Valuing Every Achievement

YEAR FOUR: SPRING TERM

OUR YEAR FOUR DURING SPRING TERM 2021

OUR CORE INTENTION IN ACTION

SPRING TERM 'WHEN I GROW UP...' THEME: PASSPORT TO EUROPE - A JOURNEY TO WERNE (ST. ANNES TWIN TOWN)

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A 'When I Grow Up' Spring 2021 Summary

Massive changes required to our first run through of our new Spring Term them - due to the second Covid-19 lockdown. Different outcomes in many, many ways and impact really tough to measure. However there would never be any compromise over our planned commitment to deliver Passport to Europe - A Journey to Werne to the best of our ability, but it remains hugely frustrating that we could not put into place our first full run through of our new Spring Term ‘When I Grow Up…’ theme.

Being part of a local history comparison theme we were able to run our Geography and History work with a focus upon building the story of St Annes and Werne from what they were to how they look today including their significant positions on maps and their distances to key towns, cities and other nations.

Our Science work began to consider electricity. A theme which will now run through into Summer Term under our Valley of the Kings theme as the practical enquiry and investigation work requires a lot of hands on guided activity. Most of the work had to be delivered through a much less stimulating remote learning format. Therefore we have adapted our forthcoming term to pick up upon this potential gap in the children's practical experience.  

We worked hard to facilitate remote Art influenced by Gaudi. Although the practical making of Design & Technology fabric passports has to be downsized somewhat from our original intentions. European composers and conductors formed the focus of the listening and response based work in music. P.E. was clearly very, very different and the children were given a range of practical exercise sessions to follow at home. Far from ideal but the best possible in the climate. Our gymnastics work for Spring Term 2021 largely having to change or be extensively adapted to suit a lockdown scenario. 

Computing considered patterns of symmetry as our core focus. A range of French classroom terms were the focus of our MFL work, whilst we considered social and moral matters related to health and well-being during our PSHE linked activities. During Religious Education we considered the Jewish faith and the importance of Passover and expectations regarding food.

Issues, dilemmas and problems were the focus of our narrative reading and writing units in English during Spring Term. Whilst our non-fiction work focused upon persuasive writing. In Mathematics we covered fractions, decimals and areas of shape, whilst spending extensive time on our multiplication and division written methods and associated problem solving.                                                                                                                    

Our 15 day return to school prior to Easter took the shared ‘readiness, refresh, recover and prepare’ approach that we adopted across school. Undertaking our pre-learning work related to the immediate themes and topics to follow, whilst spending a huge amount of time on ‘how we want to learn’ with refine and polish being a vital focus as we push for that progress within and between sessions by enabling greater independent reflection and improvement upon completed work. All gearing us ready for stage two in our new curriculum in April.

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