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## Home Learning w/b 18/05/2020

Maths

Use this link to access the Whiterose maths home learning website.

https://whiterosemaths.com/homelearning/year-4/

This week, we would like you to complete the five lessons in Summer term Week 4 – on here it is labelled as starting from 11th May. The worksheets for these activities can now only be accessed if you have a subscription. If you do not have a subscription, you can use this link to the daily lessons on BBC Bitesize. https://www.bbc.co.uk/bitesize/tags/z63tt39/year-4-and-p5-lessons/1 There you will find daily lessons with online activities to complete.

Your ten Mathletics activities are reset each day so make sure you complete them. You should aim to spend no more than 20 minutes on Mathletics a day.

https://www.topmarks.co.uk/maths-games/7-11-years/times-tables

Here are some arithmetic questions to complete:

4 + ___ = 10

20 = 13 + ___

14, 17, 20, ___, ___, ___, 32, ___

38, 34, ___, ___, 22, 18, ___, ___

142 + 9 = (think about the easiest strategy to use for this question)

75 – 19 =

20781 – 1000 =

784 + 100 =

3400 = 34 x ___

100 = 45 + ___

Round 4619 to the nearest 10, 100 and 1000

Double 17

Half of 50

2981 + 2413 =

5608 – 3221 =

27 x 3 =

896 ÷ 3 =

English

This week, we would like you to bring together everything you have learned about the Romans in the form of an information text.

Day 1: Have a look at the example information text below. Read through and check that it has these features: title, subheadings, paragraphs, pictures, fronted adverbials and rhetorical questions.

Day 2: We would like you to begin planning your information text about the Romans. We are providing you with an example structure for your information text along with examples (written in italics) for each section. Remember, when you plan, to write in bullet points; begin every point with either a capital letter or a lower case letter one, and start each one on a new line.

Title: The Amazing Romans

Introduction

The Romans were … and they cam from … and their empire began around … and ended around …

Paragraph 1: Why did the Romans come to Britain? (you can choose a different subheading)

• Britain had helped the Gauls (French) in a battle against Julius Caesar
• the Romans came looking for riches
• they wanted the land

Day 3: We would like you to finish planning your information text about the Romans. We are providing you with an example structure for your information text along with examples (written in italics) for each section. Remember, when you plan, to write in bullet points; begin every point with either a capital letter or a lower case letter one, and start each one on a new line.

Paragraph 2: How did the Romans change Britain? (you can choose a different subheading)

• our language was developed by the Romans
• our calendar was developed by the Romans
• they gave us straight roads, aqueducts and concrete

Conclusion

In conclusion, the Romans had an important role in shaping the Briatin we know today.

Day 4: Today, you can use your plan to start your information text about the Romans. Don’t forget to include some pictures (these can include captions with them).

Day 5: Today, you can use your plan to finish your information text about the Romans. Don’t forget to include some pictures (these can include captions with them).

Please continue to read your chapter book for at least 20 minutes each day (or start a new one if you have finished!). Previously, we have looked at retrieval questions (where the answer can be found directly in the text), inference questions (using what is said in the text and own knowledge) and making predictions about a text. This week, we would like you to answer a mix of these types of questions about the following extract from ‘The Suitcase Kid’ by Jacqueline Wilson.

My name is Andrea West but I mostly get called Andy. My sly little stepsister Katie calls me Andy Pandy. Everyone just thinks she’s being cute. We are exactly the same age – in actual fact she’s five days older than me – and yet she barely comes up to my waist. I happen to be big. Katie is extremely small. people don’t twig she’s ten. They think she’s only about seven or eight, and she plays up to this for all she’s worth. She blinks her blue beady eyes and wrinkles her small pink nose and puts on this squeaky little sugar-mouse voice. Katie is not a sugar-mouse. Katie is a King-Size Rat.

