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Venus Class - Year 4



Welcome to Year 4 - very happy to be teaching this class again!




PE -  Currently on a Tuesday, FULL KITS are required.


Homework: Tasks will be sent out on a Friday and need to be returned by Wednesday (latest).  A sheet of maths will be sent home and should also be completed


All children are expected to complete set homework tasks, they do not have to be completed in one night; it can be a progressive piece that is completed over a few days.


Reading: Reading Records MUST be brought in DAILY AND SIGNED!

Writing prompts have been stuck at the front of the reading journals. Reading records are checked daily by classroom adults. Children will be sent to a reading detention if they have not completed a daily entry. 


Daily reading is essential to your child's development in all curriculum areas. 

Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures.

Reading for pleasure is more likely to determine whether a child does well at school than their social or economic background.


What difference can YOU make as a parent?

You can make a huge difference! Parents are the most important educators in a child’s life – even more important than their teachers – and it’s never too early or too late to start reading together.


Pearson website.



Summer 2

P.I. Plug's Home Safety Video

WEEK 1'S HOMEWORK HELP! Take a trip with ESFI's mascot, Private I. Plug, and help him spot common home electrical and fire dangers in this fun, animated video. Afterward, you can visit P.I. Plug's Kids' Corner ( to find more videos and play games!

Summer 1



Pupils will extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They will develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.


Pupils will be taught:


Locational knowledge

 locate the world’s countries, using maps to focus on Europe and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

 identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)


Place knowledge

 understand geographical similarities and differences through the study of human and physical geography of a region within North America


Human and physical geography

 describe and understand key aspects of:

 physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

 human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water


Literacy Focus: Around the World in 80 days – Jules Verne


Through this text we will learn geographical features of the world and explore different styles of writing:


Balanced Argument – explore Fogg’s guilt/innocence

Stories from other Cultures – Cloud Tea Monkeys

Newspaper Reports – Fogg’s journey around the world


Children will continue to work towards mastering Year 4 writing targets:





Science – States of Matter:

Solids, liquids and gases

Image result for states of matter


This ‘States of Matter’ unit will teach children about the differences between solids, liquids and gases, classifying objects and identifying their properties. The children will work scientifically and collaboratively to investigate the weight of a gas. They will explore in-depth how water changes state, exploring melting, freezing, condensing as well as a particular focus on evaporation. Finally, they will learn about the stages of the water cycle.


By the end of this unit, all children should be able to:

Sort materials into solids, liquids and gases.

• Explain that heating causes melting, and cooling causes freezing.

• Identify the melting and freezing point of water.

• Describe evaporation and condensation using practical examples.

• Describe the effect of temperature on evaporation referring to their investigation.

• Identify the stages of the water cycle.

• Predict what will happen in an investigation.

• Make observations.

• Explain the behaviour of the particles in solids, liquids and gases.

• Explain how heating and cooling causes materials to melt and freeze.

• Explain why a material’s melting and freezing point is the same temperature.

• Explain how heating and cooling can cause materials to evaporate and condense.

• Explain why a higher temperature will speed up evaporation.

• Use the water cycle to explain why the water we have on Earth today is the same water that has been here for millions of years.

• Set up reliable and accurate investigations.

• Make and explain predictions.

• Make and record accurate observations.

• Use scientific language to explain their findings.

• Be able to ask and answer questions based ontheir learning using scientific language.



RE – Judaism

Unit 3 – Abraham


Key Questions:

  • Why is Abraham important to Jews?
  • How does the Torah help Jewish people to understand what being Jewish means?


In this unit we will be learning about Abraham and Jewish belief in one god. We will explore Judaism by looking at:

  • Abram/Abraham.
  • Midrash – Abraham and one God.
  • Obedient to God – travels to Canaan.
  • Abraham and Isaac – obedience to God.


