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Year Four have been studying the human body and in particular the layout and composition of milk and adult teeth. They have used clay to model their own rendition of their teeth!

Year Four have been studying the human body and in particular the layout and composition of milk and adult teeth.  They have used clay to model their own rendition of their teeth! 1 Mouth made to scale!
Year Four have been studying the human body and in particular the layout and composition of milk and adult teeth.  They have used clay to model their own rendition of their teeth! 2 "Will I have enough teeth for my mouth?"
Year Four have been studying the human body and in particular the layout and composition of milk and adult teeth.  They have used clay to model their own rendition of their teeth! 3 Moulding the clay into teeth.
Year Four have been studying the human body and in particular the layout and composition of milk and adult teeth.  They have used clay to model their own rendition of their teeth! 4 Tongue as well as teeth!
Year Four have been studying the human body and in particular the layout and composition of milk and adult teeth.  They have used clay to model their own rendition of their teeth! 5 My mouth!
Year Four have been studying the human body and in particular the layout and composition of milk and adult teeth.  They have used clay to model their own rendition of their teeth! 6 Creativity leads to mouth ‘growing' eyes!

As part of science, the children have been learning about electricity and wiring diagrams. The children were challenged to build their own electric fan, using wooden rods, balsa wood, elastic bands, wires and a power pack. The results are fantastic!

As part of science, the children have been learning about electricity and wiring diagrams.  The children were challenged to build their own electric fan, using wooden rods, balsa wood, elastic bands, wires and a power pack.  The results are fantastic! 1 following the wiring diagram written on the table!
As part of science, the children have been learning about electricity and wiring diagrams.  The children were challenged to build their own electric fan, using wooden rods, balsa wood, elastic bands, wires and a power pack.  The results are fantastic! 2 So glad it works.
As part of science, the children have been learning about electricity and wiring diagrams.  The children were challenged to build their own electric fan, using wooden rods, balsa wood, elastic bands, wires and a power pack.  The results are fantastic! 3 Working through teething problems.
As part of science, the children have been learning about electricity and wiring diagrams.  The children were challenged to build their own electric fan, using wooden rods, balsa wood, elastic bands, wires and a power pack.  The results are fantastic! 4 Finally works with a light as part of the circuit.
As part of science, the children have been learning about electricity and wiring diagrams.  The children were challenged to build their own electric fan, using wooden rods, balsa wood, elastic bands, wires and a power pack.  The results are fantastic! 5 Using batteries in series to power the motor.
As part of science, the children have been learning about electricity and wiring diagrams.  The children were challenged to build their own electric fan, using wooden rods, balsa wood, elastic bands, wires and a power pack.  The results are fantastic! 6 Hard work pays off.
As part of science, the children have been learning about electricity and wiring diagrams.  The children were challenged to build their own electric fan, using wooden rods, balsa wood, elastic bands, wires and a power pack.  The results are fantastic! 7 We got ours working!
As part of science, the children have been learning about electricity and wiring diagrams.  The children were challenged to build their own electric fan, using wooden rods, balsa wood, elastic bands, wires and a power pack.  The results are fantastic! 8 It took a while, but we got it working.
As part of science, the children have been learning about electricity and wiring diagrams.  The children were challenged to build their own electric fan, using wooden rods, balsa wood, elastic bands, wires and a power pack.  The results are fantastic! 9 These pupils are chuffed with their fan!

The whole school had a day fully devoted to Design and Technology (D&T). As Year Four are learning about the Second World War, amongst other projects, the children designed their own balsa wood amphibious landing crafts, to ferry troops across to France as part of the D-Day invasions.

