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‘Together we learn, believe and achieve’
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Class 4

‘Together we learn, believe and achieve’

Class 4's New Learning Adventure


Picture 1

You will all be learning in a different ways so don’t panic! Just remember to:

  • Always try your best. Keep that positive attitude for learning while you are away from the classroom.
  • Be creative where you can, particularly if you are unable to access the daily work set. Invent your own. 
  • Try to be independent in your learning as much as you can.
  • Be the teacher and teach your family members and carers all those wonderful things we have been exploring since September. You are the expert!
  • Always present your work so that you are proud of your achievements (use a pencil for writing and maths).
  • Always give yourself some house points at the end of your work ;-)
  • Take regular breaks, gets loads of fresh air when possible and drink lots of water!
  • Talk to the adults around you if you are feeling worried or anxious about anything!
  • Email Mrs Robinson or Mrs Billing if you have any question, suggestions or just need a chat! 
  • Have fun!


Monday 30th March 2020

Good morning Class 4! Congratulations! We have all achieved 1 week of successful home learning! 2 Merit Points for everyone! Have you printed off a merit point and house point chart yet? They are in the resources area next to the class pages.


Thank you for all your emails! If you haven’t emailed me yet then please do so I know you are ok and receiving the emails being sent.  


Today’s 40 Acts Lent Challenge: Try to avoid using any plastic that you throw in the bin.


Daily Mile: It’s a fresh week with Joe Wicks – we can do it Class 4! Have a look at a new website link I have put in our PE area at the bottom of the page. There are lots of different exercises you might like to try out.


Spelling, Punctuation & Grammar (20 mins)

Detective Robinson has set you a spelling challenge. Can you unscramble the words to reveal the important message?

Top Tip: I have included lots of our spellings from the year 3-4 word list.

Now create your own coded message and send it to me. I will add it to the class page for others to enjoy unscrambling over the Easter break.


berememr to try a new esexreic that’s tdniefrfe and lsapiec for 10 smeitnu  everyday and you will yplrboab esuspir yourself at how your ekgnodelw and skills will esacrnie.



English: (1hour)

Guided Reading:

L.I: I answer questions related to what I have just read 

Bombs & Blackberries by Julia Donaldson

I have saved a copy of scene 1 and 2 in the star icon next to our class gallery I have also recorded me reading the story like an audio book. It was great fun! You should try it too!

Task: Either read Scene 2 independently or follow while I read it you.

  • Why is the scene entitled ‘The Vackies’?
  • Why are the children waiting in the village hall? How do you think they might be feeling?


Task 1: Can you think of five words to describe their emotions and write them down in your writing book?

Some questions to think about …

  • Why does Mrs Smiley say ‘This isn’t a cattle market’ to Farmer Gregg?
  • Where do all the children go?
  • Why does Sarah Huggins want Elsie to live with her?
  • Why has no one chosen Vera and May Dawson?
  • Who is Albert?
  • Why does Mrs Smiley think that Elsie, Jack and Joey are lucky to be going with Albert?
  • Why does Mrs Smiley repeat the sentence ‘The fresh air will do them good’ every time the children are picked?
  • What game are the children playing at school? Describe the rules to a partner.
  • Discuss the attitude of the village children towards the evacuees from Manchester.


Can the words we say be hurtful? Think about how we should treat others and embrace differences.


Writing: (45 mins)

L.I: I can proofread my writing for spelling and punctuation errors

Task 2: Imagine you are an evacuee. Write a description of yourself on a luggage label describing why someone should pick you.


You might like to draw your own luggage label or print the one on the class page.

Think of all your positive attributes. You may like to include some of your superhero characteristics from last week too! Write your name and address on the front and your description on the back!


Check with the list below and include as many things as you can in your writing:

  • adjectives
  • Commas
  • Expanded noun phrases
  • Emotion words
  • Spellings from our word list
  • Arranged your writing into paragraphs


Bonus House points: Fronted adverbial


AoW Why don’t you choose one of the Easter hymns to sing today?


