety 2On the first page of our story, there is an illustration of an oak leaf and seed. Plants are amazing organisms with lots of variety.Question: How many different plants are there in an area of ‘grass’?Task:Create an area for study by making a ‘boundary’ – this could be a length of string, a Lego wall, or sticks joined into a rectangle (or other 2-D shape if you like). This should be about 30cm ‘square’. NB it does not need to be a regular shapePlace your ‘quadrat’ (the scientific name for the area of study) on an area of grass.

1. Count how many different plant species you can find in your quadrat.

2. Decide how you are going to record* what you find.

Scientific Challenge What do you want to find out now? Write a question linked with your results and design an investigation for you to carry out in your next Science session of the week.

Some children may like to work (virtually of course) with friends around our community and make comparisons.

Plant structure Throughout ‘The Hugging Tree’, Jill Neimark refers to different parts of the tree. Look at the story again and see if you can spot all the words linked with the structure of a tree.Question: Do all plants have the same structure?

1. Make a list of these words in your book – I will give you a list with the next set of instructions so you can check your list against mine!

2. In your outdoor space, find a small, growing plant that is not important to the adults (or you) – a ‘weed’. Carefully dig it up using a small trowel or spade, or a stick; making sure you get the whole plant.

3. Carefully draw your plant and label it.4. If you can, plant your ‘weed’ again…all

plants are important to the health of us and our planet.

5. Compare your plant with others in your garden.

6. Record* your findings/observations carefully in your book.

*Recording Drawing Data tables (a ‘t’ – table?) Photos Pictogram Written observation/description

I know you will have come up with some great questions and would love to hear/see what you have been doing (either your own ideas, or from the framework I have given you), so please send your learning evidence to: penny.stanford@goudhurst-kilndown.kent.sch.uk

One other thought to help me with this is for you to share using a ‘Hawthorn Review’ (I did not think of this idea, I saw it somewhere and have adapted it for Forest School).

For my Hawthorn review:I have learned to confidently identify more small plants in my lawn, including Speedwell which is an excellent source of nectar for solitary bees, the thorn was trying to create fun activities for all to understand and enjoy. My seed was that I have learned to use different technologies to support our learning which will enable further learning.

Share a flower - a good thing

Share a seed - an opportunity

Share a thorn