The whole school had a day fully devoted to Design and Technology (D&T).  As Year Four are learning about the Second World War, amongst other projects, the children designed their own balsa wood amphibious landing crafts, to ferry troops across to France as part of the D-Day invasions. 1 Learning about the different grades of sandpaper.
The whole school had a day fully devoted to Design and Technology (D&T).  As Year Four are learning about the Second World War, amongst other projects, the children designed their own balsa wood amphibious landing crafts, to ferry troops across to France as part of the D-Day invasions. 2 Tricky wood cutting.
The whole school had a day fully devoted to Design and Technology (D&T).  As Year Four are learning about the Second World War, amongst other projects, the children designed their own balsa wood amphibious landing crafts, to ferry troops across to France as part of the D-Day invasions. 3 Accurate measurement for accurate results.
The whole school had a day fully devoted to Design and Technology (D&T).  As Year Four are learning about the Second World War, amongst other projects, the children designed their own balsa wood amphibious landing crafts, to ferry troops across to France as part of the D-Day invasions. 4 Great posture means great sawing position.
The whole school had a day fully devoted to Design and Technology (D&T).  As Year Four are learning about the Second World War, amongst other projects, the children designed their own balsa wood amphibious landing crafts, to ferry troops across to France as part of the D-Day invasions. 5 Trying different cutting techniques.
The whole school had a day fully devoted to Design and Technology (D&T).  As Year Four are learning about the Second World War, amongst other projects, the children designed their own balsa wood amphibious landing crafts, to ferry troops across to France as part of the D-Day invasions. 6 Using different tools for different cuts.
The whole school had a day fully devoted to Design and Technology (D&T).  As Year Four are learning about the Second World War, amongst other projects, the children designed their own balsa wood amphibious landing crafts, to ferry troops across to France as part of the D-Day invasions. 7 Following plans and choosing our own tools.
The whole school had a day fully devoted to Design and Technology (D&T).  As Year Four are learning about the Second World War, amongst other projects, the children designed their own balsa wood amphibious landing crafts, to ferry troops across to France as part of the D-Day invasions. 8 The ‘G’ clamp is a great tool.
The whole school had a day fully devoted to Design and Technology (D&T).  As Year Four are learning about the Second World War, amongst other projects, the children designed their own balsa wood amphibious landing crafts, to ferry troops across to France as part of the D-Day invasions. 9 Accurate measurement pays off!

Today, Year Four were visited by the legendary Steve Manning, a Devon based historian turned storyteller. He transported the Year Four pupils to the Home Front of the Second World War to enable them to live events through the eyes of an ARP Warden.

 Today, Year Four were visited by the legendary Steve Manning, a Devon based historian turned storyteller. He transported the Year Four pupils to the Home Front of the Second World War to enable them to live events through the eyes of an ARP Warden. 1 Steve Manning gets into character.
 Today, Year Four were visited by the legendary Steve Manning, a Devon based historian turned storyteller. He transported the Year Four pupils to the Home Front of the Second World War to enable them to live events through the eyes of an ARP Warden. 2 The famous ‘Colonel Trotter’.
 Today, Year Four were visited by the legendary Steve Manning, a Devon based historian turned storyteller. He transported the Year Four pupils to the Home Front of the Second World War to enable them to live events through the eyes of an ARP Warden. 3 A genuine WW2 German civilian gas mask.
 Today, Year Four were visited by the legendary Steve Manning, a Devon based historian turned storyteller. He transported the Year Four pupils to the Home Front of the Second World War to enable them to live events through the eyes of an ARP Warden. 4 A genuine WW2 British civilian gas mask.
 Today, Year Four were visited by the legendary Steve Manning, a Devon based historian turned storyteller. He transported the Year Four pupils to the Home Front of the Second World War to enable them to live events through the eyes of an ARP Warden. 5 A genuine WW2 child's gas mask.
 Today, Year Four were visited by the legendary Steve Manning, a Devon based historian turned storyteller. He transported the Year Four pupils to the Home Front of the Second World War to enable them to live events through the eyes of an ARP Warden. 6 A genuine WW2 baby gas mask.
 Today, Year Four were visited by the legendary Steve Manning, a Devon based historian turned storyteller. He transported the Year Four pupils to the Home Front of the Second World War to enable them to live events through the eyes of an ARP Warden. 7 Looking for clues.
 Today, Year Four were visited by the legendary Steve Manning, a Devon based historian turned storyteller. He transported the Year Four pupils to the Home Front of the Second World War to enable them to live events through the eyes of an ARP Warden. 8 Identifying the actual ‘made on’ date!
 Today, Year Four were visited by the legendary Steve Manning, a Devon based historian turned storyteller. He transported the Year Four pupils to the Home Front of the Second World War to enable them to live events through the eyes of an ARP Warden. 9 The mysterious object...
 Today, Year Four were visited by the legendary Steve Manning, a Devon based historian turned storyteller. He transported the Year Four pupils to the Home Front of the Second World War to enable them to live events through the eyes of an ARP Warden. 10 The German Eagle is stamped on the rubber...

During the Blitz, children and adults needed to be prepared for any eventuality. Gas masks were carried everywhere in cardboard boxes and never left your side. The pupils of Year Four have constructed their own replica gas masks.

During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 1 At the ready!
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 2 Thumbs up.
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 3 It fits.
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 4 Ready for inspection!
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 5 Helmet and gas mask combo.
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 6 It fits!
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 7 Guess who?
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 8 Helmet and gas mask combo.
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 9 Helmet and gas mask combo.
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 10 I loved making my own gas mask!
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 11 It works!
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 12 Helmet and gas mask combo.
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 13 Helmet and gas mask combo.
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 14 All clear?
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 15 Scrim net on helmet!
During the Blitz, children and adults needed to be prepared for any eventuality.  Gas masks were carried everywhere in cardboard boxes and never left your side.  The pupils of Year Four have constructed their own replica gas masks. 16 I’m ready.

For the summer term, Year Four are studying the Second World War and the impact the war had on people in the United Kingdom and across the world. Today, the children started to construct their own model of an Anderson shelter. Here are a few of the results.

For the summer term, Year Four are studying the Second World War and the impact the war had on people in the United Kingdom and across the world.  Today, the children started to construct their own model of an Anderson shelter.  Here are a few of the results. 1 Cauliflowers growing on top of the shelter.
For the summer term, Year Four are studying the Second World War and the impact the war had on people in the United Kingdom and across the world.  Today, the children started to construct their own model of an Anderson shelter.  Here are a few of the results. 2 ‘home, sweet home!'
For the summer term, Year Four are studying the Second World War and the impact the war had on people in the United Kingdom and across the world.  Today, the children started to construct their own model of an Anderson shelter.  Here are a few of the results. 3 Plenty of greens being grown here.
For the summer term, Year Four are studying the Second World War and the impact the war had on people in the United Kingdom and across the world.  Today, the children started to construct their own model of an Anderson shelter.  Here are a few of the results. 4 A view from the front.
For the summer term, Year Four are studying the Second World War and the impact the war had on people in the United Kingdom and across the world.  Today, the children started to construct their own model of an Anderson shelter.  Here are a few of the results. 5 The sign says it all!
For the summer term, Year Four are studying the Second World War and the impact the war had on people in the United Kingdom and across the world.  Today, the children started to construct their own model of an Anderson shelter.  Here are a few of the results. 6 Corrugated iron, or in this case, card.

As part of the tooth decay experiment #BSW17, the class cracked the eggs today to see the damage caused by the different liquids and also what happened to the eggs inside. It was unanimously decided that the egg that had been damaged most was the egg that had no fluoride protection and had been soaked in coffee. The staining was very apparent.

