Year 4 | St Mary's Enfield

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Feast Day: June 29

Peter, the first pope, was a fisherman from Galilee. Jesus invited Peter to follow him, saying: "I will make you a fisher of men." Peter was a simple, hard-working man. He was generous, honest and loved Jesus very much.This great apostle's name was Simon, but Jesus changed it to Peter, which means "rock." "You are Peter," Jesus said, "and on this rock I will build my Church." Peter was the chief or prince of the apostles. When the Roman soldiers arrested Jesus, Peter was afraid. In his fright he committed the sin of denying that he knew Jesus, three times. Peter was terrified that they would kill him too, but before Jesus died, Peter repented totally. He wept over his denials for the rest of his life and Jesus lovingly forgave Peter.

After the resurrection Jesus asked Peter three times: "Do you love me?" "Lord," Peter answered, "you know all things. You know that I love you." Jesus truly did know! Peter was so right. Jesus said kindly: "Feed my lambs. Feed my sheep." He was telling Peter to take care of his Church because he would be ascending into heaven. Jesus left Peter as the leader and head of His Church. Peter later went to Rome to live. Rome was the centre of the whole Roman Empire. Peter converted many nonbelievers there.

When the fierce torture of Christians began, they begged Peter to leave Rome and save himself. Peter started out and on the road and Jesus appeared to him. Peter asked him, "Lord, where are you going?" Jesus answered, "I am coming to be crucified a second time." Then St. Peter turned around and went back. He understood that this vision meant that he was meant to suffer and die for Jesus. Soon, he was taken prisoner and condemned to death. Because he was not a Roman citizen, he, like Jesus, could be crucified. This time he did not deny the Lord. This time he was ready to die for Jesus. Peter asked to be crucified with his head downward since he was not worthy to suffer as Jesus had. The Roman soldiers did not find this unusual because slaves were crucified upside down. St. Peter was martyred on Vatican Hill. It was around the year 67. Emperor Constantine built a large church over that sacred location in the fourth century.

Creation and Covenant: In the branch, pupils will learn that Abraham is a central figure in different religions, recognised as a model of faith in one God. They will explore how to interpret biblical texts using hermeneutics, considering the historical context , the narrative features and how the text speaks to people today . Pupils will learn that Abraham responded to God’s call through a series of covenants, which Christians believe are ultimately fulfilled in Jesus. They will also encounter the story of Joseph to understand why the Israelites were in Egypt before studying Moses. They will learn that Joseph rose to power in Egypt and forgave his family, offering a message of reconciliation that Christians see as prefiguring elements of the gospel.

Prophecy and Promise: In this branch, pupils learn about the prophet Elijah, his call for Israel to return to God, his miracles, and his encounter with God in the gentle breeze. They explore how Elijah’s life points forward to John the Baptist, who prepares the way for Jesus in the Gospels. Pupils compare accounts of John the Baptist in St Mark and St Matthew, recognising him as the fulfilment of Isaiah’s prophecy and a sign that Jesus is the Messiah. They also explore the significance of St Matthew’s genealogy, linking Jesus to Abraham and the fulfilment of God’s covenant. The branch concludes with a reflection on Christ the King, as pupils consider how Jesus rules not with worldly power, but through love, mercy, and the promise of eternal life.

Lessons Planned and taught by External Sports Company Non-Stop Action.

P.E. will continue to be provided by Non-Stop Action

Athletics and Rounders:

Use running, jumping and throwing in isolation and in combination. Play competitive games, modified where appropriate. Communicate, collaborate and compete with each other. Develop flexibility, strength, technique, control and balance. Develop an understanding of how to improve in different sports. Learn how to evaluate and recognise success. Compare performances with previous ones and demonstrate improvement.

We need to continue to work together to ensure that our children read ‘outside’ the classroom environment and develop a passionate love for reading books overall. This can only really be achieved with your support.

Even in year four children still need to be listened to reading by an adult daily. They need to engage with an adult talking about events in the book and making predictions about what might happen next. Our children really require ‘conversation’ so that they are able to develop their speaking and explaining skills, answering selected questions in full sentences and doing this at home with an adult, is the perfect setting for ensuring the continued development in this area, twhich school works towards consolidating every day.

Please ensure that your child reads every day with you. 15 minutes every night, is ample time to engage with a book with an adult supporting. Evidence shows that children who read as often as possible, not only become fluent and expressive readers, they are also good spellers and good writers who have creative flair.

We follow the objectives of the national Curriculum 2014 using White Rose maths

Topics covered this term:

Block 1- Place Value
Block 2- Addition and Subtraction
Block 3- Area
Block 4- Multiplication and Division(A)

In addition: Weekly multiplication tables practice and testing alongside mental math practice.

The Stone Age and Early Civilisations.

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.

Reading: Collaborative reading groups to develop confidence and fluency of reading skills.

Big Writing: Develop beginnings to stories, plot developments and endings. Improve use of adjectives. To develop writing different styles and to revise writing in different genres.

Spelling and Punctuation: Weekly spelling homework and tests, ongoing consolidation and revision of punctuation.

Daily comprehension tasks as part of the Literacy lesson: Pupils are taught the skills of skimming and scanning text to look for key information. This is used to develop their skills of inference and deduction in order to answer questions.

Handwriting: exercises to practise and improve letter formation, presentation.

The children will be consolidating their skills using different word-processing tools.

Revise keyboard layout and specific skills
Learn how to cut and paste an image onto a Word document
Produce selected pieces of writing using word processing skills.

See the source image

Children will be taught by a specialist French teacher Mrs Ramdarshan.

Pupils will learn to:

Listen to the French spoken language and show understanding by joining in and responding.
Engage in conversations; ask and answer questions and express opinions
Speak in sentences, using familiar vocabulary, phrases and basic language structures
Develop accurate pronunciation and intonation
Present ideas and information orally to others
Read carefully and show understanding of words, phrases and simple writing
Broaden their vocabulary
Write phrases from memory
Describe people, places, things and actions orally and in writing
Understand basic grammar.

Autumn 1 topic:

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.

Autumn 2 topic:

States of matter

To compare and group materials together, according to whether they are solids, liquids or gases.
To observe that some materials will change state when they are heated and cooled.
To measure or research the temperature at which this happens in degrees Celsius.
To identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.

Scientific Enquiry focus:

Measuring temperatures
Planning a fair test
Drawing conclusions, comparing and explaining conclusions
Collecting and presenting evidence

We will follow the Life to the Full programme. Each module of work begins with a session on religious understanding.

Module: Created to Live in Community explores the individual’s relationship with the wider world. Here we explore how human beings are relational by nature and are called to love others in the wider community through service, through dialogue and through working for the Common Good. In Life to the Full Plus, further exploration of careers and money lead to understanding that true happiness comes from knowing God’s love and finding our identity and worth in Him.

Module 1: