Cricket (Year 4)

Module 1

Welcome back to school! It’s the start of a new year, and across the school we will all be thinking about the theme ‘Who We Are’.

Find out more about the inquiries for your class below:

Central Idea:
Understanding cultural origins can broaden our appreciation of others.

We will be reading:

‘Roman Diary, The Journey of Iliona’

Our Maths Skills we are focusing on are:

  • Number: Place Value
  • Number: Addition and Subtraction

In our Lines of Inquiry, we will explore:

  • What makes up who we are?
  • The growth and spread of Christianity
  • The impact of the Roman Empire on culture today

These are the ideas we will be exploring in school, but we’re really looking forward to seeing your own inquiries take shape! Take a look on the next page for some suggestions to get you started…

Module 1 Homework – Who We Are

Homework is shared with you termly. In addition to this document, your child will also receive regular spellings and a task to practice mental maths. The tasks below focus on the Learner Profiles, which are part of our day to day expectations in the classroom. These require the children to show their thinking and explain their solutions. Each child is required to complete three tasks. The completed homework should be brought in by Monday 11th October. This allows time for us to display their work before the end of term.

I am an Inquirer

Research the Roman Gods.

  • You could design your own God.
  • You could create an information leaflet to teach others about the gods.

I am Knowledgeable

Roman numerals, dates, months and years were very different!

  • You could create a maths worksheet for Roman children, making sure you use Roman numerals in your calculations.
  • You could design an ancient Roman calendar to sell.
  • You could write a set of instructions to teach younger children how to read the Roman numeral system.

I am Creative

Make a 3D Roman model!

  • You could create a 3D model of a Roman soldier.
  • You could create a junk-model Roman bath or Roman villa.

I am Caring

How were Roman children kept entertained?

  • You could create an outdoor game for Roman children to play.
  • You have to care for a group of young children for the day. You could create a plan of Roman activities.

I am Reflective

The Roman Empire invaded a lot of countries. They caused a lot of fighting and a lot of deaths. However, they were very clever and brought lots of their inventions to the invaded countries.

Reflect on the following question and present it in any way you like:

What did the Romans do for us?

I am Open-Minded

It is important to be aware of and respectful towards the different countries and cultures around the world.
Have a think about Rome (and the rest of Italy) as it is today. Research the culture there.

  • You could create a tourist information brochure.
  • You could make a TV or poster advert to persuade people to visit Rome/Italy.

I am a Communicator

Write an imaginative story with a Roman theme.

  • You could travel back in time and wake up in a street in Ancient Rome!
  • You have been captured to be a Roman slave! You could write letters back home to your family, or a diary entry.

I am Curious

How far did the Roman Empire spread? Find as many countries as possible that the Romans invaded.

  • You could draw flags of the invaded countries, and write a sentence about each one.
  • You could produce a PowerPoint Presentation or poster to present to the class.

I am a Thinker

I want to live in Italy so I can eat pizza, ice cream and cheese-pasta all day every day!!

Is this a good idea for my health?! Think about how to eat healthily. Provide me with some advice as to how to have a healthy diet here, or in Italy.
The choice of how you do this, is up to you!

Module 2

How We Express Ourselves

We hope that you enjoyed your October Half Term. This term, across the school we will all be thinking about the theme ‘How We Express Ourselves’.

Find out more about the inquiries for your class below:

Central Idea:
Ancient civilisations influence creative forms.

We will be reading:

‘The Adventures of Odysseus’

Our Maths Skills we are focusing on are:

  • Multiplication and Division
  • Measurement – Area

In our Lines of Inquiry, we will explore:

  • Ancient Civilisations
  • Ancient Art Forms
  • The influence of these Art Forms on today

These are the ideas we will be exploring in school, but we’re really looking forward to seeing your own inquiries take shape! Take a look on the next page for some suggestions to get you started…

Module 2 Homework

Homework is shared with you termly. The tasks below focus on the Learner Profiles, which are part of our day to day expectations in the classroom. These require the children to show their thinking and explain their solutions. Each child is required to complete three tasks by the end of the term, however, if you wish to complete more then please do so. The completed homework should be brought in by Friday 10th December. This allows time for us to display their work before the end of term.

I am an inquirer

Create an inquiry into a civilisation other than Ancient Greece or Ancient Rome.

  • You could create a Powerpoint presentation to explain your inquiry findings.
  • You could make an information leaflet or poster to teach others.

I am balanced

  • Compare the similarities and differences between the Olympic games in Ancient Greek times and now.
  • Research into the activities the Ancient Greeks did to exercise and keep themselves healthy.

Present your findings in any way you choose!

I am knowledgeable

  • Make a model amphitheatre! Research what it is and what they were used for.
  • Greek masks were used a lot in theatres. Research what they looked like and create your own!

I am caring

We all express our emotions in different ways. It is important for us all to cope with and control our emotions, in order to have a healthy and happy mind.

Think about how you cope with different feelings, for example, when you feel very angry. How could you help others with dealing with their emotions?

  • You could make a list of ideas or instructions to help someone who finds it hard to cope with being angry or sad.

I am reflective

How is Ancient Greek society different from our society today?

You could think about their lifestyles, diets, clothes, jobs…

Present your findings in any way you choose!

I am open-minded

How were the beliefs in Ancient Greece different to Christian beliefs? Compare and contrast!

  • You could draw and label some Greek Gods/Goddesses.
  • You could make a bubble map to compare and contrast the two belief systems.
  • You could write a story involving the Greek gods/goddesses.

I am a communicator

Learn the Greek alphabet!

  • You could make a ‘crack the code’ worksheet for another child to complete.
  • You could write some secret messages!

I am a risk-taker

Plan a trip to a place in Greece (you can choose one of the islands!)
You have £800 to spend.

  • How will you get there?
  • Where will you go?
  • Where will you stay?
  • What will you see and visit?
  • What will you eat?

I am a thinker

Think about the weather in Greece. What food do you think grew well in Ancient Greece? Research to find out if your thoughts are correct.

Design a restaurant menu for an Ancient Greek restaurant!

Module 3

Where We Are In Place And Time

Happy New Year! We hope that you enjoyed the break with your families. This term, across the school we will all be exploring the theme ‘Where we are in place & time’.

Find out more about the inquiries for Cricket class below:

Central Idea:
Human exploration and migration influence society.

We will be reading:

‘Beowulf’

Our Maths Skills we are focusing on are:

  • Multiplication and Division
  • Measurement – Area

In our Lines of Inquiry, we will explore:

  • Early migration in and out of Britain.
  • The effect of migration over time.
  • How migration may continue to change society.

These are the ideas we will be exploring in school, but we’re really looking forward to seeing your own inquiries take shape! Take a look on the next page for some suggestions to get you started…

Module 3 Homework – Human exploration and migration influence society.

The tasks below focus on the Learner Profiles, which are part of our day to day expectations in the classroom. These require the children to show their thinking and explain their solutions. Each child is required to complete three tasks. The completed homework should be brought in or ‘handed in’ on Google Classroom, by Friday 4th February. This allows time for us to display their work before the end of term.

I am an inquirer

As we have found out in class, a lot of people in Britain are made up of genes from lots of different places. This is often because of people moving and migrating to different places.

Inquire into your family history. Where are your grandparents, parents, parents from?! Are you 100% English or a mix of different nationalities? What is the most surprising thing you’ve found out?

You could create slides to present your findings, or write them up to present.

I am knowledgeable

We know that the Anglo-Saxons migrated to England after the Romans left, around 400AD. 

But what about the other UK countries? For example, who migrated to Scotland? When? Where did they migrate from? Were these people in Scotland there when the Romans invaded? Or did they migrate there with the Anglo-Saxons? 

Present your knowledge in any way you choose!

I am a risk-taker

Beowulf (and other Anglo-Saxon warriors) were very successful in battles. They had lots of strong armour and weapons. 

  • Can you design and create a shield for an Anglo-Saxon warrior to use to defeat the British?
  • Can you create the sword Beowulf used to kill the Sea Hag?
  • Can you make a helmet for an Anglo-Saxon warrior to go into battle with?

I am caring

Do all people who migrate choose to do so, or do they sometimes have no choice? First, find out: What is the difference between a migrant and a refugee? What is an evacuee?

When Princess Elizabeth (now the Queen) was 14, she gave a kind sympathetic speech to children, many of whom were refugees and evacuees during the war.

The Queen talks of the kind people giving homes to evacuees and the kindly welcome they receive. Focus on this word kindness – what does it mean? What does kindness look like in actual behaviour? You could: 

  • Create a collage of words, phrases and pictures that illustrate the kindness a refugee would hope for.
  • Make a song or rap that speaks about kindness for refugees.
  • Find examples of kindness that evacuees or refugees received – from real-life news reports or from books, stories and films.

I am reflective

Reflect on where we are in this place and time. What inventions do you think have helped people migrate more easily?

Looking ahead to the future, what could be invented to make it even easier for people to travel around the world?

Will we travel beyond the world!?!

You could design an invention to make travel even better/faster/easier than now!

I am open-minded

Our country is a fantastic mix of many different religions and beliefs. It is important for us to understand these, so we grow up as open-minded, tolerant and respectful members of society. Choose a religion other than your own to research. 

  • You could create a poster about this religion.
  • You could sketch their religious building and present information about it.
  • You could write a speech to teach the class about your researched religion.

I am a communicator

The Anglo-Saxons had a written form of communication. But, with a very different form of alphabet than the one we have in Britain today!

  • You could write secret messages to other people! Can they work out what you are trying to communicate?
  • You could create a worksheet to teach a child how to write in their letters.
  • You could write a letter to a friend in Runes.

I am principled

Depending on where in the world refugees travel to, they are helped by different organisations such as:

  • Refugee Council
  • Save the Children
  • The British Red Cross

Research one of these organisations, find out who they are and what they do to support refugees.

Decide on how you would like to present your findings. It may be as a poster, fact file or as Google Slides.

 

I am a thinker

It is possible that the Anglo-Saxons found their way across the North Sea by using the stars to guide them.

  • You could research some star constellations (patterns) and draw them on black paper.
  • You could find out the Science behind stars! You could produce a fact file about what stars actually are.
Module 4

Welcome back to school, we hope that you had a lovely half term! This term, across the school we will all be exploring the theme ‘How The World Works’.   Find out more about the inquiries for your class below:

Central Idea:
Humans may have altered the local and global environment.

We will be reading:

A Boy and a Bear in a Boat

Our Maths Skills we are focusing on are:

  • Measurement – Area.
  • Number – Fractions

In our Lines of Inquiry, we will explore:

  • How the local and global environments have changed over time
  • Natural and human factors that lead to climate change
  • The impact of technological advances on the environment

These are the ideas we will be exploring in school, but we’re really looking forward to seeing your own inquiries take shape! Take a look on the next page for some suggestions to get you started…

Module 4 Homework – How The World Works

The tasks below focus on the Learner Profiles, which are part of our day to day expectations in the classroom. These require the children to show their thinking and explain their solutions.  Each child is required to complete three tasks. The completed homework should be brought in or uploaded to Google Classroom by Friday 25th March. This allows time for us to celebrate and display their work before the end of term.

I am an inquirer

How does rain happen? How does the water get from the land to the clouds? How does it all work?! Research the water cycle and then design and conduct an experiment to show how the water cycle works! You could share a photo or video of it in action!

I am knowledgeable

  • Make a poster/leaflet/slides to explain about the world’s continents. You could research lots of facts about each continent such as its size and population.
  • What’s inside the Earth? You could draw a diagram, create a plasticine model or write a story with the title ‘Journey to the centre of the Earth’.

I am a risk-taker

  • If a new village, town or city was to be built, how would you design it? You could complete a map, floorplan or 3D model of your new place. Don’t forget to give it a name!
  • Create a model to show what the greenhouse effect is. Take a look at this video for an example: https://www.youtube.com/watch?v=VhuhtK7QdrE

I am caring

  • Research about a recent natural or human-made disaster, such as an earthquake, floods, an oil-spill or Australia’s bushfires. What effect has this disaster had on the local people and animals? How could we help? 
  • You could plan a fundraising event for a charity that supports that cause.

I am reflective

Reflect on your own actions and habits.

  • What could you do differently in your life to help more to reduce the impact of climate change? How will you do this? For example, I could reduce food waste by making sure I only buy and cook what I need. Write yourself a plan of action, feel free to draw pictures or present it in any way you choose!

I am principled

What would you do if you were Prime Minister for a week?

  • Would you introduce any new laws or rules? How would these benefit our society?
  • Would you change anything? Why?

You could also write a persuasive speech to become the next Prime Minister!

I am a communicator

If you could write a letter to a child in another country, what would you write?

  • It is up to you what country you choose. 
  • Their culture may be very different to yours. Think carefully about what you want to know about them.
  • Don’t forget to tell them all about yourself too! They might not know anything about England or our culture.

I am a thinker

Have you ever wondered what’s lurking at the bottom of our deepest ocean? An animal we don’t even know exists yet?!
An area of the western Pacific has only ever been explored by a robot because it is too deep for a human to survive.
Imagine a new piece of technology allows you to go and explore the ocean floor. You are the first human to go!

  • Write an adventure story about your trip.
  • Write a diary entry about this day.

I am balanced

We think a lot about the negative changes from humans on our Earth. However, we need to remember that humans also do amazing things! Let’s consider all the positives as well!

Become a Newsround reporter and showcase all the great things that happen everyday in our world too. Put together a news report script for this and you could record yourself in the Newsround ‘studio’.

Module 5

We hope that you had an enjoyable Easter Break. This term, the school will be learning around the theme ‘Sharing The Planet’.

Find out more about the inquiries for your class below:

Central Idea:
Communities adjust according to environmental changes.

We will be reading:

‘Oliver & The Seawigs’

Our Maths Skills we are focusing on are:

  • Number – Fractions
  • Number – Decimals

In our Lines of Inquiry, we will explore:

  • The actions of humans and their impact on the Earth.
  • Consequences of climate change on communities.
  • How different communities support conservation and sustainability.

These are the ideas we will be exploring in school, but we’re really looking forward to seeing your own inquiries take shape! Take a look on the next page for some suggestions to get you started…

Module 5 Homework – Sharing The Planet

Homework is shared with you termly. In addition to this document, your child will also receive weekly class homework, usually reviewing that week’s learning. The tasks below focus on the Learner Profiles, which are part of our day to day expectations in the classroom. These require the children to show their thinking and explain their solutions. Each child is required to complete 3 tasks by the end of the term. The completed homework should be brought in by Monday 16th May 2022, allowing plenty of time for us to celebrate homework before the end of term.

I am an inquirer

Part 1:

  • Choose an animal (don’t forget that insects are animals too!) and learn about how it has adapted (changed) over time to its environment.
    Present your learning in any way you choose! For example, labelled drawings, fact-file, Google Slides…

Part 2:

  • Think about one particular environment around the world. For example, the Amazon rainforest, the Pacific Ocean, the Sahara Desert or Lake Malawi. What would an animal need to have adapted to survive there? (Think about predators, prey, surviving the extreme weather) Your task is to design and sketch a new animal with the most perfect adaptations! Don’t forget to label it!

I am knowledgeable

I know about Living Things and their Habitats 

Part 1: Find out the meaning of MRS NERG! Using this, can you write a poem with the title: ‘Living Things’ 

(Look at this great example of a poem to help you): https://www.trevorparsons.co.uk/untitled-sitepage_17 

Part 2: Now take a walk within the local environment, observe habitats and record the different living things you find. 

You could follow these links before you go: 

Leaf identification PDF from www.woodlandtrust.org.uk Spotter sheet downloads from www.woodlandtrust.org.uk 

Instructions for safe and considerate collection methods for insects (Pg.3) from www.forestryengland.uk 

Minibeast identification from www.science-resources.co.uk

I am a risk-taker

Our Beautiful Blue Planet!

You will need to use recycled plastic (raid your recycling box!) to design a sea creature that people’s actions are putting in danger. You can make this sea creature out of the recycled plastics, to make everyone who sees it think about what harm plastic is causing.

Extension – write an explanation about what you have created and why, to go with your model sea creature.

I am caring

I care about the efforts people are making to help the changing environment.

There are a lot of conservation efforts going on around the world.

  • What is the meaning of conservation? Write the definition.
  • Find some different examples of conservation work going on in different environments. What are they doing to help?
  • Why is their conservation work important? You can focus on one organisation or charity, for example, the WWF.
  • Is their work making a difference?

I am reflective

Let’s now reflect on how our communities are contributing to a changing environment, and the impact this is having. Watch the video clip:
https://www.bbc.co.uk/teach/class-clips-video/science-ks2–ks3-human-impact-on-the-environment/zf9nvk7

Make a brainstorm about what you learnt in this video clip.

Play the video without any sound, then you narrate over the top! You will need to plan and write your narration down before performing. Don’t forget to record it and put it on Google Classroom!

I am open-minded

Do you think your community is the same as everyone else’s around the world? It is important that we understand different cultures and countries. Just because they may live very differently to us, they are no better or no worse than us, just different!

Research a very different culture, for example, a tribe who live in the Amazon.

Present your findings as a poster, Slides, leaflet.

Or, you could imagine how it would be to live in this culture. Write a diary entry about a day in the life of someone from there.

I am a communicator

Your local council needs you! They want to turn an old industrial site in your town back to a wildlife haven. Which plants and animals would have lived here? 

  • Research local plants and animals. This website has lots of information:
    www.kentwildlifetrust.org.uk/wildlife-explorer
  • Note down your findings!
  • Now think about what these plants and animals need to live here again (we don’t want your wildlife haven to die in a few months’ time!!)
  • Sketch what your wildlife haven will look like, ensuring you label it fully.