As part of the tooth decay experiment #BSW17, the class cracked the eggs today to see the damage caused by the different liquids and also what happened to the eggs inside.  It was unanimously decided that the egg that had been damaged most was the egg that had no fluoride protection and had been soaked in coffee.  The staining was very apparent. 1 Protective gloves at the ready.
As part of the tooth decay experiment #BSW17, the class cracked the eggs today to see the damage caused by the different liquids and also what happened to the eggs inside.  It was unanimously decided that the egg that had been damaged most was the egg that had no fluoride protection and had been soaked in coffee.  The staining was very apparent. 2 Checking the inside of the egg shell.
As part of the tooth decay experiment #BSW17, the class cracked the eggs today to see the damage caused by the different liquids and also what happened to the eggs inside.  It was unanimously decided that the egg that had been damaged most was the egg that had no fluoride protection and had been soaked in coffee.  The staining was very apparent. 3 Some weren’t too badly stained...
As part of the tooth decay experiment #BSW17, the class cracked the eggs today to see the damage caused by the different liquids and also what happened to the eggs inside.  It was unanimously decided that the egg that had been damaged most was the egg that had no fluoride protection and had been soaked in coffee.  The staining was very apparent. 4 Some weren’t too badly stained...
As part of the tooth decay experiment #BSW17, the class cracked the eggs today to see the damage caused by the different liquids and also what happened to the eggs inside.  It was unanimously decided that the egg that had been damaged most was the egg that had no fluoride protection and had been soaked in coffee.  The staining was very apparent. 5 On the other hand, there was bad staining.
As part of the tooth decay experiment #BSW17, the class cracked the eggs today to see the damage caused by the different liquids and also what happened to the eggs inside.  It was unanimously decided that the egg that had been damaged most was the egg that had no fluoride protection and had been soaked in coffee.  The staining was very apparent. 6 The shells suffered from the staining.
As part of the tooth decay experiment #BSW17, the class cracked the eggs today to see the damage caused by the different liquids and also what happened to the eggs inside.  It was unanimously decided that the egg that had been damaged most was the egg that had no fluoride protection and had been soaked in coffee.  The staining was very apparent. 7 The eggs were compared with others.
As part of the tooth decay experiment #BSW17, the class cracked the eggs today to see the damage caused by the different liquids and also what happened to the eggs inside.  It was unanimously decided that the egg that had been damaged most was the egg that had no fluoride protection and had been soaked in coffee.  The staining was very apparent. 8 Totally shocked how sugar stained the shell!
As part of the tooth decay experiment #BSW17, the class cracked the eggs today to see the damage caused by the different liquids and also what happened to the eggs inside.  It was unanimously decided that the egg that had been damaged most was the egg that had no fluoride protection and had been soaked in coffee.  The staining was very apparent. 9 The finished product.
As part of the tooth decay experiment #BSW17, the class cracked the eggs today to see the damage caused by the different liquids and also what happened to the eggs inside.  It was unanimously decided that the egg that had been damaged most was the egg that had no fluoride protection and had been soaked in coffee.  The staining was very apparent. 10 The shell is marbled by apple juice staining.

Most of us eat several times a day, but how does our digestive system actually extract energy and nutrients from this food? As part of British Science Week #BSW17, Year Four have undergone a series of experiments to follow the food’s complex journey through the digestive system.

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#BSW17

The second part of the video made today in Year Four as part of British Science Week #BSW17.

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#BSW17

Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17.

Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 1 ‘Chewing’ bread to break down ready to swallow.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 2 ‘Chewing’ bread to break down ready to swallow.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 3 Bread entering the ‘stomach’.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 4 Bread entering the ‘stomach’.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 5 Stomach acid helps break down food.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 6 From stomach to small intestine.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 7 In small intestine nutrients are absorbed by body.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 8 Strong hands are needed!
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 9 The waste product of the body is revealed!
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 10 Large intestine hard at work.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 11 The food is nearly at the end of it’s journey...
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 12 nutrients can be seen in the collection tray.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 13 From stomach to small intestine.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 14 The end result.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 15 The final product.
Year Four have been learning all about the human digestive system and have carried out a very practical experiment #BSW17. 16 The end product.

The eggs have been left in different mediums for the last 48 hours. The eggs coated in toothpaste were better protected than the eggs without #BSW17.

The eggs have been left in different mediums for the last 48 hours.  The eggs coated in toothpaste were better protected than the eggs without #BSW17. 1
The eggs have been left in different mediums for the last 48 hours.  The eggs coated in toothpaste were better protected than the eggs without #BSW17. 2

As it is British Science Week #BSW17 , Year Four are learning about living things (more to follow on this subject!). Today saw the children learning about teeth and learning how to are for them properly. The children have carried out an experiment on eggs (The shell is not unlike teeth enamel) and have coated one of the two eggs with toothpaste to protect it, whilst the second egg has no protection. The eggs were then placed in cola, coffee and apple juice to see what the effects are on the eggs.

