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School Update – Coronavirus (COVID-19)

Following the Government’s most recent Covid-19 update on Sunday 10th May it is important to note that there are no immediate changes in the education or child care provision made by schools.

Therefore, schools will continue to provide distance learning support for students and child care for Key Workers who have provided 24 hours notice of their intention to use the child care facility. 

 

As you will be aware, the government has announced the expectation that Primary schools will begin a phased transition to school based learning from 1st June for Years R, 1 and 6.

We are working closely with the Local Authorities and the Department For Education to ensure the most effective and safe return to school for students and staff. We will be in contact you shortly to update you on our plans.

 

Please continue to check your mailboxes and this website for updates.


Thank you for your continued support.

Year 4

Year Four English Statements for the Year

Spoken Language I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
Spoken Language I can prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
Spoken Language I can discuss words and increasingly complex phrases that capture the reader’s interest and imagination
Spoken Language I can ask reasoned questions to improve my understanding of a text
Spoken Language I can take part in in considered discussion about books that are read to me and those that I can read, taking turns and listening to what others say
Spoken Language I can make up and repeat sentences aloud (including conversations) increasing my vocabulary and my knowledge of sentence structure
Spoken Language I can read aloud my own writing, to a group or the whole class, using the tone and volume of my voice so that the meaning is clear
Spoken Language I can describe positions on a 2-D grid using positive coordinates
Spoken Language I can describe movements between positions as translations of a given unit to the left/right and up/down
Spoken Language I can ask relevant questions with reasoning and use different types of scientific enquiries to answer them
Spoken Language I can make a clear and reasoned report on findings from scientific enquiries
Spoken Language I can use relevant scientific language to discuss my ideas with reasoning, and communicate findings in ways that are appropriate for different audiences
Comprehension I can show that I enjoy reading by reading a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
Comprehension I can show that I enjoy reading by reading lots of different types of books and for different reasons
Comprehension I can use a dictionary to check the meaning of words
Comprehension I can read a wide range of books, fairy stories, myths and legends and retell some of them to others
Comprehension I can discuss words and phrases in the books that I read that excite me
Comprehension I can discuss different types of poetry e.g. free verse and narrative poetry
Comprehension I can check what I have read and that I have understood it by telling someone else what has happened
Comprehension I can ask questions about what I have read to help me understand a complicated text
Comprehension I can tell from what I have read how a character is feeling and thinking and why they take an action. I can show you the parts of the text that tell me this
Comprehension I can predict what will happen in a text using details I have already read to help me
Comprehension I can summarise what has happened in a text using themes from paragraphs to help me
Comprehension I can understand how the use of words in a text, how it is set out and its presentation add to its meaning
Comprehension I can find and record information from non-fiction texts over a wide range of subjects
Comprehension I can join in a clear reasoned discussion about the books and poems that I have read taking turns and listening to others
Spelling I can use the prefixes in-, im-, il-, ir-, sub-, inter-, super-, anti-, auto-
Spelling I can understand and add the suffixes -ation, -ous
Spelling I can add endings which sound like ‘shun’ spelt -tion, -sion, -ssion, -cian <eg>invention, discussion, tension, magician</eg>
Spelling I can spell words ending with the ‘g’ sound spelt ‘gue’ and the ‘k’ sound spelt -que <eg>rogue, tongue, antique, unique</eg>
Spelling I can spell words which sound the same but have different meanings: accept/except, affect/effect, ball/bawl, berry/bury, knot/not, medal/meddle, missed/mist, rain/rein/reign, scene/seen, weather/whether, whose/who’s
Spelling I can spell more complex words that are often misspelt <eg> caught, occasionally, interest </eg>
Spelling I can spell words with the ‘s’ sounds spelt ‘sc’ <eg>science, scene</eg>
Spelling I can use the possessive apostrophe correctly in words with regular plurals <eg>girls’, boys'</eg> and in words with irregular plurals <eg>children’s</eg>
Spelling I can use the first three or four letters of a word to check its spelling in a dictionary
Spelling I can write accurately sentences from memory, dictated by the teacher, that include words and punctuation taught so far
Handwriting I can use some of the diagonal and horizontal strokes I need to join letters and know which letters, when they are next to one another, are best left unjoined
Handwriting I can write so that my letters are easy to read, all the same way up and the same size; my writing is spaced properly so that my letters don’t overlap
Composition I can plan and improve my writing by discussing examples from other writers that I like and looking at their use of sentence structure, use of words and grammar
Composition I can plan my writing by talking about the important parts to have in a story, poem, an explanation or non-fiction piece and I can redraft this work a number of times
Composition I can rewrite my work making improvements by saying the work out loud, using the best words I know and the best sentence structures I can
Composition I can use paragraphs to organise my writing so that blocks of text flow and ideas are grouped together
Composition I can draft and rewrite work that creates settings, characters and plots that excite the reader by using my best vocabulary and I can adapt my work depending on the audience
Composition I can organise my non narrative writing so that it has headings and sub headings
Composition I can assess my work and that of others and suggest improvements
Composition I can edit my work by changing the grammar to improve the way my work reads
Composition I can proof read my writing for spelling and use of punctuation
Composition I can read my work out to a group with confidence and make sure it sounds interesting, controlling the tone and volume so that its meaning is clear
SPAG I can explain the difference between the plural and possessive -s
SPAG I can use the correct form of the verb inflection <eg> we were instead of we was </eg>
SPAG I can make my writing interesting by using adjectives and other descriptive methods
SPAG I can use an adverb phrase at the start of a sentence <eg>Later that day, I heard the bad news</eg>
SPAG I can use paragraphs to organise ideas around a theme
SPAG I can use a mixture of pronouns and nouns in my writing to aid continuity and avoid words being repeated
SPAG I can use inverted commas and other punctuation to indicate direct speech
SPAG I can use apostrophes to mark plural possession <eg>the girl’s name, the girls’ names</eg>
SPAG I can use commas after adverbials at the beginning of a sentence <eg> Later that day, we heard the good news </eg>
SPAG I can understand and use the following terms: Determiner. Pronoun, possessive pronoun. Adverbial