Maths (1 hour)

Warm Up 

Missing numbers

72 =    ___       x    ___               Which pairs of numbers could be written in the boxes?

Making links Eggs are bought in boxes of 12. I need 140 eggs; how many boxes will I need to buy?

L.I: To be able to solve word problems involving duration of time and conversion.
Textbook pages: 277 – 278 (purple book)   


Let’s recap on the key facts learnt last week:

24 hours = 1 day

60 minutes = 1 hour

1 minute = 60 second

 1 week = 7 days.


In Focus task

What do we know? What is the problem asking us to do? What should we do first, second, third, etc.

Let's Learn

First, we should find out how long Amira spent doing things –

25 minutes + 1 hour 20 minutes = 1 hour 45 minutes.


What time did Amira leave the house? (4:45 p.m.)

How will we calculate when she started her homework? We need to count back 1 hour 45 minutes from 4:45 p.m.


Let's Learn.

Point out to pupils that they cannot do this: 4:45 p.m. – 1 h 45 min = 3:00 p.m. as this is mathematically incorrect. Follow the way it is represented on the timeline as shown in Let's Learn.

Guided Practice You are now solving word problems involving duration of time. Before you begin, look at each question and think about how to approach the problems.


Workbook: Workbook pages: 194 – 19 OR if you fancy a break from the workbook then have a go at the pizza problems attached and practice your time skills.

French: (30 mins)

Mrs Billing has sent you all a username and password for a new French program ‘Dulingo’ on an email. It looks like fun! If you have any problems then please email her: and she will help you with any problems or questions.


Computing (15 minutes)


Well done to all those that sent someone in the class an email. I bet it brightened their day! Have you heard back from them? Why don’t you email a group of friends today? Can you send 4 people an email at the same time? What will your subject be?


Sketch Book (as long as you like!)

Why don’t you choose to sketch something or someone in your house? Put some relaxing music on and enjoy some quiet time! 

Friday 27th March 2020


There's lots to do here today. Don't worry if you don't finish everything. You may like to do some of the activities slowly over the weekend to fill some time! 


Today’s 40 Acts Lent Challenge: Say thank you to someone in your family.  

Good morning! Thank you so much for all your wonderful emails you sent yesterday.


Daily Mile: Well done if you are still doing the Joe Wicks workout! We are all going to be super fit!


Spelling, Punctuation & Grammar (20 mins)

Today, we are going to look at quite a tricky suffix. (Remember that a suffix is added to the end of a word). The sound that this suffix makes is ‘shun’. We are going to explore 4 different ways of writing this:

  • -cian
  • -sion
  • -tion
  • -ssion

Watch this short video if you have access to a computer.

Can you think of any other words to go in each column?



















Meet ‘Patch’ our very much loved family Rabbit. And yes, he is wearing a lead! He’s so large now, that he gets a good run around our garden every day! He has requested that we create a book of funny adventures to keep him entertained over the Easter Holidays.

Below, I have written the first story to go in Patch’s new adventure story book

Patch is a famous rabbit magician. He lives in a mansion hutch next door to a rabbit electrician. They recently had a discussion about a rather amusing recent occasion in which he was asked to play the lead role in an action movie all about a famous rabbit mathematician.

Task: Can you make up a funny/nonsense short story to add to my book of ‘Patch’s Nonsense Adventures using these words?

Remember to spell them correctly and send them to me to put in Patch’s book in the class gallery!

If you can’t think of any then why don’t you make a new funny story with the words that I have found?

Bonus points if you can find the ‘shun’ suffix I’ve forgotten!


Computing (10 minutes)

Choose someone that is not part of your immediate friendship group and send them an email. Why don’t you ask them what they are up to and tell them all about what you have been doing over the week. A great way to communicate with each other. Remember we are all still part of Class 4 even if we are not able to see each other every day!


English: (1hour)

Guided Reading:

L.I: I can check that what I am reading makes sense to me and explain the main themes.

