Embedded Files
Central Idea: 'People Migrate and Explore in Response to Opportunities and Challenges'
Central Idea: 'People Migrate and Explore in Response to Opportunities and Challenges'
Line of inquiry 1: Causation: An inquiry into the motivations behind migration and settlement.
In our first Line of Inquiry, Year 4 embarked on a fascinating investigation into Causation, seeking to understand the driving forces behind human movement. We explored the motivations for migration and settlement by analyzing 'push' and 'pull' factors - the specific reasons that force people to leave their homes versus those that attract them to new lands.
To bring this concept to life, we applied our learning to the Anglo-Saxon migration to Britain. Pupils critically examined historical evidence to identify what "pushed" the Anglo-Saxons from their homelands (such as flooding and lack of land) and what "pulled" them toward British shores. This historical lens allowed the children to understand that migration is rarely random, but rather a response to complex environmental and social needs.
Line of inquiry 2: Change: An inquiry into the immediate impact of migration.
During our second line of inquiry into the immediate impact of migration, Year 4 pupils put on their researcher hats to investigate how moving from one place to another causes instant change - both for the migrant and the host country. We moved beyond the logistics of travel to explore the human experience: the mix of excitement and anxiety, the challenge of navigating a new language, and the sensory experience of a new environment. By examining case studies and personal stories, pupils identified that migration brings both immediate hurdles (like culture shock) and immediate opportunities (like safety or new beginnings). This inquiry has been crucial in helping them understand that change is not just an event, but a process that affects individuals deeply and instantly.
Line of inquiry 3: Perspective - An inquiry into the legacy of migration from different viewpoints.
In our final line of inquiry, Year 4 delved deep into the concept of Perspective by investigating the legacy of migration. We focused our historical lens specifically on the Windrush generation, using this pivotal era to understand how history can be viewed from multiple angles.
Pupils examined the arrival of the HMT Empire Windrush not just as a timeline event, but as a collection of human stories. We explored the conflicting viewpoints of the time: the hopes, dreams, and resilience of the Caribbean migrants invited to help rebuild Britain, contrasted against the social challenges and mixed receptions they faced upon arrival. By analysing these different narratives, the children learned that a "legacy" is shaped by who is telling the story. This inquiry has been instrumental in helping students develop historical empathy and understand how the contributions of the Windrush generation continue to shape modern British society.
Reading texts:
Year 4 children have been travelling across time and continents through our reading list! We have navigated the battlefields of 1066 in Anglo-Saxon Boy, explored the emotional journey of finding a new home in King of the Sky, and tracked the amazing movements of wildlife in Migration: Incredible Animal Journeys. These texts have not only improved our reading comprehension but have helped us draw powerful connections between human history and the natural world.
Maths - Multiplication and Division
Recall multiplication and division facts for multiplication tables up to 12 × 12
Recognise and use factor pairs and commutativity in mental calculations.
Please continue to encourage your child to use TTRS at home as this further supports your child's fluency when learning times tables.
Science - State of Matter
Through scientific investigations, Year 4 have learnt about solids, liquids and gases, and how they can change.
Religious Education
Our big question:
What can we learn from religions about deciding what is right and wrong?
The children learnt about how decision making may be influenced by religious perspectives.
Interfaith week
This was an exciting week whereby the children welcomed a variety of visitors into our classroom to discuss different religions within our community.
Outdoors and Adventurous Activities
The children had fun, den building and working as a team!
Each week, they were given challenges to overcome and it was great to see the children's problem solving skills develop as time went by.
French - My Family
The children have learnt to:
Use the nouns and articles/determiners for family members in French.
Move from using the article/determiner ‘the’ with a family member to using the possessive adjective ‘my’ in French.
Answer the question ‘As-tu des frères et sœurs ?’ (Do you have any brothers or sisters?) in French.
Introduce family members in French, using ‘il/elle s’appelle (he/she is called). Use my knowledge of larger numbers in French to be able to describe the age of family members.
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