Year 4 Homework

11 December 2020

Posted on Friday 11 December 2020 by Mr Catherall

This week, the whole school has the same Creative homework, which should be returned by Thursday 17 December.

The children are invited to respond to something from either a cultural or a spiritual perspective.

I can present a review of a book / TV show / film or something else cultural.

We’d like children to present their responses about a recent book they’ve read, film they’ve watched, piece of art they’ve looked at, piece of music they’ve listened to – anything cultural in fact.

We’re interested to read some sort of description (a summary, for example) and then your child’s opinions. This review might include pictures, an interview (your child could write a fictional script between himself/herself and the artist, for example), a letter (eg to or from a character, or perhaps even the author) – anything which might include your child’s responses!

However, your child might prefer to do the following:

I know what a faith celebration means to me.

Over the course of this term, some children in school may have celebrated a religious festival of some sort.  This might have been

  • the Muslim festival of Eid ul Adha
  • the Sikh and Hindu festival Diwali
  • the Jewish festival of Hanukkah, coming up in December
  • the Christian festival (of course, celebrated by many non-Christians) of Christmas
  • and the Chinese New Year festival, coming up

There are lots of other festivals and celebrations, which you and your child together might want to reflect on.

We invite children to respond to the sentence above – they might include a recount (like a diary entry), pictures, an interview (perhaps in a script).  Your child might also choose to research a completely unknown festival, or they might even think about creating a brand new festival, one that everyone will celebrate.

Of course, there are many other ways in which children could respond. Children should be ready to celebrate their learning as part of their homework review by Thursday 18 December 2020. 

03 December 2020

Posted on Friday 04 December 2020 by Mr Catherall

This week, the whole school has the same Creative homework: I can illustrate different emotions.

This homework, which links to our living and learning statement, is an opportunity for children to show that they can recognise, and show, different emotions. As humans, we display a huge-range of emotions. Sometimes, it’s obvious how we’re feeling. Sometimes, it’s trickier for us to show, or recognise, an emotion. This statement allows us to spend time thinking about the different emotions we experience and how we can recognise these accurately in ourselves and others.

Children could respond creatively to this in a range of ways:

  • create a piece of art that shows a range of emotions
  • take pictures of themselves (or others) displaying different emotions
  • write a short-story in which a character shows lots of emotions
  • devise a poem, song or rap about emotions
  • create a comic strip to illustrate different emotions

Of course, there are many other ways in which children could respond. Children should be ready to celebrate their learning as part of their homework review by Thursday 10th December 2020. 

27 November 2020

Posted on Friday 27 November 2020 by Mr Wain

This week, the whole school has the same Practise Makes Perfect homework which children should be ready to discuss as part of our homework review on Friday 27th November.

I know the key vocabulary from our history topic.

This homework is a response to our ongoing learning in History.

Throughout the half term, Y3 and Y4  have been learning all about Ancient Greece. Within this learning, we have been exploring some relevant vocabulary, too.

For your homework, we’d like you to learn the different vocabulary. You may know some, all or none of the meanings of the words already.

The pieces are vocabulary are: oligarchy, empire, bias, government, democracy, chronology, influence, legacy, citizen.

The definitions are below.

There are lots of fun ways you can learn our vocabulary and help remember what each word means:
Draw it – draw a picture to go with each word
Flash cards – make a set of flashcards that have each word on
Actions – you could create some actions to go with each word
Sentences – can you make a sentence containing a word?
Songs/rhymes – can you make these to help your remembering?

chronology empire democracy
Arranging events in the order in which they happened. A vast group of countries or states controlled by a single ruler. A government where all citizens have a say in how the place they live is run or governed.
government legacy bias
The group of people who run or govern a place. Something that is handed down or left by a person or thing. A preference for  something based on personal opinion rather than facts.
influence citizen oligarchy
Having an effect or power on someone or something. An inhabitant of a particular place. A government that is ruled by a small group of powerful and often rich people.

 

Times Tables:

Your child’s login details for Times Table Rock Stars is stuck into their homework books. Please login to both TTRS and Numbots and practise regularly.

Also, a huge well done to Y3 and Y4 who won their respective Times Table Rock Stars battles with Y5 and Y6! Amazing work! Keep it up!

20 November 2020

Posted on Friday 20 November 2020 by Mr Catherall

This week, the whole school has the same Creative homework which children should be ready to discuss as part of our homework review on Thursday 26 November.

