HOME INFORMATION EYFS PRIMARY SECONDARY SPANISH EDU. EXTRACURRICULAR EVENTS

Here at St Anne’s we aim to make Year Four a dynamic and creative learning environment, we enable the students to start their journey as independent learners by teaching them the skills and knowledge needed to be focused thinkers. We believe in personalised learning- through differentiation, clear lesson objectives and individual target setting. Through setting clear, achievable targets and paving the way for children to achieve them, we help each pupil turn any personal weaknesses into strengths.



Year 4 is the second year of Key Stage 2. However, since Year 3 is more of a transitional year, Year 4 is, in practice, the year in which “junior” attitudes and habits are formed, which will be consolidated and extended in Years 5 and 6. The main objective of the year is to encourage the natural process of maturity and to develop the children’s individual and collective responsibility. They learn to take responsibility for their homework, to keep their books and desks tidy and to look after their things in the cloakroom. As table or classroom monitors they realise that each individual also needs to look beyond himself or herself and consider the part to be played in a larger group. Pair and group work in all subjects further encourages this widening of horizons.



Numeracy

In Numeracy many resources, including varied apparatus, the interactive white board, traditional games and exercises are used to enhance learning and reinforce Numeracy objectives. The start of each lesson begins with a short Mental Maths activity; to develop children’s mental strategies, to gain familiarity with numerical language and to reinforce learning of times tables and division facts.



Number work in class involves consolidating and developing the children’s understanding of addition, subtraction, multiplication and division and identifying which operation to use in written problems. More abstract concepts such as negative numbers are introduced but care is taken to do this alongside the practical Science work with thermometers. Fractions are developed further and decimals introduced.



In Shape, Data and Measure work the emphasis is on consolidating and learning about 2D and 3Dshapes, length, weight capacity and both analogical and digital time telling. Starting from their knowledge of compass points the children move on to the measurement of angles.



Literacy

Literacy is the key to all other subjects so considerable attention is paid to this area.



Speaking and Listening: Children in Year 4 are expected to listen for increasingly longer periods of time both to the teacher and to their peers as they read or discuss stories or share information facts in class activities. They will also be encouraged to speak and listen to each other in English during pair work and in group activities. Drama plays an important part in developing oral skills. Incentives such as the awarding of house points encourage the weaker or less confident pupils to participate.



Reading: Reading is an integral part of the daily timetable, either as shared reading or as individual reading from books, not only the specific English textbooks but also Science, History and Geography books.



Writing: During the year the children are given the opportunity to write in different styles; story writing, poetry, descriptive writing, letter writing and even a newspaper article. This helps to develop their ability to express ideas and thoughts in a logical sequence in more complex and detailed sentences and with closer attention to punctuation rules. Knowledge of the English language is further developed and extended in all the topic based subjects studied throughout the year.



Science

Topics covered in Year 4 are closely related to the children’s personal experience.



First Term:


Forces:


        In this topic children learn about forces and machines. Starting with the force of gravity, they then study friction forces, including air and water resistance, before investigating how simple machines work.


Living things and their habitats:


        This topic teaches the children to recognise that living things can be grouped in a variety of ways. They explore and use keys to identify and name a variety of living things. Finally, they look at how changes to habitats can pose dangers to living things.



Second Term:


Circuits and conductors

The children extend previous practical experience of making circuits when they are challenged with the project of making their own working model of a lighthouse. Along the way they are introduced to the concepts of insulators and conductors and realise that there are different kinds of circuits. Do you know your series from your parallel circuit?

Pupils also learn about the history of electricity (great inventors such as Edison, Faraday and Franklin) and how electricity arrives to our homes!



Solids and liquids

Practical work is used to list the properties of solids, liquids and gases and all enjoy the melting and cooling experiments which demonstrate how a material can exist as both. Different methods are used to separate solids and dissolving is investigated by mixing a variety of solids with water and creating solutions when applicable. Through filtering and evaporating children make salt crystals. Each experiment helps to reinforce the theories of reversible and irreversible change whilst demonstrating the notions of ‘particles’.



Third Term:


Teeth and eating


            This half term children learn about digestion and different types of teeth, before moving on to explore deadly predators and their prey, in their exploration of food chains. They work scientifically throughout the topic, using enquiry, practical experiments and hands-on research to answer questions and investigate how we eat, why we eat and what we eat.



