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.

To the Ends of the Earth

Pupils will learn to give reasons for actions and symbols used in the Mass and make links between beliefs and actions.

Describe with increasing detail and accuracy, the prayers, religious signs and actions of the Mass, focusing on the Liturgy of the Eucharist.

Recognise that the Church teaches that the Eucharist is the meeting point where God gives himself to Communicants as food; they receive the Body of Christ and become ever more united in his Body the Church.

Make links between Exodus and the account of the Last Supper in Luke and what happens at Mass.

Describe how Jesus showed his love at the Last Supper and how he shares this love when people celebrate their first Eucharist

Make links between the story of the Last Supper and the Mass, giving reasons for these links.

Islam:

We will be focusing on the way Muslim people work and where they would go to worship Allah. They will understand where the Muslim religion originated from and understand that Islam and Christianity are both monotheist religions.

Dialogue and Encounter:

The children will begin the dialogue part of the branch by exploring a little more about the life and work of St Paul, one of the most significant figures in the New Testament. The Acts of the Apostles recount much of his life following his encounter with Christ on the road to Damascus. The thirteen letters or epistles attributed to him form a large part of the New Testament and the Sunday Liturgy.

The pupils will look at Paul’s commitment to announcing the gospel to the world and simply reflect on the gift of unity

Christ gave from the beginning. St Paul is the first model of intercultural dialogue. Pupils will encounter a little of what he wrote and his actions that still act as a model of interreligious dialogue today.

Lessons Planned and taught by External Sports Company 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.

Indoor PE Dance:

In this unit the children learn different styles of dance and focus on dancing with other people. They create, perform and watch dances in a range of styles, working with partners and groups. In dance as a whole, children think about how to use movement to explore and communicate ideas and issues, and their own feelings and thoughts. As they work they develop an awareness of the historical and cultural origins of different ideas.

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.

Fractions: Pupils understand the relation between non-unit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths. make connections between fractions of a length, of a shape and as a representation of one whole or set of quantities.

Weight and capacity: measure using the appropriate tools and units, progressing to using a wider range of measures, including comparing and using mixed units. Make comparisons of measures includes simple scaling by integers

Decimals: Make a whole with tenths and hundredths, flexibly partition decimals, compare and order decimals, round to the nearest whole number and looking at halves and quarters as decimals.

Money: Write money using decimals, convert between pounds and pence, compare, estimate, calculate and solve problems with money.

Time: Years, months and days, hours, minutes and seconds, convert between analogue and digital times, covert to and from the 24-hour clock.

The Vikings

Investigating whether the Vikings were raiders, traders or settlers, making boats to see if the Vikings were engineers and exploring causes and consequences. Making deductions from sources, identifying the author’s viewpoint and explaining how this impacts the accuracy of the source.

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.

Weekly spellings – to develop children’s store of vocabulary.

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

Online Safety

The children will be able:

Describe how to search over multiple platforms and be aware of the accuracy of the results presented.
Describe some of the methods used to persuade people to buy online.
Explain the difference between fact, opinion and belief and recognise these online.
Explain what a bot is and give examples of different bots.
Explain some positive and negative distractions of using technology and small strategies for reducing the time spent on technology.

Pupils will explore Viking art and identify its key characteristics and features. They will draw their own design of Viking longboats. Pupils will also be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

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

Living things including humans:

Reinforce the key learning and facts linked to the digestive system, teeth and food chains.
Describe the simple functions of the basic parts of the digestive system in humans
Identify the different types of teeth in humans and their simple functions
Construct and interpret a variety of food chains, identifying producers, predators and prey.

When working scientifically, pupils who are secure will be able to:

Compare the teeth of carnivores and herbivores
suggesting reasons for differences between the teeth of different animals.
Find out what damages teeth and how to look after them.
Draw and discuss their ideas about the digestive system
Compare their ideas about the digestive system with models or images.

Classification and changing habitats:

Pupils who are secure will be able to:
Group animals in various ways, including vertebrates (mammals, birds, reptiles, amphibians, fish) and invertebrates.
Group plants in various ways, including flowering and non-flowering plants.
Recognise and describe different habitats and their inhabitants.
Recognise the impact humans can have on habitats.
Recognise the impact of natural disasters on habitats.