Bombs & Blackberries by Julia Donaldson

Have a look through the Cast this (the characters in the play). They are divided into different groups.

1: Manchester people

2: Country People

3: Other Characters

Where is Manchester? Have you ever been to Manchester? Can you find it on a map of the UK?

Task: Read Scene 1 by yourself or with an adult. (Have you noticed that it doesn’t say ‘Chapter 1’? Why?)

Look at the illustrations and describe what is happening in Manchester, Autumn 1939.

Some questions to think about to develop your understanding of what you have read.  You don’t need to record your answers.

Q. Why has the author given the title of Scene 1 –‘Farewell, Manchester, Autumn 1939’?

Q. Why do the children have labels on their coats and gas masks in boxes around their necks?

Q. Where do you think the children might be going to with their teacher?

Q. Why is mum crying as Elsie, Jack and Joey leave Manchester for the country?

Q. Why are the children going to the country without their parents?


Let me know if you would find it easier if I read each scene to you, particularly if you are finding it tricky to follow. I could upload it as a video or audio book!


Writing: Are you able to do this outside today?

L.I: I can proofread my writing for spelling and punctuation errors

Task 1: What do we know about Joe from reading scene 1? Draw a picture/print this picture of Joe and label with adjectives, expanded noun phrases, and his emotions to use in your writing

Challenge: use other more adventurous words you have collected from your evacuation reading earlier in the week.

Task 2: Write a short diary entry pretending to be Joe based on what you have read in scene 1.  

Look in your writer’s toolkit books to remind yourselves of the features found in a diary entry.

You will add another entry to his diary next week.


Why don’t you email your diary entries so I can share with the rest of the class?


AoW Why don’t you choose one of your favourite hymns to sing along with today?


Maths (1 hour)

L.I: I can convert years to months and weeks to days. Textbook 4A pages: 273 - 276(purple book)

Warm up: Practice your 12 times table. Can you say it forwards? Backwards?  

Write out your 12 x table in your maths books to use today.

In Focus task. Read the information. Look at the different lifespans of the animals. What do we need to do to compare the average lifespans? What key facts do you think will help us when we convert the lifespans?

How many months are there in 1 year?

Let's Learn 1. If we know 1 year = 12 months, how can we calculate 9 years in months? How many groups of 12 in 9 years?

12 x 9 = 108 months

Let's Learn 2. What is the best way to calculate 15 years? We can use a number bond to break 15 into 10 and 5.    10 × 12 = 120 months.

What about 5 × 12?

If we know 10 years = 120 months, how can we use this to calculate 5 months? Establish that by halving the product of 10 and 12 we can calculate 5 × 12.

What statements can you make about the lifespans now that we have converted all of the years to months?

Let's Learn 3. What units of time are we measuring in now? Which key fact would help us with our conversions? (1 week = 7 days.)

During Guided Practice, you are converting years to months and weeks to days.

Write down some key facts in your maths memory books

1 year = ? months

So 2 years = ?

Worksheet 5: page 192



RE: (1 hour or so)

Key Question: What events happened during The Last Supper?

Before we finished school, be began looking in detail at the events that occurred during HOLY WEEK. We discussed the excitement on Palm Sunday and how the mood began to change during The Last Supper on the Thursday.

Can you remember the events of the last supper? Why not refresh your memory by watching this short film.

Can you find the correct page in a bible?

Matthew 26:17-30


If you haven’t got a bible follow this link …


Here are some images of what happened during the last supper.

Are they in the correct order?






Picture 1
Picture 2
Picture 3
Picture 4

What is happening in each picture? How do you think each character is feeling?

Task: Can you create a cartoon strip showing the key events of The Last Supper? You might like to draw each part by hand, print pictures yourself, use lego characters and take a photographs, maybe use your cuddly toys or pets if you have any?


How creative can you be? The Last Supper as you’ve never seen it before!


Thursday 26th March 2020

Today’s 40 Acts Lent Challenge: Have you promised to do something and then forgotten? Try and remember – and put your words into action today!


Hey Class 4. How are you all today?


How are you doing the daily mile today? I am enjoying joining Joe Wicks every morning! My legs are aching!


I have always dreamed of being a super hero for the day so I am very pleased with this outfit today!

If you could be a super hero for the day, who would it be and why?


Name: Remote Robinson


Job Description: Teaching children aged between 8 -9 effectively via the internet!

Outfit: Changeable on a daily basis chosen by Mini Robinson's.

Food: In the morning, she becomes supercharged after eating a healthy, delicious breakfast.

Super Power: To adapt and change learning set dependent on the weather, subject, internet power and ideas from children.

Extra Information: Exercise is of particular importance and must be carried out at every possible occasion.

Nemesis: Broken computer and slow internet!


Spelling, Punctuation & Grammar (20 mins)

Read my job description and see if I have included the following:

  • Proper noun
  • Inverted commas
  • Expanded noun phrase
  • Fronted adverbial
  • Suffix: ‘ly’
  • Prefix ‘super’
  • Alliteration
  • Words from the Year 4 spelling list

What could I add to make it even better?


Task: Draw yourself as a superhero. Can you write a catchy job description?



Your parents should have received your email address and password yesterday. Why don’t you test your skills by sending me your superhero job descriptions via email? Can you attach a picture? (NOT PHOTOGRAPH). I will add them to the class page.

You may like to send a message to a friend or even the whole class. It’s a great way stay in touch with each other.

Please remember all our e safety rules. Have fun and stay safe at all times. Be kind to one another and report anything you are not happy with to an adult straight away.  

Teachers do check in on emails regularly.



English: (1hour)

Think back to all your research and reading you did yesterday for the Blitz and Evacuation and create a word bank in your book. Fill the grid with useful words to use in your writing over the next few days. Spend 10 minutes on this quick task.


Top Tip: pick out effective words/phrases found in the Evacuation and blitz readings as well as your own ideas.









Expanded noun phrases


Loud, explosive blast





Guided Reading:

Today is the day Class 4. We are starting ‘Bombs and Blackberries’ By Julia Donaldson.

Please find your play script.

Read through the Introduction inside the front cover.

Which words or phrases stand out? Can you add them to your word bank?



L.I: I can make a prediction based on what I have read

Task 1: Can you write a prediction about what you think this play is going to be about?

Use your detective skills and base your writing on what you read in the introduction and what you now know about the Blitz and evacuation.  


If you have time, then  … Begin to write a ‘Play Script’ Features list in your writer’s toolkit (if you don’t have yours then write it in your English book and transfer it when we return to school). Glance through the script and see what you can spot. We will add to this list as we move through the script over the next few weeks.



AoW Why don’t you choose one of your favourite hymns to sing along with today?


Maths (1 hour)
L.I: To be able to solve word problems involving duration of time. Textbook 4A pages: 269 – 272 (purple book)

Warm up: Practise your times tables


To begin this lesson, recap on converting between minutes and seconds, hours and minutes, and 12- and 24-hour clocks.

In Focus task

How long did Emma spent shopping?

What are we trying to find out?

What do we know about the time she went to the shopping centre? What is the time on the 12-hour clock?


Let's Learn 2 look at how to calculate the time Emma left using both 12- and 24-hour clocks.

Remember that 1 h = 60 min, not 100 min.

Use the timeline.

Work through the Guided Practice.  If you are finding this tricky then go back to Let’s Learn 1 and re – read. Say it out loud – sometimes that helps. Pretend to be the teacher.

Workbook: page 190-191


You might like to create a ‘Time’ poster in your maths memory book – add in all the facts and ways of working out that you have found out this week so far.  


Science: (1 hour)

L.I: I can explain how sounds are made and how we hear them

Last week at school, we explored how sounds are made when something vibrates. But how do our ears work?

