Class 4

Welcome to Class 4 ! I am Mrs Chandler and I teach class 4 full time. Mrs Webb is with us every morning. Mrs Nocera is the class teacher on a Wednesday afternoon, whilst I have my PPA time.

This is my second year at Aldbury but my 20^th year of teaching.

I enjoy building relationships with children and ensuring that they feel supported and nourished. I maintain a calm and positive atmosphere in which children feel able to take risks with their learning and build up their confidence. 

My passions are art and history. I am also a professional face and body artist and a tutor for A level history. Outside of work, I enjoy travelling and spending time with friends and family. 

The fastest way to contact me is through Dojo messaging; I will respond quickly. I am happy to make appointments to discuss any issues face to face after school.  I hope that this page will keep parents and carers up to date with all the exciting things that are happening in Class 4. 

I am looking forward to another wonderful year with my class 4 superstars and sharing all the adventures that are part of the UKS2 experience

Spring 2025 Subjects/Topics

English

One of the books that the class will be looking at is Rain Player. 

In the "Rain Player" , children engage with a fictional narrative while also exploring non-fiction information about the Maya civilization. The learning sequence is initiated by a mysterious ball and a warning note, which sets the stage for exploring the dangerous game of Pok-A-Tok.

The children undertake a variety of learning activities, including:

• Researching and writing instructions: 
• Exploring the subjunctive mood
• Character analysis
• Using suffixes to create adjectives
• Creative writing: Children write a missing dialogue scene, incorporating the rules of speech. 
• Symbolism: Children discuss the symbolism of items from the text.
• Prediction: Children make predictions about the next part of the story.
• Use of language: Children learn about the passive voice and how it can change the focus of a sentence.
• Newspaper report writing
• Book review writing
• Debate and analytical essay writing

Throughout the unit, children will be exploring and developing their understanding of key literary themes such as fate vs. free will and power vs. principles. They will also develop their understanding of the Mayan culture, and how they may have influenced our society today.

Computing

Our first topic this term titled, "We are adventure gamers," focuses on creating an interactive adventure using presentation software. The unit's primary learning objectives revolve around planning, creating, and testing a non-linear presentation. Throughout the unit, pupils learn to use presentation software to develop interactive digital artefacts. They are encouraged to use logical thinking and collaborative skills. The unit also provides opportunities for pupils to apply their knowledge in other subjects and use technology creatively. By the end of the unit, pupils will have created a functional, interactive, non-linear game.

After half term the unit is called "We are toy makers". The learning focuses on coding and physical computing to create interactive toys. Pupils learn how computers use stored programs to link inputs to outputs. The unit involves designing, building, and programming a toy that uses a micro:bit. The unit also emphasizes the use of physical computing and encourages pupils to connect their programming work to the real world. Pupils have the opportunity to experiment with different electronic components and learn about design and technology. By the end of the unit, pupils will have created a working interactive toy controlled by a micro:bit, and they will have developed their problem-solving, design and programming skills.

Maths

The term starts with a unit focusing on Multiplication and Division, Year 5 children are introduced to multiplying a 2-digit number by a 2-digit number for the first time. They start by recapping the formal written method for multiplying a number with up to four digits by a 1-digit number. As children progress to multiplying two 2-digit numbers, an area model may be used to develop their understanding before using the formal written method. Year 5 children will need to spend longer looking at how to use the formal written method and discuss the role of the zero placeholder in the ones column when multiplying by the tens digit. Year 6 children will focus more on problem solving and consider efficient methods.

Moving into fractions children encounter multiplication number sentences with fractions, multiplying unit fractions by an integer. They make links to multiplication as repeated addition: if children know that 1/5 × 4 = 1/5 + 1/5 + 1/5 + 1/5 , this will link back to previous learning and avoid the common misconception of multiplying both the numerator and the denominator by the integer. Bar models are a useful representation and can show the calculations in multiple or single bars.

After fractions, the learning moves to decimals and is largely based on learning from lower Key Stage 2, exploring tenths and hundredths as decimals. Using a hundred piece of base 10 as 1 whole, a ten piece as a tenth and a one piece as a hundredth shows children that  they can exchange, for example, 10 tenths for 1 whole, or 10 hundredths for 1 tenth. A hundred square where each part represents 1 hundredth, or 0.01, can also help children to see the relationship between a hundredth, a tenth and a whole. 

Area, perimeter and volume is next. Children build on learning from earlier years to find the perimeters of rectangles and rectilinear shapes, initially by measuring sides accurately and then by calculation. They will explore different methods of finding the perimeter of a rectangle, for example adding all four sides separately; adding the length to the width and then doubling; doubling the length and the width and then adding together. When calculating the perimeter of a rectilinear shape, children will first label the unknown lengths and then mark sides as they add them to the total, to avoid counting sides more than once. Year 6 children will explore different methods of finding the perimeter of rectilinear shapes, comparing their efficiency. They will also be challenged to work out unknown lengths when given the perimeter.