She’s very spoilt. She’s got her very own television set and video in her bedroom. When it’s my week to sleep at my mum’s place I have to share with Katie. She always insists that she gets to choose what’s on television, and she always gets first pick of the videos. She’s got heaps. She’s got the usual Walt Disney stuff and then she’s got this Watch with Mother video. Have you seen it? It’s a bit silly really, with little kids programmes that my mum and dad used to watch on telly donkey’s years ago. Including a little clown puppet called Andy Pandy. We watched it together, and that’s when Katie started calling me Andy Pandy. I couldn’t stick it and told her to be quiet but she wouldn’t.

1. What is Andy’s age?
2. How do we know that Katie is making Andy feel unwelcome when she visits?
3. Find and copy 2 words that Andy uses to describe Katie.
4. ‘She’s very spoilt.’ What does this tell us about Katie?
5. What do you think might happen between Andy and Katie after this extract?

Here is a link to a list of appropriate book titles recommended for children in Year 4.

PE

We hope you are keeping as active as possible during isolation. Remember that Joe Wicks is raising money for the NHS and live streams his exercise videos every morning at 9am on youtube live, so join in the fun as much as you can. If you are unable to follow his videos, there are other forms of exercise you can take, such as a walk with the family or 5 minutes of star jumps.

Have a go at dancing along. If that’s not enough, have a look for some more with your favourite songs!

RE

https://kids.kiddle.co/Eid_ul-Fitr

Task : We would like you to put six facts that you have learned about Sarah and Eid in a bubble diagram that looks like this:

You could then make a similar one for yourself, to help describe your own identity and community life in relation to the Muslim identity shown in the clip. Ideas could include pets, sports, family, home, school and beliefs.

Geography

We have previously looked at maps and the eight points of a compass. Here are the eight points of the compass and a map of the Roman Empire in the year 117AD.

We would like you to use the eight points of the compass to describe the locations of the different places. Example: Italia is west of Macedonia.

1. Lusitania is _____ of Baetica.
2. Aquitania is ____ of Lugdunensis.
3. ________ is north-west of Macedonia.
4. Palestina is south-east of _____.

You can also write some of your own locations using the compass.

Art

Using the Roman image you sketched last week, we would like you to try to turn this into a mosaic, like you have done previously.

Have another look at this tutorial video to see how to make a mosaic from the Roman inspired sketch you made last week. You can use magazines to find and take the colour paper you want to use in your mosaic.

If you don’t have access to all of the equipment you need, you can colour in your picture leaving various gaps to give the effect of a mosaic.

Computing

Select the Express Course and you can continue to make your way through the levels. You will need to complete the coding so it is correct and finished in order to move on the next level.

French

Select how you will be using the games (on a computer or tablet) and choose your language (French). Now you can select the topic you will be completing, A L’École. Work your way through the category games and picture games. If you would like to have a go at the other games, feel free to do so!

Please try to stick to the amount that has been set and complete the activities. You should spend no more than 30 minutes on each subject. You can access the main school blog here https://kingsley.education/ where you will also find a suggested timetable you could use to organise your learning throughout the day.

We will not be posting work over the half term so we hope you will spend the week relaxing and doing lots of fun activities, both inside and outside!

Keep well and stay safe.

Every week we are going to upload videos of your teachers reading chapters from Max and the Millions.

Mrs Clark will be reading chapter 1, Miss McEvilly will be reading chapter 2, Miss Dunn will read chapter 3 and then Mrs Clark will read chapter 4 and so on.

We hope you are all well and happy!

The Year 4 Team

## Max and the Millions:

CH4:

CH5:

CH6:

Ch7:

https://cirrustrust-my.sharepoint.com/:v:/r/personal/lmcevilly1_cirrustrust_uk/Documents/Max%20and%20the%20millions%20ch7.mp4?csf=1&web=1&e=F9EmY3

Ch8:

Ch9:

https://cirrustrust-my.sharepoint.com/:v:/r/personal/lmcevilly1_cirrustrust_uk/Documents/Max%20and%20the%20millions%20ch9.mp4?csf=1&web=1&e=WN7VYZ

Ch10:

https://cirrustrust-my.sharepoint.com/:v:/r/personal/lmcevilly1_cirrustrust_uk/Documents/Max%20and%20the%20millions%20ch10.mp4?csf=1&web=1&e=k8SAjz