Watch this video


Hearing Sounds

Once in your ear, the vibrations travel into the ear canal until they reach the eardrum. The eardrum passes the vibrations through the middle ear bones (the hammer, the anvil and the stirrup) into the inner ear. The inner ear is shaped like a snail and is called the cochlea. Inside the cochlea, there are thousands of tiny hair cells. Hair cells change the vibrations into electrical signals that are sent to the brain through the hearing nerve. The brain tells you that you are hearing a sound and what that sound is.


Task: Can you find a creative and interesting way of showing how sound passes through to your ear?

  • You may like to draw and label a picture
  • Create a flow diagram
  • Draw a cartoon strip
  • Create an ear using household objects – take photos of each process
  • Use lego
  • Create a short video


Wednesday 25th March

Good Morning Class 4.

You may like to send me work that you are proud of and I will put up a few pieces of work each day in a gallery on this page. I will keep a record in my register so that it is fair.

If your parents have Facebook then ask if you can watch this today at 1pm. It looks amazing! It's live from a secret WW2 bunker in Liverpool! How exciting! 







Daily Mile





Spelling, Punctuation & Grammar

(20 minutes)

 I am not sure if this look suites me or not? I am sure my fish (Bubbles and Love) are discussing my new look!

I would really like you to write a conversation between my two fish. What do you think they are saying to each other?

How many of the following can you include?

  • Inverted commas
  • Adjectives
  • Commas
  • Conjunctions
  • Spellings from the year 3/4 word list
  • Neat, joined up letters

My fish are very kind with their words :-) 

English & History (1 hour)

Learning Intention: I can use the information I have read and create a piece of writing


Guided Reading:

Have you heard of The Blitz? What do you already know about The Blitz? Do any members of your family have memories of this huge part of history?

  • Read ‘The Blitz’ sheet attached
  • Answer the following questions in your English book.


1: What was the Blitz?

2: When did the Blitz begin?

3: How long did the first Blitz attack last?

4: What is a civilian?

5: Where did Londoners shelter during the Blitz?

6: Why did the Germans want to bomb industrial areas?


Can you create a fact file all about ‘The Blitz’ in your books? (Record this next to your information about Evacuation). You will refer back to this over the coming weeks.

Feel free to carry out some additional research and add in any family memories where possible.

Try to use full sentences and phrases using all your writing, spelling, punctuation and grammar skills. Could you teach someone all about the Blitz using your finished piece of work?

Maths (1 hour)

Warm Up:




Time:  Textbook 4A (purple) pages: 267-268

Learning Intention: To be able to convert time in hours to minutes.

What’s the time? What will the time will be 12 hours? (say your answer using 24 hour clock)

Quick Recap: How many minutes are there in 1 hour? How many minutes are there in 2 hours, 3 hours, etc.? How did you calculate this? How many minutes are there in 1⁄2 hour?

In Focus task: How could you work this out? If you are unsure then move to

Let's Learn 1:   What if it was 1 1⁄2 hours or 2 3⁄4 hours?

Let's Learn 2. How can we calculate the number of hours the chicken takes to cook? Model this calculation using a number line if necessary. How many minutes are there in 1 hour? How can we convert 5 hours into minutes?

During Guided Practice, try converting hours to minutes.

Now try Worksheet 3 page 188

Design Technology: (1 hour)

Mrs Bates is very sad that she is unable to teach you Art and DT over the coming weeks. This next project is one of her all-time favourites. We will not disappoint her will we class 4?

Your ultimate DT challenge is to: produce your very own Anderson Shelter.

Each week, I will suggest the next part of the process to carry out at home.

This is a picture of the finished result. You may like to design and make yours to look similar or completely different. How exciting!

Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
Picture 6
Picture 7

Before you start this new project, it is important that you understand the answer to the following questions:

What is an Anderson Shelter?

How and why was it used during World War 2?

What else have you found out about Anderson Shelter's (materials, size, temperature etc.) 

Spend some time today researching the above questions in your books. Cut and stick or draw and label a pictures to use when you begin planning your ideas next week. 