Music

We will start the term looking at the unit: Building a Groove. This unit aims to provide some straightforward starting points for composing within a groove music context. Using Watermelon man by Herbie Hancock as a stimulus, students will develop their rhythmic awareness, listening skills, and compositional skills through a series of practical activities.

Most children will be able to:

• Show understanding of how a drum pattern, bass line and riff fit together to create a memorable and catchy groove.
• Identify drum patterns, basslines, and riffs and play them using body percussion and voices.
• Compose and perform drum patterns, basslines, and riffs on a variety of instruments as part of a group.

We then will start exploring Época by Gotan Project. With four prominent parts that are sufficiently different that the ear can track them, the piece offers a tangible way in to exploring texture in music. The activities ‘unpack’ each of the four parts and through movement explore their articulation and rhythm. The unit culminates in bringing all four parts together to create a physical representation of the music, revealing the interaction and complementary nature of the individual textures.

Most children will be able to:

• Engage the imagination, work creatively in movement in small groups, learning to share and develop ideas. 
• Develop listening skills and an understanding of how different instrumental parts interact (texture) by responding to each part through movement.
• Demonstrate an understanding of the history of Argentine tango.

Physical Education (PE)

Game On Sports Coaches come into school on Fridays to work with Class 4. They are focusing on speed, agility and coordination plus cricket throughout the Spring term. 

Mrs Chandler also leads a PE lesson on a Monday. This term is all about gymnastics.

Personal, Social and Health Education (PSHE)

This half term our topic is called 'Dreams and Goals'. In this unit, pupils focus on setting and achieving personal goals, overcoming challenges, and working collaboratively to make a positive difference. Through activities like goal-setting, identifying strengths, and creating steps to success, pupils learn the importance of stretching their learning boundaries and staying motivated. They will discuss global issues, explore feelings of empathy for those in difficult situations, and plan fundraising projects to help make a difference. Finally, they will celebrate achievements by sharing compliments and recognising each other's contributions, fostering a supportive and positive class environment.

After half term the unit is 'Healthy Me'. Pupils will learn how to identify and support individuals who may be experiencing exploitation and explore strategies to keep themselves and others safe. They will examine the risks and pressures associated with joining gangs and develop techniques to avoid being influenced by negative peer pressure. Pupils will also deepen their understanding of emotional and mental health, recognising the importance of staying emotionally well, seeking help when needed, and fostering positive attitudes towards mental health. Finally, they will learn to identify stress triggers, understand the impact of stress on decision-making, and practice strategies to manage stress and pressure effectively, promoting a healthy body and mind.

Religious Education

This term we start by exploring the Hindu concept of moksha, which is the liberation from the cycle of birth, death, and rebirth. Children will learn that moksha is a key concept for Hindus, representing the soul's understanding of its true nature as part of the godhead. The unit explores the spiritual pathways, or yogas, that Hindus believe can lead to moksha, which is considered the ultimate goal. Through an enquiry-based approach, children will engage with the concept of moksha in their own lives and then enquire into how it is understood within Hinduism. They will explore the concept through Hindu narratives, community practices, and daily living. The children will explore different spiritual pathways, particularly jnana yoga (the discipline of knowledge), karma yoga (the discipline of action), bhakti yoga (the discipline of devotion), and raja yoga (the discipline of the mind). The unit also involves exploring sacred texts like the Bhagavad Gita and understanding how Hindus use them for guidance. Finally, children will have opportunities to express their learning and evaluate their understanding.

After half term we will be exploring the question " What did Jesus do to save human beings?". In this unit, pupils will explore what Christians believe Jesus did to save humanity, focusing on the themes of sacrifice, salvation, and resurrection. They will learn about the "big story" of the Bible, which highlights humanity's need for God's salvation and the restoration of the relationship between humans and God. Pupils will examine Christian interpretations of Jesus' death, including as a sacrifice for sin, a victory over evil, and a means of leading people to God. They will study the significance of the resurrection, which Christians believe affirms Jesus as the Son of God and offers hope for eternal life. Through discussions on the meaning of sacrifice, pupils will connect Christian beliefs to practices such as Holy Communion and reflect on the role of sacrifice in making the world a better place. The unit will also delve into biblical accounts of Jesus' death and resurrection, including evidence from the Gospel of Luke, and explore how Christians put their faith into action.

Science

In Science we are looking at life processes and living things with a focus on life cycles and reproduction of plants and animals.