As it is British Science Week #BSW17 , Year Four are learning about living things (more to follow on this subject!). Today saw the children learning about teeth and learning how to are for them properly.  The children have carried out an experiment on eggs (The shell is not unlike teeth enamel) and have coated one of the two eggs with toothpaste to protect it, whilst the second egg has no protection.  The eggs were then placed in cola, coffee and apple juice to see what the effects are on the eggs. 1 Adding a protective layer of toothpaste to egg.
As it is British Science Week #BSW17 , Year Four are learning about living things (more to follow on this subject!). Today saw the children learning about teeth and learning how to are for them properly.  The children have carried out an experiment on eggs (The shell is not unlike teeth enamel) and have coated one of the two eggs with toothpaste to protect it, whilst the second egg has no protection.  The eggs were then placed in cola, coffee and apple juice to see what the effects are on the eggs. 2 Ensuring no part of the egg is left uncovered.
As it is British Science Week #BSW17 , Year Four are learning about living things (more to follow on this subject!). Today saw the children learning about teeth and learning how to are for them properly.  The children have carried out an experiment on eggs (The shell is not unlike teeth enamel) and have coated one of the two eggs with toothpaste to protect it, whilst the second egg has no protection.  The eggs were then placed in cola, coffee and apple juice to see what the effects are on the eggs. 3 All experiments are done under test conditions.
As it is British Science Week #BSW17 , Year Four are learning about living things (more to follow on this subject!). Today saw the children learning about teeth and learning how to are for them properly.  The children have carried out an experiment on eggs (The shell is not unlike teeth enamel) and have coated one of the two eggs with toothpaste to protect it, whilst the second egg has no protection.  The eggs were then placed in cola, coffee and apple juice to see what the effects are on the eggs. 4 A clean surface to ensure no cross contamination.

Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves.

Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 1
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 2
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 3
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 4
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 5
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 6
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 7
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 8
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 9
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 10
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 11
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 12
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 13
Year Four have been revisiting shapes this week and had the opportunity to show what they remembered about shapes on their tables! We did a grand job of cleaning up after ourselves. 14

North America. Different landscapes and environments, drawn with pastels.

North America.  Different landscapes and environments, drawn with pastels. 1 Swamps and forests.
North America.  Different landscapes and environments, drawn with pastels. 2 Ice and snow.
North America.  Different landscapes and environments, drawn with pastels. 3 Mountains and lowlands.
North America.  Different landscapes and environments, drawn with pastels. 4 Sea, sunsets and craggy cliffs.

Year Four Mannequin Challenge!

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The children are always this quiet and still in class...

Whilst learning about x and y coordinates in the classroom is fun, the pupils had the opportunity to do some real life map-reading outside. It was cold and frosty but the weather didn’t stop the children from finding the clues and enjoying themselves.

Whilst learning about x and y coordinates in the classroom is fun, the pupils had the opportunity to do some real life map-reading outside. It was cold and frosty but the weather didn’t stop the children from finding the clues and enjoying themselves. 1 The clue is on the football post!
Whilst learning about x and y coordinates in the classroom is fun, the pupils had the opportunity to do some real life map-reading outside. It was cold and frosty but the weather didn’t stop the children from finding the clues and enjoying themselves. 2 Accuracy leads you to the goal...
Whilst learning about x and y coordinates in the classroom is fun, the pupils had the opportunity to do some real life map-reading outside. It was cold and frosty but the weather didn’t stop the children from finding the clues and enjoying themselves. 3 There is a clue here somewhere!
Whilst learning about x and y coordinates in the classroom is fun, the pupils had the opportunity to do some real life map-reading outside. It was cold and frosty but the weather didn’t stop the children from finding the clues and enjoying themselves. 4 Another group finds the goalpost clue.
Whilst learning about x and y coordinates in the classroom is fun, the pupils had the opportunity to do some real life map-reading outside. It was cold and frosty but the weather didn’t stop the children from finding the clues and enjoying themselves. 5 Has anybody seen the clue for (4,4)?
Whilst learning about x and y coordinates in the classroom is fun, the pupils had the opportunity to do some real life map-reading outside. It was cold and frosty but the weather didn’t stop the children from finding the clues and enjoying themselves. 6 Being accurate means more clues discovered.

The pupils of Year Four have been exploring clay as a medium for art. This included sketching out their own design, then moving onto the shaping and sculpture phase where they all had the opportunity to craft their designs.

The pupils of Year Four have been exploring clay as a medium for art.  This included sketching out their own design, then moving onto the shaping and sculpture phase where they all had the opportunity to craft their designs. 1 Using water to keep the clay malleable.
The pupils of Year Four have been exploring clay as a medium for art.  This included sketching out their own design, then moving onto the shaping and sculpture phase where they all had the opportunity to craft their designs. 2 A variety of sculpting tools were used.
The pupils of Year Four have been exploring clay as a medium for art.  This included sketching out their own design, then moving onto the shaping and sculpture phase where they all had the opportunity to craft their designs. 3 Some fantastic sculptures.
The pupils of Year Four have been exploring clay as a medium for art.  This included sketching out their own design, then moving onto the shaping and sculpture phase where they all had the opportunity to craft their designs. 4 Pupils help each other with tricky sculpting.
The pupils of Year Four have been exploring clay as a medium for art.  This included sketching out their own design, then moving onto the shaping and sculpture phase where they all had the opportunity to craft their designs. 5 A very messy thumbs up!