Maths Frame check in (15mins) Have you improved your last score at school? Improved? Which times table do you need to practise over the next week?



Please make sure you are enjoying the sunshine.

Why don’t you read outside today?

Send me a photograph of your favourite spot in your outdoor space.

Have a lovely day Class 4!

Tuesday 24th March

Good Morning Class 4. How are you all today?

 I have decided to take advantage of not having to dress in my normal teacher clothes each day and leave my outfit choice to my own children! Wish me luck!


Over the next few days, you should all receive your new school email addresses. You can communicate with each other safely and stay in contact in the coming weeks.  Remember all our e safety rules and be kind to one another. 


I hope you enjoy today’s learning!


Daily Mile: Get outside and create a work out in whatever space you have or join in with Joe Wickes on You tube (he was very popular yesterday I hear!)


Spelling, Punctuation & Grammar (20 minutes)

Let’s look at some new PREFIXES today.

Remember: A Prefix is a word placed in front of another

anti’   and  ‘inter

Split your page in half with a ruler. Write ‘anti’ and ‘inter’ at the top of each half. Use a dictionary to make a list of words that have these prefixes added to change the meaning of the word.

‘anti’ means against or opposing and ‘inter’ means between

Top Tip: Always check the meaning of the words you find – you are more likely to use them in your writing if you understand them.

Challenge: Can you make up new words using the prefix ‘anti’?



English (1 hour)

Learning Intention: I can use the information I have read and create a piece of writing


What do you already know about Evacuation during World War Two?

Write down your ideas.


Guided Reading

Now read through the Evacuation Guided Reading sheet.

Questions in response to what you have read

How do you feel about evacuation having read the information?

What stood out the most for you?

Were you surprised about anything you have read?



Task: Using the information you have just read, can you design an information poster providing information for parents about what they should expect to happen if their child/children should be evacuated?

Top Tips

What sort of language will use to persuade or discourage parents? Look at the word bank to the right.

Don’t forget to include lots of expanded noun phrases (loud, howling bombs)

Can you include a fronted adverbial? (In the distance, or between the sea and the sky,)

Join your letters

Key punctuation:    . C , ! ? ‘   ‘  (   ) 

Maths (1 hour)

Time:  Textbook 4A (purple) pages: 265 - lesson 2 

Learning Intention: To be able to convert time in minutes to seconds.

Warm Up:

How many seconds in a minute?

How many minutes in an hour?

How many hours in a day?


Have a look at the In Focus task, read it through and think about the question.


What sorts of things can you do in a minute?

Create and carry out a 1 minute challenge for example

Can you tidy your bedroom in 1 minute?


Is it a long or short measure of time?

What can it be used for measuring?


Let’s Learn 1 & 2: How could you calculate how many seconds in 2 minutes?

Repeated addition: 60 + 60 =

  • Remember the multiplication sequence we have been practising over the past few weeks.

     Have a look at the working walls if you need a little reminder J


Let's Learn 3 Read what the two children are saying. Ravi has made an estimate; is it accurate? Which method do you prefer? Why?

Guided Practice: Convert minutes into seconds using the method in the working wall 3.

Work book page 187

(If you find this tricky then just practise converting minutes into seconds)

Picture 1
Picture 2
Picture 3

Times Tables Rock Stars (20-30 mins)

History: (1 hour)


L.I: I can describe what an evacuee would have taken with them on their journey

This morning, you explored what life must have been like for an evacuee child. Using this information I want you to imagine you are an evacuee. The year is 1940 and London is being heavily bombed.


It’s time to pack your suitcase and travel by train to the countryside where you will be safe.


Draw/print a picture of a suitcase in your book and draw and write about the items you will pack. Why are they special to you? You may like to print the official list from the government and stick that in too to remind you of this learning.




Picture 1
Picture 1

Monday 23rd March 2020 


Good Morning Class 4. Did you have a good weekend?

You may like to start the day with a wake up workout with Joe Wickes. If you don’t have access to a computer then maybe you could invent your own workout wherever you are standing right now or just get out in the garden!