I know how to STOP bullying.

This homework is a response to our learning this week during anti-bullying week. Throughout the week, each class has had the chance to talk about what bullying is, what the different types of bullying are and how can we STOP it:

  • Start
  • Telling
  • Other
  • People

As part of your discussion you may find our school definition of bullying useful, as agreed by our School Councillors:

Bullying is when you hurt someone, physically or emotionally (including online), several times opurpose.

As the homework is creative, you can do anything you want to respond to the statement. Here are a few ideas to help you:

  • Create a cartoon strip of a bullying scenario and how it is solved.
  • Create an acrostic poem using the word bullying.
  • Write your own ‘kindness statements’ for your class.
  • Create a scenarios quiz for your class to decide what they would do.

13 November 2020

Posted on Friday 13 November 2020 by Mr Wilks

The homework this week is creative and is due in on Thursday 19 November.

I can show what I know about a Greek god, hero or monster.

This week, our homework, which links to our history learning (Ancient Greece), gives our children the opportunity to celebrate and share their knowledge about a Greek god, hero or monster. Some examples of these that we have been learning in class are: Zeus, Ossydeus, Poseidon, Hercules, King Minos, Theseus, Ceberus and the Minotaur. Children should respond creatively and be ready to show off their knowledge to their peers as part of their homework review. They could do this in a range of ways:

– create a short performance to show to the class
– film themselves showing off their knowledge
– make a collage of their Greek god, hero or monster
– produce a piece of art to show off their Greek god, hero or monster
There are, of course, many other ways that children could respond.

06 November 2020

Posted on Friday 06 November 2020 by Mr Wilks

The homework this week is talk-time and is due in on Thursday 12th November.
In Living and Learning lessons, we’ll be talking about and celebrating the things that make us the same and the things which make us different.
For this homework, be ready to talk about the things that make you special.

This could be a particular interest you have, a club you belong to, the religion you practise, or a cultural link you have to somewhere or something.

16 October 2020

Posted on Friday 16 October 2020 by Mr Wilks

The homework this week is Practice Makes Perfect.

This week, we would like you to write expanded noun phrases (ENPs) about a monster. An ENP is a phrase that makes describing something more interesting. For example, teeth (a noun), can be expanded with some interesting adjectives and an article: lots of spine-chilling, razor-sharp teeth (article + adjective(s) + noun). You need to write two ENPs describing the monster’s face, two describing its body/clothes, two describing its behaviour and two describing its voice/movement/smell. Use your imagination or use Minotaur from the famous Greek myth as inspiration – this is the story which our mazes are based from. You can email your teacher if you want to ask any questions! [email protected] or [email protected]

09 October 2020

Posted on Friday 09 October 2020 by Mr Catherall

I can share my views about health

Each year, we ask you to complete a short health questionnaire.
Your views can help us to become happier and healthier.
Parents/carers: please complete the online survey with your child and comment at the end. Please submit before Thursday 15 October.
Moortown : https://forms.gle/D6uQNxrRYbnyVMDe8
If you need a paper copy, please request one from your child’s class teacher. The link will be on your child’s Homework page.

02 October 2020

Posted on Friday 02 October 2020 by Mr Wilks

This week’s homework is talk time and moral-themed and links with our science lessons over the next couple weeks. We’ll be talking about how environments can change and that this can be a danger for living things.

The question to consider and discuss is:

Do humans have a negative impact on the earth? 

We’d like you to talk about whether humans contribute positively or negatively to the environment.

Do they have a positive or negative impact on the plants and animals in their localities?

Are things that we can do to have a more positive impact on the environment?

25 September 2020

Posted on Friday 25 September 2020 by Mr Wilks

The homework this week is Practice Makes Perfect and is due in on Thursday 1st October. Please send to [email protected].

In writing lessons, we have been reminding ourselves what a squashed sentence is. A squashed sentence is where two ‘chunks of information’ that make sense on their own haven’t been separated by a full stop or a conjunction. For example: Humpty climbed the wall he was very scared. This is a squashed sentence as it needs something in between wall and he. Instead, it should read: Humpty climbed the wall. He was very scared. OR Humpty climbed the wall and he was very scared (or a different, appropriate conjunction).
Your task is to correct the squashed sentences on this sheet. As an extra challenge, you could write some of your own sentences and check you haven’t squashed any!