As well as looking at aspects of the Torah:

  • Jewish Sacred Text.
  • Where stories about the Jews’ relationship with God are found.
  • Written as a scroll in Hebrew.
  • Treated with respect.
  • Yad.

How To Read With Your Child

Parents MUST help their children become interested in reading if they are to succeed in school. These 5 tips will make reading with your child more effective:

Examples of questions you could ask your child to develop their comprehension skills

Examples of questions you could ask your child to develop their comprehension skills 1
Examples of questions you could ask your child to develop their comprehension skills 2
Examples of questions you could ask your child to develop their comprehension skills 3
Examples of questions you could ask your child to develop their comprehension skills 4
Examples of questions you could ask your child to develop their comprehension skills 5
Examples of questions you could ask your child to develop their comprehension skills 6

Reading in Year 4

Example of reading skills that should be developed in Year 4. This video shows a group of children reading extracts from texts, finding out word meanings using a dictionary, making inference from text and using direct evidence from extract to support their answer.

Picture 1

Autumn 2

Picture 1

This Romans unit will teach your child about the impact the Roman Empire had on life in Britain. They will learn about the spread of the Roman Empire, the invasion of Britain and the eventual conquest. We will also look in detail at some aspects of the Romanisation of Britain, such as the building of Roman roads and bath houses.

In addition to this, they will have the opportunity to learn about the British resistance of Boudicca and will act in role to look at the events of Boudicca's rebellion from different perspectives. 

Your child will also investigate Hadrian's Wall, examining how, where and why it was built. They will learn about the different features of the wall and use maps to determine its location. A lesson on gods and Roman religion will help the children to understand more about the culture and beliefs of Roman people.



This ‘Sound’ unit will teach the class about how vibrations cause sounds and how sounds travel, as well as how sounds can change pitch and loudness. They will also learn parts of an ear and how it functions so that we hear sounds.


By the end of this unit children should be able to:

• Describe sounds around them

• Identify high/low and loud/quiet sounds

• Observe how different sounds are made.

• Describe/explain how sounds change over distance.

• Predict what will happen in an investigation and make observations.

• Explain how we hear and interpret sounds.

• Explain that sounds travel differently through different materials.

• Identify and explain patterns between the pitch of a sound and the features of the object that made the


• Be able to ask and answer questions based on their learning using scientific language.


Spring 2

Local History

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Examples (non-statutory)

  • a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)
  • a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality


In this unit, we will be tracing back our history here in Bellingham back to the Anglo-Saxons. Children will learn about key figures in our local history i.e. King Alfred the Great. We will then look at why the Bellingham estate was developed post World War 1 and finally focus on what our local has to offer now.


Literacy Focuses:

Flashbacks - linked to WW1

Poetry - WW1 poems

Advertisement - linked to Bellingham estate



Science - Animals including humans:

digestive system, teeth and food chains.

Image result for digestive system


This unit focuses on the digestive system in humans and animals and the functions of teeth. Children will learn more about herbivores, carnivores and omnivores in the context of teeth, digestion and the food chain. In addition, they will extend their understanding of food chains to more complex chains and food webs.


By the end of this unit, all children should be able to:

  1. Generate questions and use scientific evidence that is given to answer questions.
  2. Identify similarities related to scientific ideas.
  3. Set up a simple enquiry with support.
  4. Make observations, record findings and use results to draw simple conclusions.
  5. Name parts of the digestive system.
  6. Add functions to the parts of the digestive system.
  7. Identify the function of teeth in humans.
  8. Construct a simple food chain.




RE - Christian Celebrations

Image result for christian celebrations

In this unit  we will be learning about significant Christian Celebrations: Advent, Christmas, Lent, the Lord's Supper (The Last Supper),Easter and Pentecost. Children will focus specifically on how and why Christians celebrate at these times and how they are a reminder of Jesus and His teachings.

Key Questions:

  • How do festivals help Christians to remember Jesus and His teachings?
  • What happens in places of worship to help Christians understand the meaning behind their festivals?