Where the forest meets the sea by Jeannie Baker

In Block 5, Year 4 students will study Where the Forest Meets the Sea by Jeannie Baker, exploring how authors use descriptive language and detailed illustrations to communicate themes and messages. Pupils will examine how the text presents the past, present and future of the rainforest, focusing on environmental responsibility and conservation. Through guided reading, discussion and writing activities, students will develop skills in summarising, inference and identifying the author’s purpose. They will analyse how imagery and setting create mood and meaning, and will produce their own descriptive and persuasive writing linked to protecting the environment. Vocabulary development will be embedded throughout the unit to strengthen comprehension and written expression.

Key Vocabulary: rainforest, environment, conservation, habitat, Indigenous, Aboriginal, sustainability, pollution, development, deforestation, biodiversity, preservation, imagery, setting, inference, author’s purpose.

Decimals, Money, and Time

In this block, pupils extend their understanding of decimal numbers, linking them to fractions and place value. They learn to read, write, and compare decimals to two decimal places and apply these skills when handling money, calculating totals, giving change, and solving real-life problems. Pupils also consolidate their understanding of time, including reading analogue and digital clocks, calculating durations, and solving problems involving 24-hour and 12-hour time formats. The focus is on developing fluency, reasoning, and problem-solving skills in practical contexts.

Key vocabulary: Decimal, decimal point, tenths, hundredths, money, pounds, pence, change, amount, analogue clock, digital clock, 12-hour, 24-hour, hour, minute, second, duration, elapsed time, compare, order estimate

Why are rainforests important to us?

In Block 5, Year 4 students will explore the significance of rainforests and their role in sustaining life on Earth. Students will investigate how rainforests provide oxygen, water, food, medicine, and habitats for countless plants and animals. They will examine the impact of human activities, such as deforestation and land development, on rainforest ecosystems and consider ways to protect and conserve these vital environments. Through research, discussions, and project-based learning, students will develop their understanding of ecological interdependence, sustainability, and the importance of caring for the natural world. The unit also encourages critical thinking about how local and global actions affect the environment.

Key Vocabulary: rainforest, ecosystem, biodiversity, habitat, conservation, deforestation, sustainability, oxygen, indigenous,

Habitats 

In this block, pupils learn about different habitats and the plants and animals that live in them. They explore how living things are adapted to their environment and how changes in habitats can affect the plants and animals that live there. Pupils will investigate microhabitats in the local environment and develop skills in observation, classification, and recording their findings. This block encourages understanding of the importance of caring for our environment.

Key vocabulary: Habitat, Microhabitat, Environment, Adaptation, Adapted, Predator,  Prey, Food chain, Producer, Consumer, Omnivore, Herbivore, Carnivore, Shelter, Climate, Resources, Survival

Relationships 

In this block, pupils focus on understanding and building positive relationships. They explore different types of relationships, including friendships, family relationships, and peer interactions. Pupils learn about respect, trust, and empathy, and how to communicate effectively with others. They also discuss strategies for resolving conflicts, recognising unhealthy or unsafe relationships, and understanding the importance of consent and personal boundaries.

Key vocabulary: Relationship, Friend, Friendship, Family, Respect, Trust, Empathy, Communication, Conflict, Conflict resolution, Boundary, Personal space, Consent, Cooperation, Peer

In this block, pupils develop their breadth and depth of vocabulary to support reading, writing, and spoken language. They explore the meanings of unfamiliar words, use context clues, and learn how prefixes and suffixes change word meaning. Pupils practise selecting precise and ambitious vocabulary to improve their descriptive writing and oral explanations. Emphasis is placed on understanding word relationships, including synonyms and antonyms, and applying new vocabulary accurately across the curriculum.

In this block, pupils consolidate and extend their understanding of key spelling rules and conventions from the Year 3/4 National Curriculum. They revisit and apply a range of prefixes and suffixes, exploring how these change the meaning and form of root words. Pupils practise spelling the Year 3/4 statutory word list and investigate common spelling patterns, including words with unstressed vowels, homophones, and common exceptions to rules.

Children are encouraged to use a range of strategies to improve accuracy, such as segmenting words into syllables, identifying root words, using mnemonic devices, proofreading their writing, and checking spellings in dictionaries. Emphasis is placed on applying correct spelling consistently in independent writing across the curriculum, building confidence, fluency, and attention to detail.

In Block 5, Year 4 pupils will continue to take part in regular home learning to reinforce their progress in school. This will include using MyMaths to practise important maths skills and TT Rock Stars to improve fluency and speed in multiplication and division. Pupils will also work on their reading and writing journals to strengthen comprehension, vocabulary, and writing ability. Consistent home learning helps to build confidence, develop independence, and consolidate learning from the classroom.

In Computing, our topic for this block is We Are Artists. In this unit, pupils explore the relationship between geometry, art, and computing by creating a range of digital artworks. They use vector-based design software and visual programming to investigate patterns, tessellations, and symmetry. Pupils develop an understanding of how repeating shapes and algorithms can be used to produce artistic designs, drawing inspiration from different artistic styles and cultures. By combining creative thinking with computational skills, pupils learn how digital tools can be used to express ideas visually and mathematically, while refining their design skills and appreciation of geometric art.

Key vocabulary: Abstraction, Bitmap, Pixel, Repetition, Sprite, Transform

In Year 4, pupils explore Sri Lankan textile traditions and artists, focusing on pattern, colour and cultural symbolism. Children investigate woven and printed fabrics, studying how repeated designs communicate meaning and identity. They develop skills in designing and creating their own textile-inspired artwork, using layering, repetition and careful composition. Sketchbooks support planning and refining ideas. Pupils understand how textiles reflect Sri Lankan heritage and craftsmanship.

Key vocabulary: textile, pattern, weave, print, colour, repetition, design, texture, composition, tradition, culture, symbolism, refine, observe, evaluate.

Pupils learn a traditional Avurudu song, developing confident singing, clear diction and a steady pulse. They explore Sri Lankan musical traditions, listening to and identifying instruments such as the geta bera, yak bera, dawula and raban. Children learn how instruments create rhythm and support celebrations. They perform together using voice, body percussion and instruments, building ensemble skills and cultural understanding.

Key vocabulary: pulse, rhythm, tempo, perform, raban, geta bera, yak bera, dawula, ensemble, tradition, culture, celebration, listen, accompany, music.

In Year 4, pupils explore rainforest themes through educational theatre, creating an informative live performance or exhibition. They use drama to communicate facts, issues and perspectives, developing character, narration and expressive performance. Children learn how drama can educate and inform an audience. They rehearse collaboratively, refining voice, movement and staging to create a purposeful performance. 

Key vocabulary: character, narration, audience, perform, rehearse, expression, staging, role, script, information, communicate, scene, drama, collaborate, theatre.

Pupils explore Sri Lankan cultural dance, developing coordination, rhythm and expressive movement. They learn traditional steps inspired by Kandyan and folk dance, using gesture, posture and formations to communicate meaning. Children respond to Sri Lankan music, keeping a steady beat and performing short sequences with control and confidence. They learn how dance reflects celebration and identity. 

Children have been allocated to either swimming or dance based on the preference indicated on the returned forms. Final allocations will be confirmed during Week 1 of Block 5.

Please note that pupils allocated to swimming are expected to participate fully in all sessions. If a child misses three swimming sessions, they will be reassigned to dance for the remainder of the term.

Thank you for your support in ensuring consistent participation.

Key vocabulary: rhythm, beat, gesture, posture, formation, sequence, travel, expression, perform, tradition, culture, coordination, timing, movement, audience.

Basketball: Pupils explore ball-handling, passing, and shooting in a modified environment. They learn the basics of defence and attacking play, with a focus on movement into space.

Key vocabulary - ball-handling, passing, shooting, dribbling, space, defending, movement 

Swimming lessons are designed to build both confidence and enjoyment in the water. Our programme follows a structured level system that ensures steady progression, tailored to each child’s ability. Alongside stroke development, children also learn important water safety and personal survival skills. We aim for every child to leave Junior School as a competent, confident swimmer with the skills to participate safely in a range of aquatic environments. 

Children have been allocated to either swimming or dance based on the preference indicated on the returned forms. Final allocations will be confirmed during Week 1 of Block 5.

Please note that pupils allocated to swimming are expected to participate fully in all sessions. If a child misses three swimming sessions, they will be reassigned to dance for the remainder of the term.

Thank you for your support in ensuring consistent participation.