 

Year Four Maths Statements for the Year
Spoken Language I can describe positions on a 2-D grid using positive coordinates
Spoken Language I can describe movements between positions as translations of a given unit to the left/right and up/down
Spoken Language I can ask relevant questions with reasoning and use different types of scientific enquiries to answer them
Spoken Language I can make a clear and reasoned report on findings from scientific enquiries
Spoken Language I can use relevant scientific language to discuss my ideas with reasoning, and communicate findings in ways that are appropriate for different audiences
Number and Place Value I can count in multiples of 6, 7, 9, 25 and 1000
Number and Place Value I can find 1000 more or less than a given number
Number and Place Value I can count backwards through 0 to include negative numbers
Number and Place Value I can recognise the place value of each digit of a 4 digit number (thousands, hundreds, tens and units)
Number and Place Value I can order and compare numbers beyond 1000
Number and Place Value I can identify, represent and estimate numbers using different representations including measures
Number and Place Value I can round numbers to the nearest 10, 100 or 1000
Number and Place Value I can solve number and practical problems that involve large positive numbers
Number and Place Value I can read Roman numerals to 100 and know that the number system has changed to include 0 and place value
Addition and Subtraction I can use estimating and inverse operations to check my answers
Addition and Subtraction I can solve two step addition and subtraction problems using different methods and explain why I used them
Addition and Subtraction I can add numbers with up to four digits using formal column methods
Addition and Subtraction I can subtract numbers with up to four digits using formal column methods
Multiplication and Division I can recall times tables facts up to 12×12
Multiplication and Division I can use place value and number facts to multiply and divide mentally, including multiplying by 1 and 0; dividing by 1; and multiplying together 3 numbers
Multiplication and Division I can use factor pairs in mental calculations
Multiplication and Division I can multiply two digit and three digit numbers by a one digit number using a formal written method
Multiplication and Division I can solve problems involving multiplication and addition, including the distributive law such as 3x(12+14) = 3×12+3×14
Fractions I can recognise and show, using diagrams, families of common equivalent fractions
Fractions I can count up and down in hundredths and know that dividing an object by 100 creates hundredths and by 10 creates tenths
Fractions I can solve problems involving fractions to calculate quantities and fractions to divide quantities
Fractions I can add and subtract fractions with the same denominator
Fractions I can find and write decimal equivalents using tenths and hundredths
Fractions I can find and write decimal equivalents to 1/4, 1/2 and 3/4
Fractions I can divide one and two digit numbers by 10 and 100 and can explain the effect this has on place value
Fractions I can round decimals using tenths to the nearest whole number
Fractions I can compare numbers with the same number of decimal places up to two decimal places
Fractions I can solve simple money and measure problems involving fractions and decimals to two decimal places
Measurement I can convert different units of measurement. <eg>I can convert kilometres into metres or hours into minutes</eg>
Measurement I can measure and calculate the perimeter of a rectilinear figure ( Including squares) in centimetres and metres
Measurement I can find the area of rectilinear shapes by counting squares
Measurement I can estimate, compare and calculate different measures, including money in pounds and pence
Measurement I can read, write and compare time between analogue and digital 12-hour and 24-hour clocks
Measurement I can solve problems where I need to convert units of time such as hours to minutes, minutes to seconds, years to months or weeks to days
Properties of Shape I can compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
Properties of Shape I can identify acute and obtuse angles. I can compare and order angles up to two right angles by size
Properties of Shape I can identify lines of symmetry in 2-D shapes presented in different orientations
Properties of Shape I can complete a simple symmetric figure with respect to a specific line of symmetry
Properties of Shape I can recognise where angles are greater than two right angles. I know the term straight angle refers to two right angles together
Properties of Shape I can use line symmetry with two lines of symmetry
Position and Direction I can plot positions on a 2-D grid as positive number coordinates
Position and Direction I can describe movements between positions as translations of a given unit to the left/right and up/down
Position and Direction I can plot points I am given and draw sides to complete a given polygon
Statistics I can interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time charts
Statistics I can solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs