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 2 CURRICULUM
English
Year 4 students viewed, read and interpreted fiction and non-fiction genres written in various styles. They developed their comprehension strategies, analysing literal, inferential and applied aspects of texts. Students planned and drafted persuasive texts, articles, letters, monologues and historical narratives. They edited using appropriate grammar, spelling and punctuation. Students sourced different forms of digital media to research and present information. They were taught specific speaking and listening skills to plan, rehearse and deliver oral presentations.
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 investigated patterns and algebra, chance and different units of measurement. They utilised scaled instruments and appropriate metric units to calculate the length, area, perimeter, mass and capacity of items and solved problems involving elapsed time. Students interpreted and used maps in orienteering. They answered questions involving the four operations and the relationship between decimals, fractions and percentages, applying their knowledge to worded problems and real-life scenarios. Students investigated number properties and recognised place value to at least the tens of thousands. They created a variety of data displays, with and without the use of digital technology, and constructed and interpreted graphs.
Year 4 students explored the diversity of Australia’s first peoples and the ways Aboriginal and Torres Strait Islander people are connected to the land. They developed an understanding of ‘The First Fleet’, exploring key concepts of continuity, change, cause and effect. Students investigated the early European explorers such as James Cook, Matthew Flinders and John Oxley, researching why the journeys of exploration occurred, and the impacts that their discoveries have had on modern-day Australia. They learned about emotional, social and physical health. Students identified factors that positively and negatively influence their own health.
Year 4 students identified forces and their effects, such as those that act at a distance, like gravity and magnetism, and those that act in direct contact, like friction. They observed and gathered evidence about how forces act in air, water and on the ground. Students conducted experiments about Newton’s ‘Three Laws of Motion’ and explored how these apply in our everyday world. They displayed their learning in a design brief to build a structure that uses and reduces forces to meet an outcome.
Year 4 students continued to learn the ukulele and worked towards developing speed, accuracy and fluency when playing. They developed confidence and dexterity in accompanying songs with the chords C, Am, F and G. Students also continued to learn the recorder and were introduced to the pitches high D, high C, B, A, G, low E and low D.
Year 4 students continued to become familiar with art room practices and used the art principles of contrast, repetition, pattern, emphasis, balance, unity, movement and rhythm as well as the art elements of line, form, colour, value, space, shape and texture. They found inspiration through different cultural artists, artistic styles and each other. Students explored projects such as realistic oil pastel flora and fauna, plasticine sculptured dragons, animal weaving, and city bird’s-eye view drawing perspectives.
Year 4 students developed skills in a variety of sports, improving throwing and catching, kicking and striking in games. They participated in Basketball and Volleyball clinics, with some children involved in external sports days, representing the school in Basketball or Volleyball events. Students focused on team-based activities, teamwork and higher engagement with fitness and health decisions.
Year 4 students continued to learn the story ‘A Little Cat Looking for a Home’ to build upon their Chinese vocabulary about animals, actions, family members and feelings including likes and dislikes. They explored some endangered animal words in Chinese. Students also started to make observations about similarities and differences between languages, for example, Chinese, English and the language of First Nations. They practised writing and distinguishing between similar Chinese characters and studied sentence patterns to improve their writing. Differentiated learning tasks were designed to cater for both Chinese second language learners and Chinese background language learners. Activities included games, songwriting, Chinese Moon Festival celebrations and comparisons between Christmas and Chinese New Year celebrations.
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
