Class Teacher: Mr Foyle

Teaching Assistant: Miss Hillman

Summer Term 2026

English

We start the term with a magical illustrated novel: The Journey by Aaron Becker.

Our second book is Amazing Rivers by Julie Vosburgh Agnone and Kerry Hyndman.

After half term, we look at Zeraffa Giraffa (by Diane Hoffmeyer) and then Shakespeare’s Merchant of Venice (from A Stage Full of Shakespeare Stories by Angela McAllister)

Through our study of each of these texts we will encounter a range of grammar exercises and related tasks leading to developed writing outcomes.

Our poetry this term will be: I Saw a Peacock (Anonymous poet).

Maths

Our Mastery Hub focus remain multiplication and division facts ahead of the Multiplication Times Tables Check in June); together with a usual programme following the White Rose Maths scheme.  Topics under study this term include: Time, Decimals, Money, Shape, Geometry (Position and direction), Statistics.  In each lesson we will look at fluency tasks (building confidence) and then reasoning and problem contexts.

Cornerstones (History)

Our project this term is 'Ancient Civilisations’ which looks at Ancient Sumer, Egypt and the Indus Valley as focal studies across both half terms.  From the studying the geography of these areas, we consider the rise (and fall) of these civilisations, their structure, daily lives and the impact/influences of their achievements on those that followed elsewhere.

Science

Our science topics are Grouping and Classification (why and how scientists classify living things in the animal and plant kingdom); and Electrical Circuits and Conductors which teaches children about electrical appliances and safety. They will construct simple series circuits and name their parts and functions, including switches, wires and cells before going on to investigate electrical conductors and insulators.

Art

Statues, Statuettes and Figurines is our project in the first half-term which teaches children about the 3-D representation of the human form, including statues, statuettes and figurines. They study examples from ancient civilisations, and use their clay skills to create a Sumer-style figurine.

Design and Technology

Our topic is entitled Tomb Builders. This project teaches children about simple machines, including wheels, axles, inclined planes, pulleys and levers, exploring how they helped ancient builders to lift and move heavy loads.

PSHE

Following the Jigsaw PSHE scheme of work we will first be looking at Relationships, from children as individuals in their family environments through to their role as current and future ‘Global Citizens’.  In the second half term we look at Changing Me, a unit about the what changes the children will encounter as puberty begins.  

Modern Foreign Languages- French

Our first topic is 'Home'. We'll learn vocabulary for the different rooms in our homes and say sentences about their layout. We'll compare our homes with homes in the French-speaking world.

Our final topic of the year will be 'Town' where we'll learn vocabulary for locations in a town and then move onto asking for and telling others directions. 

PE

Outdoor PE for the first half of the term is progressive athletic skills to include sprinting, middle distance running, throwing and jumping skills.

In the second half term we will look at striking and fielding games with cricket and rounders drills and game development.

Indoor PE is Circuit Training for the first half of the term and in the second half term there is a specific gymnastic unit based on shape and balance with references to our work in History on Ancient Egypt.

Music

We start the term with an exploration of FX Sound Effects working with computers to link sound effects to images and films.

After half term, we will study a singing unit entitled Round and Round looking at different inspired versions of Frere Jacques and Row Row Row.

Computing

Our first topic is using PowerPoint to create presentations. We'll look at adding and formatting text, adding slides, changing slide design and inserting pictures. We'll then move onto animating pictures and text and adding transitions between slides. We'll pull this altogether to create our own presentation and have a chance to present it to an audience. 

We'll then move onto spreadsheets and look at how these work. We'll create graphs and look at using the formula bar. 

RE

Our first unit asks do you have to be part of a faith community to follow an organised worldview? i.e., Do you have to go to church to be a Christian?  Or a mosque as a Muslim? A synagogue as a Jew?  The unit looks at lay community practices and beliefs.

Around Pentecost, from our Understanding Christianity studies, we will briefly consider What kind of world did Jesus want?  Thereafter, we will finish the summer term how history and religion have entwined in this area.

Information to remember:

Reading

Please bring completed reading records in on a Friday. House points and other prizes will be rewarded for those who read at least three times a week and record it.

PE

PE is on a Thursday. Children will come to school in their PE kit. Please remember a black sweatshirt or hoodie and suitable warm clothing for outdoor PE.  

Spellings

Spellings will be set on a Friday using Spelling Frame. Children can take practice tests and assess their own understanding throughout the week online. Children will work on the taught spelling pattern throughout the week in their lessons. Spelling Frame should be used to support spelling at home.

Homework

In addition to regular Reading and Spelling practice, children are also expected to log into and practice TT Rockstars regularly - in short bursts.  This supports classwork and significantly improves children meeting the goal of securing all their tables by the summer term of Year 4 to meet national expected standards.

Parents can further support their child’s maths by overseeing their child complete assigned Mathletics games and tasks which are assigned weekly and support/consolidate class work.

(Logins for both TT Rockstars and Mathletics can be found in the front of your child’s Reading Journal.)