Picture 1

Spelling, Punctuation & Grammar (20 minutes)

I have tried to include as many of this week’s spellings in the passage below.

Can you spot any mistakes?


on saturday I was a little bit naughty and eight some important cakes in the cupboard. i had to describ to my teacher how often I ate them without asking? After some excersise I realised that I needed to apologise.


In your SPaG book (small yellow one), write a paragraph including as many of this week’s spellings as you can. (describe, eight, exercise, height, important, naughty, often, therefore)

Try to include: an expanded noun phrase, commas and other punctuation. Give yourself a point for each element you include.

What’s your score?

English (1 hour)


Read a chapter of your current book. You might like to find a perfect reading spot in the sunshine! 



Learning Intention: I can organise my ideas into paragraphs

I would like you to begin our new Class 4 learning journey with your very first diary entry. Please write in your brand new green diary handed out on Friday.  Use the features listed in your writer’s tool kits to help you. You may like to make your writing extra special by adding in the following:


Expanded noun phrases (bright, warm sunshine/chilly, brisk walk)

Fronted adverbials (early in the morning, /after a short while,)

Adjectives (glimpsed, noticed, dashed, cherished)

Punctuation ( ,  !  ?  .  C )

Emotions (excited, nervous, anxious, relaxed, thrilled)

Conjunctions (because, whereas, although, fortunately)


Independent Task:

1: Write about your weekend.  What did you do? Where did you go? Who did you see or speak to? How are you feeling?

2: Write about today. Where are you today? Can you describe your learning space? What are you looking forward to while we are away from our normal school routine? Are you worried about anything?

3: Can you draw and label a picture/take a photograph?

Picture 1

Maths (1 hour)

Time:  Textbook 4A (purple) pages: 262 – 264

Learning Intention: I can tell the time on a 24 hour clock 

Warm Up: Can you write these numbers in words?:







To begin this lesson, think about what you already know about telling the time: the 24-hour clock, the 12-hour clock, a.m. and p.m.


1: Have a look at the In Focus task and read through it through.

2: You can calculate the answer using the Let's Learn images.

What time is 6 a.m. on the 24-hour clock? What about 6 p.m.? Are there any times that look the same? What is different?

3: Work through the Guided Practice questions as best you can.

4: Worksheet in your Workbook 4B (purple) Pages 185 – 186


Picture 1
Picture 2

PSHE (30- 40mins)

In PSHE we have been learning about the different roles in a newspaper office. Last session we learnt about subeditors, picture editors and journalists and carried out a short task for each role. Think back to each role and write in your book which one you would most like to be and why.


Computing (45 mins)

Last session we started to write a quiz using scratch. Go to Create a background and sprite of your choice. Program your sprite to ask you your name and respond. Then program your sprite to ask a multiple choice question and respond when the answer is correct. Be as creative as you like with your questions and answers.


Challenge: Can you make your sprite repeat the question if you get it wrong?


If you cannot access a computer then write your program in your book.


If you get stuck use this to help you but try to do it independently.


Picture 1
Have a great day Class 4!

Meet the Team

Welcome to Class 4. We hope you will find our class page both interesting and useful. 


Class Teachers:  

Mrs Robinson will be teaching on a Tuesday, Wednesday, Thursday & Friday and Mrs Billing will be teaching on a Monday.


Teaching Assistants:  

Mrs Holdak and Mrs Burton.


PPA will be led by Mrs Bates on a Wednesday afternoon.




We have PE on a Wednesday and Friday. This term we are lucky enough to have outside coaches leading our football and tennis lessons. Please make sure your child has their PE kits in school and that their trainers fit them.



Homework will go out on a Friday and is expected to be returned to school by Wednesday. The children will choose an activity from the homework grid (linked to our current learning), a page from the Scofield and Simms Year 4 mental maths booklet, daily reading, Times Tables Rock Stars and spellings practice.



Our Learning

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