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Woolly Mammoth
Woolly Mammoth
After looking at life during the stone age the children learned that a wooly mammoth could feed a family of up to 30 people. They used quality vocabulary and adjectives to describe this huge mammal. Constructing their own success criteria to ensure children knew what would Makes This a Good piece of work (WMTG? ) they wrote their descriptions.
Sabre Tooth Tiger
Sabre Tooth Tiger
Another mammal Stone Age Man was scared of was the ferocious and fearsome sabre toothed tiger. The children enjoyed talking about the animal, describing different parts of his body in detail. They swapped different talking partners to build up a clear picture in their mind before they attempted to describe them. Again lots of quality vocabulary and adjectives was encouraged to be used by the children. We were so relieved to find out these animals became extinct due to loss of their habitat and overhunting by stone age man.
Boudicca Speech
Boudicca Speech
Pupils listened to a description of Boudicca and drew her according to what they heard. They then wrote descriptively about how she led the Iceni tribe to fight against the Romans. They wrote in the first person as if they were Boudicca herself. Using the images they drew and the descriptions they wrote, children recorded their work on Chatterpix.
IMG_0199.movIMG_0630.MP4
The story of Romulus and Remus
The story of Romulus and Remus
The children read the story as a class of Romulus and Remus and then watched a short video of the story. Working in groups they selected 5 freeze frames that showed the main parts of the story. This really helped them to plan their story before they wrote them for younger children to enjoy.
Draw My Setting
Draw My Setting
TASK: Watch the clip of a Viking Village below. Draw a map in your literacy books of the village. Use your senses to write a description of the village in as much detail as you can. Then use AI to recreate your setting. How close to the scene can you get? Remember the more adjectives and quality vocabulary you use the better. Add your description to the Google slide to enable the AI to generate your image.
Hyperboles
Hyperboles
Persuasive Adverts
Persuasive Adverts
We use the acronym Mr FREDEPTOR to evaluate the success of our persuasive posters. We used the key features to promote a visit to the Tudor Manor House, Llancaiach Fawr, which is due to close at the end of this year. We also created persuasive adverts for luscious welsh foods.
We also created persuasive posters to persuade people to buy Oliver Twist! He was an orphan from Victorian Times who lived in The Workhouse.
Using Mr Fredeptor helped me to remember to include all key features of a persuasive poster.
F- facts and statistics
R- repetition
E- exaggeration
D- description
E- emotive language
P- personal pronouns
T- the rule of three
O- opinions
R- rhetorical questions
Stone Age Maths
Stone Age Maths
content-id-7213-NRICH-poster_StoneAgeCounting.pdfThe children were given the Stone Age Counting sheet and had some interesting discussions around the questions asked. What do you think the drawings represent and what might Stone Age people count?
Look at some of our examples below.
Maizy
Levi
Arlo
Millie
Estimating and measuring a Celtic Round House
Estimating and measuring a Celtic Round House
The children were asked to estimate how large a 5m in diameter Round House would be. They used a variety of measuring instruments to measure the diameter of the circle. They then worked out how many children would fit inside. They had lots of fun working this out.
Roman Numerals
Roman Numerals
The children discussed what Roman Numerals are and thought about where they had seen them in real life. They came up with the fact that they had seen Roman Numerals on different clock faces and when talking about kings and queens. For example, Henry VII is Henry the seventh, and King Charles III, is King Charles the third. They really enjoyed finding out about the letters used and what number they represent. We all found this challenging, including Mrs Scott! Nearly all of us were able to find the hidden message and thought the Romans were correct when saying it is better to create than to learn! We love creating things in year 4.
The exit slip for children to show an understanding of Roman Numerals was to crack the code. Pupils quickly realised the teachers had made a mistake in the code they were given but they were able to interpret the message. They also completed a more difficult challenge if they were successful in this one.
The Roman Calendar
The Roman Calendar
There were many similarities between The Roman Calendar and the one we use today, but they are not exactly the same. The Romans settled on a calendar which had 365 days in a year, a leap year every four years, and 12 months. This system was first introduced by the emperor Julius Caesar in 45 BC, which is why we call it the Julian Calendar. This was shared with the children and they Adobe Video to teach other pupils about The Roman Calendar. You can look at some examples below.
Calculating area to create Victorian Floor Tiles
Calculating area to create Victorian Floor Tiles
Design a Victorian floor pattern for a hallway, then calculate the area of the different colours in your design. The total area must = 540 squares
To use inverse operations to check the answer.
To use inverse operations to check the answer.
The children have been working hard with addition and subtraction over the last few weeks. Today, they learned how to check their answers using inverse operations. :)
The Hodgeheg
The Hodgeheg
We read The Hodgeheg by Dick King Smith as our Year 4 class novel.
We read The Hodgeheg by Dick King Smith as our Year 4 class novel.
The children looked at the front covers and predicted what they thought would happen in the book.
The children looked at the front covers and predicted what they thought would happen in the book.
Yn Y Ty
Yn Y Ty
Our Welsh topic was "Yn y ty." We learnt how to talk about where we live, what type of house we live in and what we do in the different rooms of our house, in Welsh.
Our Welsh topic was "Yn y ty." We learnt how to talk about where we live, what type of house we live in and what we do in the different rooms of our house, in Welsh.
DOC130525-13052025155041.pdfWe played this Loop card game to discuss what we do in each room of our house.
We played this Loop card game to discuss what we do in each room of our house.
DOC130525-13052025155317.pdfDOC130525-13052025155150.pdfWe made a word bank of all the things we do in each of the rooms of our house and then found out how to say this in Welsh. We used this to create our own class dictionary.
We made a word bank of all the things we do in each of the rooms of our house and then found out how to say this in Welsh. We used this to create our own class dictionary.
DOC130525-13052025155103.pdfDOC130525-13052025155010.pdfDOC130525-13052025154953.pdfDOC130525-13052025155257.pdfPage updated
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