Ch11:

Ch12:

https://cirrustrust-my.sharepoint.com/:v:/r/personal/lmcevilly1_cirrustrust_uk/Documents/Max%20and%20the%20millions%20ch12.mp4?csf=1&web=1&e=Wh1X8m

Ch13:

https://cirrustrust-my.sharepoint.com/:v:/r/personal/lmcevilly1_cirrustrust_uk/Documents/Max%20and%20the%20millions%20ch13.mp4?csf=1&web=1&e=2lGUdC

Ch14:

Ch15:

https://cirrustrust-my.sharepoint.com/:v:/r/personal/lmcevilly1_cirrustrust_uk/Documents/Max%20and%20the%20millions%20ch15.mp4?csf=1&web=1&e=EWvHqX

Ch16:

https://cirrustrust-my.sharepoint.com/:v:/r/personal/lmcevilly1_cirrustrust_uk/Documents/Max%20and%20the%20millions%20ch16.mp4?csf=1&web=1&e=AudqHX

Ch17:

Ch18:

https://cirrustrust-my.sharepoint.com/:v:/r/personal/lmcevilly1_cirrustrust_uk/Documents/Max%20and%20the%20millions%20ch18.mp4?csf=1&web=1&e=RAABMx

## Home Learning w.b. 11/05/2020

Maths

Use this link to access the Whiterose maths home learning website.

https://whiterosemaths.com/homelearning/year-4/

This week, we would like you to complete the five lessons in Summer term Week 3 – on here it is labelled as starting from 4th May. You can use the tutorial videos to help you. We recommend that you complete one lesson a day.

Your ten Mathletics activities are reset each day so make sure you complete them.

https://www.topmarks.co.uk/maths-games/7-11-years/times-tables

Here are some arithmetic questions to complete:

1/2 of 36 =

1/4 of 36 =

What is:

38 divided by 3 =

43 divided by 2 =

54 divided by 6 =

77 divided by 8 =

3534 + 3520 =

8833 – 5426 =

54, 57, 60, ____, _____, 69, 72, ____

87, 83, 79, _____, 71, _____, _____

567 + _____ = 1028

8194 – ______ = 3560 =

26 x 3 =

34 x 4 =

13 x 5 =

52 x 7 =

Round 1503 to the nearest 1000, 100 and 10.

English

This week, we would like you to re-write the ending of the Bear and the Piano to make it your own version.

Day 1 – Last week, you created some notes for any changes you wanted to make to the ending. Today, we would like you to use those notes to write the first draft of your own ending. Remember that when writing up your notes, you will need to turn them into full sentences, remembering capital letters, full stops and determiners. When you finished your first draft, why don’t you read it to someone in your house to see what they think?

Day 2 – Here is a link to some interactive grammar games. https://www.topmarks.co.uk/english-games/7-11-years/spelling-and-grammar Follow it and scroll down to find What are Nouns? Click on this game and work your way through the activities.

Day 3 – Today, we would like you to read through the first draft of your own ending of The Bear and the Piano and make any changes to improve it. This will be your final draft. Make sure you have included all the appropriate punctuation (capital letters, full stops) and checked for any missing words.

Day 4 – Here is a link to some interactive grammar games. https://www.topmarks.co.uk/english-games/7-11-years/spelling-and-grammar This time, we would like you to scroll down to find The Adjective Detective. Click on this game and work your way through the activities.

Day 5 – Today, we would like you to publish the final version of your own ending of The Bear and the Piano. You can publish it in the same format as the book, with pictures to go with your writing, or you can come up with your own creative way to publish it (many as a mini booklet). When you have finished, you can show the finished product to someone in your house.

If you would like your finished work to be published on our school blog, you can take a picture of it on a phone or ipad and ask your grown up to email it to office@kingsley.croydon.sch.uk

Art

Last week, you created a mosaic using the Roman themed sketch you had previously drawn. We will have another go at this, but this week we would like you to create a different Roman themed sketch that you will use to later create another mosaic. Remember to use your sketching techniques: hatching, cross-hatching, stippling, scumbling, blending, shading and using bold and light outlines.

