Year 4 is an exciting, learning year consolidating independent learning skills and curriculum knowledge. Students are encouraged to become more responsible for their learning and set themselves realistic yet challenging goals. They are supported to identify strategies that can help them achieve success and monitor their progress each term. 'Thinkers Keys' are introduced to extend student thinking capacity.
Students read, view and interpret a range of fiction and non-fiction texts, encompassing various writing styles such as narratives, recounts, information reports, transactional and persuasive genres. They plan, draft, write and edit factual narratives, persuasive and transactional texts, information and scientific reports, poetry, and procedural texts. They apply appropriate grammar, spelling and punctuation. Students utilise different forms of digital media to research and present information. They consider the purpose and audience when planning, rehearsing and delivering oral presentations.We introduce Victorian cursive linked letter script, to develop a a fluent, attractive handwriting style. Students work towards earning their ‘pen licence', which they enjoy achieving.
Students recognise, sequence, order and regroup numbers to 10,000. They expand their knowledge of simple fractions and decimals to tenths and hundredths. They solve problems involving the four operations in number and measurement. Students use scaled instruments and appropriate metric units to calculate length, mass, perimeter and area. They plan and trial methods of data collection and constructed column and picture graphs. Students explore chance in everyday events and game situations.
In Term 3, the Year 4 camp is held at Arrabri Lodge, in the Yarra Valley, for two nights. Going to camp assists students to learn many important life skills and fosters independence.
As members of the senior school, students participate in our athletics carnival and cross country championships.
Our school student well being program is based on the 'Resilience, Rights &Respectful relationshops' program, we also develop mindfulness strategies.
Students learn about countries located on a similar latitude to Australia. They investigate communities of plants and animals interacting in a similar environment (biomes) and make comparisons about climate, vegetation and animals. They develop their mapping and atlas skills. Students investigate early European explorers such as Columbus, Magellan and Marco Polo. They research why the great journeys of exploration occurred and what positive and negative impacts the fourteenth and fifteenth century world discoverers have had on our modern world.We offer many interesting incursions and excursions that link to our main area of investigations for the term. Aboriginal studies are integrated into literacy learning.
The coding program teaches EV3, Scratch and Lightbot. Students investigate issues of modern communication and ‘Cyber-Safety’ through a class approach to blogging and computer use.
Other activities will be placed on the Year 4 blog, as they occur.
2024 SEMESTER 1 CURRICULUM
English
Year 4 students read and interpreted a range of fiction and non-fiction genres. They explored various ways to comprehend texts, including how to compare, analyse and infer. Students drafted and edited autobiographical, persuasive, narrative and explanation texts, using appropriate grammar, spelling and punctuation. They utilised different forms of digital media to research and present information. Students participated in debates, presentations and speeches, considering the purpose and audience when planning, rehearsing and presenting.
English as an Additional Language (EAL) students follow a pathway of development in learning English that is different from students for whom English is their first language. EAL students deepen their understanding of the English language through practical activities and focus lessons in school. The two EAL stages are A (Early Immersion) and B (Mid Immersion). EAL students work through this continuum until they have a confident grasp of the English language.
Year 4 students recognised, sequenced, ordered and regrouped numbers to 10,000 and explored simple fractions and decimals to tenths and hundredths. They solved problems involving the four operations in number and measurement. Students also solved problems involving purchases and budgeting. They employed their cartographical knowledge and matched this with the use of directional language, scale and grid reference systems to construct and represent objects on a map. Students utilised scaled instruments and appropriate metric units to calculate length, mass, capacity, perimeter and area. They planned and trialled methods of data collection and constructed a variety of graphs. Students explored the way chance is used in everyday events.
Year 4 students learned about countries located on a similar latitude to Australia. They researched characteristics of places found on the continents of Australia, Africa and South America. Students explored communities of plants and animals interacting in a similar environment (biomes) and made comparisons between climate, vegetation and animals. Students investigated local government roles, facilities and services, including the differences between rules and laws, and the importance of decision-making.
Year 4 students gained an understanding of the features of living things and investigated the growth and change of reproduction within three different life cycles of animals. They examined the basic needs and specific roles of animals in a habitat. Students explored the interdependence of living things through their understanding of food chains and food webs. They considered that different species often inhabit the same spaces and share or compete for the same resources. Students looked at how animals interact in a variety of ways that can be mutually beneficial or detrimental to several species.
Year 4 students began to learn the basic skills and principles of playing the ukulele. They practised the chords C, Am, and F and worked towards clean transitions between chords and applying different strum patterns. Students focused on revising the pitches B, A, G, E and D as well as the new pitch high C on the recorder. They developed confidence in reading these pitches from the staff and performing on various instruments in class ensembles.
Year 4 students focused on art principles and elements, including line, colour, value, shape, form, space, texture, contrast, emphasis, unity, repetition, pattern, balance, movement and rhythm. They created a 2D felting piece that incorporated texture, layering, fine motor needlework skills and emphasis through colour/form. Students further developed textile skills through string art, exploring using space, colour, nails and string placement, through a planned and applied design.
Year 4 students developed competitive strategies and problem-solving, within the rules of a game. They completed activities focused on fundamental movement skills needed for effective participation in many sports. Students consolidated team-building skills through activities involving communication, relying on teamwork and participation for success. They continued learning lessons of fair play and sharing a collective goal while building their self-esteem and confidence in teams and small group games. Students progressed skills and strategies for court sports including tennis, badminton and a modified tennis game called pickleball. They participated in a series of basketball clinics, which included shooting, passing and other court-specific skills.
Year 4 students learned a part of the story ‘A Little Cat Looking for a Home’ to build on their vocabulary about animals, actions, feelings and family members with the help of AIM (Accelerative Integrated Method) gestures. Chinese second language learners and Chinese background language learners were encouraged to show their understanding at their own level. Learning activities included dancing, games, craftwork and celebrations of the Chinese New Year and the Dragon Boat Festival.
Parent helpers
Parents are most welcome to help in our classrooms, in the library, on excursions and camps and on our parent group committee and School Council committees.
All parents who assist in any way must have a Working With Children Check. This card must be presented at the office when parents sign in