I am principled

Plastic pollution is one of the main environmental issues at the moment. With this in mind, keep a ‘plastic diary’ to record how much single-use plastic you use over a week. 

You can use this template: 

My Plastic Diary

What steps can you take to encourage others to reduce plastic pollution? For example, you could talk to friends and family about saying no to single-use plastics or you could write to businesses asking them to reduce their packaging.

Design a poster that can be placed around the school to tell others of your ideas on how to reduce and reuse plastic.

I am a thinker

We are looking at how climate change is having an impact on different parts of the world. For example, in some countries, there is not enough rainfall, and in other countries, there is too much rainfall.

Have you ever thought about how this data is collected? How do we know how much rainfall there was?

Your task is to be a data collector!
Make a rain gauge! https://childrens-room.com/blog/making-rain-gauge

Next, find a thermometer! Place them outside. If you don’t have a thermometer, just measure rainfall.

Everyday at the same time (such as 5pm), for the next week, you will need to check these and record the results.
Present these results in a way you choose, such as a line graph.

Module 6

We hope that you had an enjoyable May break. This term, the school will be learning around the theme ‘How We Organise Ourselves’.

Find out more about the inquiries for your class below:

Central Idea:
Humans create systems to help them exchange and trade.

We will be reading:

‘Journey to Jo’burg’ by Beverley Naidoo

Our Maths Skills we are focusing on are:

  • Geometry – Properties of Shape
  • Measurement – Money
  • Measurement – Time

In our Lines of Inquiry, we will explore:

  • Money around the world, past and present.
  • The economic differences between countries who trade and exchange.
  • The worldwide systems in place to create a fair way to exchange and trade.

These are the ideas we will be exploring in school, but we’re really looking forward to seeing your own inquiries take shape! Take a look on the next page for some suggestions to get you started…

Module 6 Homework – How We Organise Ourselves

Homework is shared with you termly. In addition to this document, your child will also receive weekly class homework, usually reviewing that week’s learning. The tasks below focus on the Learner Profiles, which are part of our day to day expectations in the classroom. These require the children to show their thinking and explain their solutions. Each child is required to complete 3 tasks by the end of the term. This should be brought in by Friday 15th July, allowing plenty of time for us to celebrate homework before the end of term.

I am an inquirer

Next time you go to the supermarket, look at all the food you can get. Do we grow and make it all here?

Look at the back of packets, or on the bags/tubs that food comes in. Where has it come from? Make a list and/or find those places on a world map. Which country does most of the food you have at home come from? Why do you think this is?
Inquire into what we grow and make here in the UK, and what we buy from other countries. Why do you think we get it from other places? Write down your thoughts.

I am knowledgeable

What is the G7 summit?

Find out which countries make up the G7 and why.

You could draw the flag for each of the countries and find out some facts about each country too.

I am a risk-taker

Create your own currency! You could create it out of materials at home.

What will it be called?

What will the coins look like? What will the banknotes look like?

How much will you make each coin or note worth? For example, £1 = how much of your money?

I am caring

What is poverty? Why do you think poverty exists? Does it exist here in the UK? If so, can you find out which areas of the UK have the highest amount of poverty?
If you were Prime Minister of the country, what would you do to make sure nobody lived in poverty?

Write a letter to the Prime Minister to persuade him to help you.

I am reflective

Reflect on how much you know and understand money.

Natwest Moneysense is a fantastic website to visit to learn all about money.

Click here to visit the website

Play some games, watch a video, try a few of the activities. Have fun!

I am open-minded

How does chocolate get from the tree to your lunchbox? Research how chocolate is made and what is involved in making this delicious treat!

Present your findings in any way you choose, such as a comic strip, a video presentation or Slides.

I am a communicator

China has one of the biggest economies in the world, that means they make a lot of money from selling their goods to the world.

What language is mainly spoken in China? Can you find out how to say some words in this language? You could learn how to say ‘Hello’ ‘How are you’ ‘Thank you’ and ‘Good bye’.
Challenge – can you learn how to WRITE ‘hello’ in this language?!

Can you teach the rest of the class how to communicate in this language?

I am a thinker

Have we always had pounds and pence for our money here in the UK? Have our coins and notes always looked the same? Are you curious about what money we used to have?

Do some research, including speaking to any elderly people you know, to see what they can tell you!

Can you find out how much things used to cost compared to now? For example, how much did a chocolate bar cost 50 year ago?

I am balanced

Ever thought about how food grown or made abroad ends up on your plate?

What are food miles? Read about it here.

Show what you’ve learnt by making up a quiz about food miles, or creating Slides or a poster..