The children of Year Four have been trying items from an ancient Roman diet, including an authentic recipe for bread that would have been eaten by Roman soldiers on the move!

The children of Year Four have been trying items from an ancient Roman diet, including an authentic recipe for bread that would have been eaten by Roman soldiers on the move! 1 Note taking whilst tasting!
The children of Year Four have been trying items from an ancient Roman diet, including an authentic recipe for bread that would have been eaten by Roman soldiers on the move! 2 Trying to explain different tastes is tricky.
The children of Year Four have been trying items from an ancient Roman diet, including an authentic recipe for bread that would have been eaten by Roman soldiers on the move! 3 Water bottles at the ready.
The children of Year Four have been trying items from an ancient Roman diet, including an authentic recipe for bread that would have been eaten by Roman soldiers on the move! 4 Olives... Yuk!
The children of Year Four have been trying items from an ancient Roman diet, including an authentic recipe for bread that would have been eaten by Roman soldiers on the move! 5 Trying to describe the taste of olives isn’t easy.
The children of Year Four have been trying items from an ancient Roman diet, including an authentic recipe for bread that would have been eaten by Roman soldiers on the move! 6 The Roman bread was a big hit.

The pupils have been learning about sound and how it travels as part of their science module. Whilst learning about the ear, children had the opportunity to ‘see’ sound waves as they passed over a thin membrane and agitated the hundreds and thousands! Children learnt that by humming or moving their mouths would produce different movement results.

The pupils have been learning about sound and how it travels as part of their science module.  Whilst learning about the ear, children had the opportunity to ‘see’ sound waves as they passed over a thin membrane and agitated the hundreds and thousands!  Children learnt that by humming or moving their mouths would produce different movement results. 1 Children humming to ‘move’ the balls.
The pupils have been learning about sound and how it travels as part of their science module.  Whilst learning about the ear, children had the opportunity to ‘see’ sound waves as they passed over a thin membrane and agitated the hundreds and thousands!  Children learnt that by humming or moving their mouths would produce different movement results. 2 Humming above sometimes works!
The pupils have been learning about sound and how it travels as part of their science module.  Whilst learning about the ear, children had the opportunity to ‘see’ sound waves as they passed over a thin membrane and agitated the hundreds and thousands!  Children learnt that by humming or moving their mouths would produce different movement results. 3 The louder, the better!
The pupils have been learning about sound and how it travels as part of their science module.  Whilst learning about the ear, children had the opportunity to ‘see’ sound waves as they passed over a thin membrane and agitated the hundreds and thousands!  Children learnt that by humming or moving their mouths would produce different movement results. 4 A constant humming noise works well.
The pupils have been learning about sound and how it travels as part of their science module.  Whilst learning about the ear, children had the opportunity to ‘see’ sound waves as they passed over a thin membrane and agitated the hundreds and thousands!  Children learnt that by humming or moving their mouths would produce different movement results. 5 What happens if the clingfilm isn’t tight?
The pupils have been learning about sound and how it travels as part of their science module.  Whilst learning about the ear, children had the opportunity to ‘see’ sound waves as they passed over a thin membrane and agitated the hundreds and thousands!  Children learnt that by humming or moving their mouths would produce different movement results. 6 How am I able to change the effects?
The pupils have been learning about sound and how it travels as part of their science module.  Whilst learning about the ear, children had the opportunity to ‘see’ sound waves as they passed over a thin membrane and agitated the hundreds and thousands!  Children learnt that by humming or moving their mouths would produce different movement results. 7 Trying to get different effects was tricky.
The pupils have been learning about sound and how it travels as part of their science module.  Whilst learning about the ear, children had the opportunity to ‘see’ sound waves as they passed over a thin membrane and agitated the hundreds and thousands!  Children learnt that by humming or moving their mouths would produce different movement results. 8 Different size apparatus (introducing variables).
The pupils have been learning about sound and how it travels as part of their science module.  Whilst learning about the ear, children had the opportunity to ‘see’ sound waves as they passed over a thin membrane and agitated the hundreds and thousands!  Children learnt that by humming or moving their mouths would produce different movement results. 9 Variants of sound waves were tested.
The pupils have been learning about sound and how it travels as part of their science module.  Whilst learning about the ear, children had the opportunity to ‘see’ sound waves as they passed over a thin membrane and agitated the hundreds and thousands!  Children learnt that by humming or moving their mouths would produce different movement results. 10 The more noise the better?

