St. Paul

Paul is the great apostle who hated and first tortured the Christians, making them suffer much. Then on his road to Damascus Jesus changed his heart and he was converted. We celebrate Paul's conversion on January 25.

At the time of his conversion, Jesus had said: "I will show him how much he must suffer for me." St. Paul loved Jesus very much, so much, in fact, that he became a living copy of our Savior. All his life, as a missionary, St. Paul met troubles and went through dangers of every kind. He was whipped, stoned, shipwrecked, and lost at sea. Many, many times he was hungry, thirsty and cold.Yet he always trusted in God. He never stopped preaching. "The love of Jesus presses me onward," he said. In reward, God gave him great comfort and joy in spite of every suffering.

We read about his marvellous adventures for Christ in Luke's Acts of the Apostles, beginning with chapter nine. But St. Luke's story ends when Paul arrives in Rome. He is under house arrest, waiting to be tried by Emperor Nero. A famous early Christian writer, Tertullian, tells us that Paul was freed after his first trial. But then he was put in prison again. This time he was sentenced to death. He died around the year 67, during Nero's terrible torture of the Christians. Paul called himself the apostle of the Gentiles (people who were not Jews) and he preached the Good News of Jesus to them. That took him to the far ends of the world. Because of Paul, we, too, have received the Christian faith.

 

Homework will be given out each Tuesday.  Homework will consist of literacy, numeracy and spellings.   From time to time, RE, Science or Topic homework may also be given.  We expect homework to be returned on the following Monday.

 

In the Beginning:

In this unit, children will be learning about the Creation stories in the Bible focusing on Genesis. They will be comparing creation stories from other cultures and learning why it is important to look after God’s world.

 

From Advent to Christmas:

In this unit, the children will:

  • Describe and explain the reasons for the preparations for Christmas.

  • Explaining some of the signs and symbols used in the Church during Advent.

  • Explaining the significance of Jesus’ birth for us Christians.

 

Judaism:

The children will spend a week exploring the Jewish faith. They will be understanding the roots of the religion and any similarities it has with Christianity. They will be looking at how the Torah is essential in the lives of the Jewish people and which days are regarded as special or holy.

 

 

PE will take place each Thursday and each Friday with a specialist PE coach this term. This academic year, Year 4 are trialling the children coming to school on our designated PE day, dressed in their PE kit. This means your child will need to have the school tracksuit bottom and sweatshirt with our school logo, under which they are expected to wear their white St Mary’s PE top and shorts. Children should wear their normal black school shoes and bring their plimsolls in their small PE bags to change into. Please ensure that your children have the correct PE kit and that each item of clothing is clearly labelled with your child’s name.  For health and safety reasons children are not permitted to borrow other children's PE kits. All earrings should be removed on PE days prior to coming to school. If for some reason your child has to keep their studs in, these should be very carefully taped over at home.

 

 

At present your child will still be bringing home a school reading book. Please ensure that your child reads every night in order to develop fluency.  Reading records are provided for date, book and comments to be added by an adult.  Please ensure that the reading records are signed each time your child is listened to read.  Also, if you could spend a little time talking about the text and asking questions to encourage your child to really think about what they have read. This will greatly help their comprehension skills. Evidence shows that good readers are also good spellers and good writers. Reading records will be checked by the class teachers every Friday and we will expect to see five adult signatures showing that you have heard your child read.

 

 

 

The children will continue to be taught the skills which are laid out in the New Curriculum. The following skilss are taught within each unit:

Place value:

  • identify, represent and estimate numbers using different representations
  • count in multiples of 6, 7, 9, 25 and 1000
  • recognise the place value of each digit in a four-digit number
  • order and compare numbers beyond 1000
  • round any number to the nearest 10, 100 or 1000
  • read Roman numerals to 100 (I to C)
  • find 1000 more or less than a given number
  • count backwards through zero to include negative numbers
  • solve number and practical problems
  • interpret negative numbers in context

Addition and subtraction:

  • add and subtract numbers with up to 4 digits
  • estimate and use inverse operations to check answers to a calculation
  • solve addition and subtraction two-step problems in contexts

Measure -Perimeter:

  • convert between different units of measure
  • measure and calculate the perimeter of a rectilinear figure

Multiplication and division:

  • recall multiplication and division facts for multiplication tables up to 12 × 12
  • use place value, known and derived facts to multiply and divide mentally
  • recognise and use factor pairs and commutativity in mental calculations
  • multiply two-digit and three-digit numbers by a one-digit number using formal written layout
  • solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit,
  • solve problems involving addition, subtraction, multiplication and division

Measure-area:

  • find the area of rectilinear shapes by counting squares
  • estimate, compare and calculate different measures, including money in pounds and pence

Fractions:

  • recognise and show, using diagrams, families of common equivalent fractions
  • count up and down in hundredths
  • add and subtract fractions with the same denominator
  • solve problems involving increasingly harder fractions to calculate quantities

Decimals:

  • count up and down in hundredths
  • recognise and write decimal equivalents of any number of tenths or hundredths
  • find the effect of dividing a one- or two-digit number by 10 and 100,
  • solve simple measure and money problems involving fractions and decimals to two decimal places
  • add and subtract fractions with the same denominator
  • recognise and write decimal equivalents to 1/4; 1/2; 3/4
  • round decimals with one decimal place to the nearest whole number
  • compare numbers with the same number of decimal places up to two decimal places

Money:

  • solve simple measure and money problems
  • estimate, compare and calculate different measures

Time:

  • convert between different units of measure [for example, kilometre to metre; hour to minute]

Statistics:

  • interpret and present discrete and continuous data
  • solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs

Geometry- angles and 2D shapes:

  • compare and classify geometric shapes
  • identify acute and obtuse angles and compare and order angles up to two right angles by size
  • 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

Geometry-position and direction:

  • describe positions on a 2-D grid as coordinates in the first quadrant
  • describe movements between positions as translations of a given unit to the left/right and up/down
  • plot specified points and draw sides to complete a given polygon

TIMES TABLE TESTING

Statutory Times Table Testing

At St Mary’s we aspire to ensure that the children achieve the objectives that are laid out in the National curriculum at the appropriate age related expectation.

We will therefore continue with setting our children their times table targets alongside our regular in class weekly learning. We look to your continued support as the first educators of your child to help us with this aim by helping your child to regularly practice their targeted times table at home. Please refer to your child’s individual target sheet when they are sent home.

The Stone Age

In this unit children will find out about the way of life of people living in The Stone Age from archaeological discoveries. Children will develop their understanding of characteristic features of a society; identify the different ways the past is represented; and use sources of information to make simple observations, inferences and deductions.

Children will learn about how people used to live, what people used to eat and what kind of works the used to do during the Stone Age, both ancient and modern and how they have changed over time; religious festivals and gods and goddesses

Our units of study in English cover a variety of genre including.

Creative Writing: Planning and writing stories, Character description, Diary, Letter writing and Setting descriptions.

Fiction: Recounts, Stories with an element of fantasy, Adventure stories, Play scripts and Stories with humour.

Non-fiction: Newspaper report, Report writing, Non-chronological reports, Explanations and Persuasive writing

Your child will also take part in regular guided reading sessions where an adult listens to them read and where they have opportunities to discuss and answer questions about the text read.

pellings will be given out and tested on a weekly basis. Please support your child in learning their spelling words each week.

Grammar focus: This will consist of your child learning about word classes, punctuation and general principles of grammar which will improve both their writing and their speaking skills.

 

This term for ICT children will be learning about: Unit 1: Basic Skills

  • Turn the computer on and off.
  • Log on and off the school network and any software applications.
  • Use a mouse/touchpad to control the cursor on a PC/iPad.
  • Find, save, edit and print work.
  • Use the spacebar, backspace, enter, shift & arrow keys.
  • Select text and make simple changes such as bold, italic and underlined.
  • Use copy and paste function.
  • Use font sizes, colours and effects to convey meaning.
  • Align text to the left, right or centre.
  • Insert tables, columns and rows.
  • Use borders and shading features


Unit 2: Internet Safety

  • To understand how children can protect themselves from online identity theft.
  • Understand that information put online leaves a digital footprint or trail and that this can aid identity theft.
  • To Identify the risks and benefits of installing software including apps.
  • To understand that copying the work of others and presenting it as their own is called 'plagiarism' and to consider the consequences of plagiarism.
  • To identify appropriate behaviour when participating or contributing to collaborative online projects for learning.
  • To identify the positive and negative influences of technology on health and the environment.
  • To understand the importance of balancing game and screen time with other parts of their lives.

 

 

 

Making Torches

Cross curricular link to topic of Electricity: Children will construct and design their own torches.

The children will investigate and construct different types of houses during the Stone Age. Their brief will be to design and create a neolithic house.

  

      

 

The children will learn about the styles of the artist Megan Coyle. They will develop their skills in using a range of media.

 

See the source image

 French will continue to be taught weekly by Mrs. Ramdarshan.

  

                         

 

ELECTRICITY

  • To identify common appliances that run on electricity
  • To construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
  • To identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
  • To recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
  • To recognise some common conductors and insulators, and associate metals with being good conductors.
  • Scientific Enquiry focus:
  • Measuring temperatures
  • Planning a fair test
  • Drawing conclusion;  comparing and explaining conclusions
  • Collecting and presenting evidence

  

 

Edward De Bono

We continue to use Edward De Bono's six thinking hats to help us to organise our thinking and process or ideas. There are 6 hats and each has a different colour and so a different use or meaning. When children answer questions in class, each question will have a different colour hat attached to it. The diagram below shows you in better detail how we use them. Ask your children what hats they have used in their learning today!

 

Habits of Mind

The Habits of Mind are a collection of 16 thinking dispositions designed to help children develop their critical and creative thinking skills. Every week children are taught to use a different ‘habit of mind’ to help with their thinking and apply this to their work.

 

Visual Maps

The children are now using visual tools in all areas of their learning. These tools help the children map out their ideas and organize their thinking.