Brilliant bubbles


           We all enjoying blowing bubbles, but are they always spherical? Can we make square bubbles? What about different coloured bubbles or very tiny ones or ones that last for ages? This topic also looks at places we see bubbles other than when blowing them through soap mixtures, such as in food stuffs to produce lighter (less dense) products.


History



Term 1: Ancient Egypt

The children discover what life was like for Ancient Egyptians through a variety of activities using both primary and secondary sources. Areas covered include the importance of the River Nile to Egyptian civilization, farming methods, Egyptian Gods, Hieroglyphics, Mummification, discovery of Tutankhamen’s tomb and the building of the pyramids.



Term 2: The Vikings

Different aspects of Viking life are considered after learning about the struggle for power between Anglo-Saxons and The Vikings. In this unit, children are introduced to the idea that people from other societies have been invading and settling in other countries for a long time. Children find out how the Viking influence spread through different parts of the world and how, over a period of years, the Vikings eventually settled in Britain.      Children will develop their understanding of chronology, describe and identify reasons for and results of historical events, situations and changes and consider different ways the past has been interpreted.



Term 3: The Tudors

In this topic children find out about the Tudors though the story of Henry VIII (including his marriages and wives). They learn about the lives of different types of people from the Tudor times including a study of the differences between rich and poor.



Geography



Term 1: Africa

The diversity and exotic appeal of the African continent never fails to capture children’s interest.

Both physical and human geography features are covered; including a study of Africa’s topography and some of the social and economic challenges facing specific countries.



Term 2: Village settlers

Map skills are developed by drawing an original settlement and children learn about the different factors which determine where people settle. Comparisons are made between village and city life.

This unit combines work on the Vikings in Britain with geographical work on the development of settlements. It introduces children to how settlements develop over time and how early settlers provided many of the settlements we use today. It will be used as a geographical study within the history unit and later to revisit work previously completed in history.

Children will work in small groups when using maps and individually when designing their own village, thus furthering their mapping skills.



Term 3: Improving the environment

Children are given an insight into the environmental challenges facing the planet Earth including Global Warming and its consequences. They are also made aware of how they can help to care for the planet by being responsible on a local level.



ICT

We understand the crucial value of technology in our day-to-day lives and therefore make ICT as relevant as possible to our day-to-day lives whilst making it link cross-curricularly with our topic work.

In Year Four the children hone their word processing skills (in particular the stylist choices) whilst learning to use Excel to present graphs, we showcase information learnt by creating PowerPoint presentations with slide transitions and custom animation.

We create patterns and pictures using Microsoft Paint and furthermore we start to look into the very basics of computer programming with Probot- where the children are able to make a robot move using basic distance, direction and angled commands before moving on to using LOGO


Key Stage 2 PE


Here at St. Anne’s School, the pupils follow a Physical Education Curriculum coherent with the National Curriculum Guidelines for England and Wales.

We believe Physical Education should involve pupils in the continuous process of performing, planning and evaluating.  This applies to all areas of activity. Furthermore, the greatest emphasis is always placed on the actual performance aspect of the subject.

In each year group throughout the school, pupils will be taught six areas of activity: Invasion Games, Net Games, Athletic Activities, Gymnastic Activities, Striking and Fielding Games and Swimming on a six to eight week block basis.

Assessment: Pupils are assessed in diagnostic, continual and summative stages against National Standards.  Also pupil self assessment is common practice in many of the activities.

International Schools Events

In addition to the Inter-House Tournaments, pupils can also represent St. Anne’s School and compete against other International Schools of Madrid.

Regular competitions are organised for every activity at varying venues in and around the city.


St. Anne’s School Events

Sports Day

The Inter-House Athletics competition takes place at the athletics stadium at San Sebastian de los Reyes.

It is an all day event in which parents are invited to attend. Each pupil from nursery to bachillerato has to participate in at least one activity. Every point gained goes towards an overall House winner.

ST. ANNE´S SCHOOL, S.A.U, CIF A78527827

AVENIDA ALFONSO XIII, 162, 28016 MADRID

Teléfono: 91 345 90 60 Fax: 91 345 36 68.

Registro Mercantil de Madrid, Tomo 2630, Libro 0, Folio 29 Sección 8, Hoja M-45679, Inscripción 10

AVISO LEGAL  -  POLÍTICA DE PRIVACIDAD

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Key Stage 2 - Year 4