The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns.

The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns. 1
The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns. 2
The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns. 3
The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns. 4
The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns. 5
The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns. 6
The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns. 7
The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns. 8
The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns. 9
The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns. 10
The pupils of Year Four have been using tesserae (small stones) to make their own mosaic patterns. 11

Mathematics- working out perimeters of different sports pitches.

Mathematics- working out perimeters of different sports pitches. 1
Mathematics- working out perimeters of different sports pitches. 2
Mathematics- working out perimeters of different sports pitches. 3
Mathematics- working out perimeters of different sports pitches. 4
Mathematics- working out perimeters of different sports pitches. 5
Mathematics- working out perimeters of different sports pitches. 6
Mathematics- working out perimeters of different sports pitches. 7
Mathematics- working out perimeters of different sports pitches. 8
Mathematics- working out perimeters of different sports pitches. 9
Mathematics- working out perimeters of different sports pitches. 10
Mathematics- working out perimeters of different sports pitches. 11
Mathematics- working out perimeters of different sports pitches. 12
Mathematics- working out perimeters of different sports pitches. 13

Year Four Roman Homework.

Year Four Roman Homework. 1
Year Four Roman Homework. 2

The Roman Shield Wall.

Still image for this video
As part of our topic, the children in Year Four practised the tactics used by the Roman infantry, over 2000 years ago!

The Romans are coming!

The Romans are coming! 1
The Romans are coming! 2
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The Romans are coming! 5
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The Romans are coming! 7
The Romans are coming! 8
The Romans are coming! 9
The Romans are coming! 10
The Romans are coming! 11
The Romans are coming! 12
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The Romans are coming! 14
The Romans are coming! 15
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The Romans are coming! 17
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The Romans are coming! 20
The Romans are coming! 21
The Romans are coming! 22
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The Romans are coming! 24
The Romans are coming! 25
The Romans are coming! 26
The Romans are coming! 27

Reading 
Your child should bring a reading book and reading diary home with them everyday. To develop comprehension skills, it would be useful if you could read with your child two or three times a week and question them about what they have read. Please sign the reading diary when you have worked with your child or, if the child is reading independently, they can write a capital ‘H’ denoting they have read at home.

Spellings
Your child should bring a list of spellings home with them on a Monday. They are tested on these words the following Monday so please ensure they practice the words at home and have their spelling books in school every day. A good way of practising spellings is by using: look, say, cover, write, check- reading the word, saying the word, covering it and then having a go at writing it. The children also can use the pyramid  way of spelling their words as well.

Homework
Homework is given to your child every other Friday and children are given nearly two weeks to complete this. It should be returned on a Wednesday. Homework is set in a menu format where there are a number of optional activities to complete. Homework that is expected to be completed by everyone is as follows: spellings, learning of tables, /key number facts and reading.


Times Tables
Please continue to encourage your child to learn their times tables. Knowing them really helps in many aspects of maths. They are tested on their times table knowledge regularly. This includes knowing the division facts that relate to the multiplication. Children should also be able to ‘wire it up’ and carry out division operations as well as multiplication.

P.E
P.E. is usually on Mondays and Thursdays. However, please ensure your child has their P.E. kit in school at all times as we often have specialist teachers that visit on different days which involves extra P.E.!


If you have any concerns about your child, please don't hesitate to get in touch with either Mr Spamer or  Mrs Hurst.

 

We hope your child (or twins!) really enjoy their time in Year Four!

  • Pomphlett Primary School,
  • Howard Road, Plymstock,
  • Plymouth, Devon, PL9 7ES
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