PSHE

The Power of Kindness – ‘As the UK faces a global coronavirus pandemic, things can feel a little uncertain and even overwhelming. But, during these difficult times, one thing is clear: small acts of kindness make a big difference. Across the country, there has been an outpouring of kindness and children and young people can play their role too. By understanding what we can all do to help tackle this virus, they’ll gain a sense of stability and resilience. The power of kindness calendar helps children and young people learn about and carry out kind acts.’ – British Red Cross

Follow this link the British Red Cross website. https://www.redcross.org.uk/get-involved/teaching-resources/kindness-calendar## We would like you to use the resources available to create your own kindness calendar. You can use this to record daily acts of kindness, which you can look back on throughout your time in and after isolation. If you can’t access the resources from the website, you can create your own kindness calendar.

Please continue to read your chapter book for at least 20 minutes each day (or start a new one if you have finished!). Previously, we have looked at making some retrieval questions, where the answer can be found directly in the text. Last week, we focused on our inference skills, where the reader must use what is said in the text and their own knowledge of the world in order to answer the question. Today we would like you to develop your skills of prediction. To ‘predict’ means to ‘estimate what will happen in the future’ or what will be the ‘consequence of something’. When we predict as we are reading, we use clues that the author has provided through the use of vocabulary, for example.

Here is an extract from Harry Potter and the Chamber of Secrets:

Even aside from the rain and wind it hadn’t been a happy practice session. Fred and George, who had been spying on the Slytherin team, had seen for themselves the speed of those new Nimbus Two Thousand and Ones. They reported that the Slytherin team was no more than seven greenish blurs, shooting through the air like missiles. ‘

Will Fred and George do well against the Slytherin team? What is your prediction? Explain your answer using evidence from the text.

Here is a link to a list of inspiring, award winning books for you to read if you can. If you are able to find these books, make sure it is a KS2 book or a KS1 book if that is your current reading level. Please remember these are just suggestions- the most important thing is that you enjoy what you read and you read every day for at least twenty minutes.

PE

For those of you who have been completing the Joe Wick’s videos every day- I salute you! Well done. If you fancy a change, please click on one of the videos underneath for a different workout. Make sure you are getting exercise and sunshine every day.

French

BBC bitesize are adding French lessons everyday so please try to complete at least one of these:

https://www.bbc.co.uk/bitesize/subjects/z39d7ty

You can also set up an account with duolingo and practice 10 or 15 minutes a day.

https://www.duolingo.com/

Science

What we would like you to do this week, is to find patterns between the pitch of a sound and the features of the object that produced it.

In the video, the man explains how the speed of vibrations affect the pitch of a sound. Did you ever wonder how the actual features of the object affect the sound? For example, you bang a soft cushion and then you bang a hard, wooden table with the same amount of force. Which one made the loudest noise? Why? Come up with your own examples and try t explain the patterns between features of objects and the sounds that they make.

History

How powerful was the Roman Empire by AD 43?

Use these websites below to do some research:

https://www.historic-uk.com/HistoryUK/HistoryofEngland/The-Romans-in-England/

http://www.bbc.co.uk/history/british/timeline/romanbritain_timeline_noflash.shtml

https://www.pbs.org/empires/romans/empire/claudius.html

Please find out when the Romans invaded and why. How powerful was Claudius? Design and label a poster to show his influence over Britain. What were the main events of the invasion?

We will be updating the blog with your work for the next week every Friday. Please try to stick to the amount that has been set and complete the activities. You should spend no more than 30 minutes on each subject.

You can access the main school blog here https://kingsley.education/ where you will also find a suggested timetable you could use to organise your learning throughout the day.

Look after yourselves and make sure you get plenty of rest, fresh air and do things you enjoy to keep your spirits up! Well done for all of your hard work so far- parents included! We all can’t wait to see you when it is safe to go back to school. Until then, keep well and stay safe.

## Home Learning w/b 04/05/2020

Maths

Use this link to access the Whiterose maths home learning website.

https://whiterosemaths.com/homelearning/year-4/

This week, we would like you to complete the five lessons in Summer term Week 2 – on here it is labelled as starting from 27th April. You can use the tutorial videos to help you. We recommend that you complete one lesson a day.

Your ten Mathletics activities are reset each day so make sure you complete them. You should aim to spend no more than 20 minutes on Mathletics a day.

https://www.topmarks.co.uk/maths-games/7-11-years/times-tables

Here are some arithmetic questions to complete:

9 + ___ = 20

59, 54, 49, ____, 39, ____, 29, ____, _____, ____

153 – 19 = (think about the easiest strategy to use for this question)

19241 + 1000 =

18,000 = ___ x 100

100 = 37 + ___

Round 2781 to the nearest 10, 100 and 1000

Double 23

3817 + 2718 =

4091 – 367 =

36 x 4 =

1356 ÷ 5 =

English

Day 1 – Take a look at the text map you created for the story ‘The Bear and the Piano’ and refamiliarise yourself with it. This week, we will be looking at the end of the story.

Day 2 – Here is the next part of the story. Create your own text map and actions for it.

Day 3 – Here is the next part of the story. Create your own text map and actions for it.

Day 4 – Here is the final part of the story. Create your own text map and actions for it.

Day 5 – Now you have read and text mapped the end of the story, you will be re-writing the end to make it your own version. Today, we would like you to write some notes detailing any changes you would make to the ending. As you will be writing in notes, remember to use bullet points. Each bullet point starts on a new line and all must start with either a capital letter or a lower case letter. Example:

• The bear arrives in the clearing and two friends are waiting for him
• They take him to where the rest of his family is

Please continue to read your chapter book for at least 20 minutes each day (or start a new one if you have finished!). Previously, we have looked at making some retrieval questions, where the answer can be found directly in the text. This week, we would like you to think about writing some inference questions. This is where the reader must use what is said in the text and their own knowledge of the world in order to answer the question.

Below is an extract from ‘The Suitcase Kid’ by Jacqueline Wilson with an example of an inference question and an appropriate answer.

When my parents split up they didn’t know what to do with me. My mum wanted me to go and live with her. My dad wanted me to go and live with him. I didn’t want to go and live at my mum’s new place or my dad’s new place. I wanted to stay living in our old place, Mulberry Cottage, the three of us together. – Andrea

Inference question: What can we tell about how Andrea feels about her parents’ split?

Answer: We can tell that Andrea doesn’t want her parents to split up because she says she wants them all to still live together.

Here is a link to a list of appropriate book titles recommended for children in Year 4.

PE

We hope you are keeping as active as possible during isolation. Remember that Joe Wicks is raising money for the NHS and live streams his exercise videos every morning at 9am on youtube live, so join in the fun as much as you can. If you are unable to follow his videos, there are other forms of exercise you can take, such as a walk with the family or 5 minutes of star jumps.

RE

This week, we would like you to look at the Ten Commandments. These are a list of rules that God gave to Moses in the Old Testament of the Bible.

http://www.dltk-bible.com/exodus/moses_and_the_10_commands-cv.htm

Your task is to write your own set of rules that you think would make the world a better place. You may add illustrations to demonstrate the rules, or just draw and label your rules.

Geography

This week we are looking at human and physical features. We have looked at these in our previous Geography lessons. Human features are features on Earth that have been created by human forces while physical features have been created by natural forces. You can play the game below to sort the different features into human or physical.

During their empire, the Romans built many houses, roads and fortresses across Europe, leaving lots of ruins for archaeologists to study. Have a look at the two Roman ruin sites below.

For each picture, write down the human and physical features that you see.

Art

Using the Roman image you sketched last week, we would like you to try to turn this into a mosaic. Watch this video to remind you what mosaics are.

Now have a look at this tutorial video to see how to make a mosaic from the Roman inspired sketch you made last week. You can use magazines to find and take the colour paper you want to use in your mosaic.

If you don’t have access to all of the equipment you need, you can colour in your picture leaving various gaps to give the effect of a mosaic.

Computing

Select the Express Course and you can start to make your way through the levels. You will need to complete the coding so it is correct and finished in order to move on the next level.

French