Here, we’re excited to showcase the fantastic work and creativity of our amazing class. This space is dedicated to sharing projects, achievements, and memorable moments from our year together. Dive in to explore our learning adventures, and see how we grow and shine every day!

This Year 4 class is taught by Mrs Stevens and was supported by Mrs Stokes and now Miss Free.

Important Information:

Homework:

Homework is handed out every Friday and books need to be brought back into school by the following Thursday. As part of the homework, children will be given a list of 8-10 spelling words, reading and alternate Maths and English work. We practise our spellings every morning ready to be tested on a Friday morning.

Reading:

Reading comments should be completed in the children’s reading diaries.  If the children have read at least five times (3 at home and 2 in school), then this is rewarded with a raffle ticket for our ‘Big Book Draw’ every Friday. The lucky winner to be drawn out of the Year 3 & 4 box will receive a book token for the vending machine. Children should make an independent comment each time they read, stating what they have read and proposing questions to themselves.

PE:

Our PE sessions for the Spring term will be taught every Tuesday by our crossbar instructor and every Thursday we will have outdoor learning. Please come to school in your PE kit on a Tuesday (red or white top, black hoodie and black shorts or trousers) and bring outdoor learning kits on a Thursday.

Year 4 Multiplication Tables Check (MTC):

The Year 4 Multiplication Tables Check is an important assessment designed to ensure that students have a strong grasp of their times tables up to 12×12. Mastering these multiplication facts is crucial, as they form the foundation for more complex mathematical concepts encountered in later years. Fluency in times tables not only enhances problem-solving skills but also boosts confidence in handling various math challenges. In order to prepare for this check, it’s essential to practice regularly, helping to improve both speed and accuracy. By dedicating time to this practice, pupils will be better prepared for future math lessons and assessments. Let’s work together to make multiplication fun and engaging, TTRS is a great way to do this!

Meet Our School Councillors!

This year in Base 10 our school councillors are Ginny and Harvey.

Our Year 4 Learning Journey:

Autumn Term 2025

Rocking and Rolling

History – The Stone age to iron age:

This term in History, we have been exploring changes in Britain from the Stone Age to the Iron Age, which is a statutory unit in the National Curriculum for History at Key Stage 2. In doing so, the children have been developing a chronologically secure knowledge and understanding of British history, establishing clear narratives and exploring connections, contrasts, and trends over time.

Through our sequence of learning, pupils have investigated key enquiry questions such as How long ago did prehistoric man live?, What does Skara Brae tell us about life in the Stone Age?, and Who was this Bronze Age man? They explored the impact of bronze in prehistoric Britain and considered how trade changed lives in Iron Age Britain. Finally, they reflected on what changed between the Stone Age and the Iron Age. This progression of enquiry has enabled pupils to build a clear narrative across these periods, in line with the National Curriculum aim to develop a chronologically secure knowledge of British history and to make connections, contrasts and consider change over time.

In our very first lesson, we carried out an experiment using toilet rolls to help us understand just how long ago prehistory was. Each sheet of toilet roll represented 1,000 years. When we rolled out a full roll, we realised it still wasn’t enough — in fact, we needed three complete rolls to stretch back around 900,000 years to the first evidence of human life! This really brought home to us how vast prehistory is. We also explored the concepts of BC and AD, and practised plotting significant events on timelines to see where different periods of history fit.

In one of our History lessons, we explored how people in the Bronze and Iron Ages traded before money was invented. To understand this, the children took part in a bartering activity where they worked in groups of three. Each child had a survival list showing the items they needed, but only some of the picture cards. They had to negotiate and trade with their group members until everyone had one of each item. This hands-on task helped the children see how people in the past exchanged goods instead of using coins and how important communication and cooperation were for successful trading.

Design and Technology: Pneumatic Toys

In our Kapow Design & Technology unit, the children explored pneumatics—the science of using air to create movement—by designing and making their own pneumatic toys. Using simple materials such as burger boxes, balloons and straws, the children created characters whose mouths lifted when air was blown through the mechanism. Throughout the project, pupils developed their understanding of how pneumatic systems work, tested ideas through model-making, and evaluated their final products. This unit supports the National Curriculum aims for D&T by enabling children to investigate mechanical systems, use a range of tools and materials, apply their technical knowledge, and design purposeful, functional products for specific users. The children were proud to see their creations come to life through the power of air!

From Plot to Pot: Our Year 3 & 4 Harvest Project

This year, our Base 10 children rolled up their sleeves in the school allotment, planting potatoes and pumpkins and carefully tending to them throughout the growing season. By autumn, our crops were ready to harvest and the class excitedly gathered the vegetables they had nurtured from seed. Using a recipe, we worked together to prepare, chop and cook our ingredients into a delicious pumpkin and vegetable soup. It was a wonderful hands-on learning experience—from growing our own food to enjoying the final, tasty result!

Anti-Bullying Week 2025

Anti-Bullying Week 2025 took place from Monday 10th – Friday 14th November, with the theme: Power for Good. The week kicked off with Odd Socks Day on Monday 10th, with adults and children being encouraged to wear odd socks to celebrate what makes us all unique.

Science Autumn Term

Spring 1 – Food Chains, Habitats and Classifying Living Things

During Autumn 1, we have been exploring the fascinating world of living things and their habitats. Following our sequence of learning, the children began by grouping and classifying animals, before learning about vertebrates and invertebrates and how scientists use observable features to sort living things. We then moved on to classifying plants and investigating the wide variety of life found in different environments. The children also learned how habitats can be affected by human activity, and how food chains show the delicate balance between producers, consumers and predators. This unit supports the National Curriculum for Year 4 by enabling pupils to recognise that living things can be grouped in different ways, explore and use classification keys, understand how environments can change, and identify the impact this can have on living things. Through hands-on activities, discussions, and investigations, Year 4 developed their scientific enquiry skills and deepened their understanding of the natural world.

During our fourth lesson in this unit, the children took part in a local habitat walk to compare the features of a rural environment with those of an urban one. As budding scientists, they observed plants, animals and microhabitats, noting how each setting provides different conditions for living things to survive. The children discussed how factors such as noise, pollution, green space and human activity influence the types of organisms found in each habitat. This hands-on experience helped the class apply their classroom learning to the real world and deepened their understanding of how habitats can vary—even within our own local area.

Spring 2 -States of Matter

In Autumn 2, Year 4 learned about States of Matter as part of our Science work. We explored the differences between solids, liquids and gases, and investigated how materials can change state when they are heated or cooled. The children learned how particles behave in each state and carried out a melting investigation to observe these changes in action. We also looked closely at the water cycle, understanding processes such as evaporation, condensation and precipitation, and then completed an evaporation experiment to apply this knowledge.

In one of our lessons, we investigated states of matter using balloons to help us compare solids, liquids and gases. The children filled one balloon with air to represent a gas, one with water to represent a liquid, and one with frozen water to represent a solid. They explored how each balloon behaved differently when held, squeezed and moved, noticing how solids keep their shape, liquids change shape to fit their container and gases spread out to fill all the space available. This practical activity helped the children clearly see the differences between the three states of matter in a fun, hands-on way.

In another of our lessons, we conducted an experiment to investigate how temperature affects the rate at which ice melts. The children placed the same size ice cube into a glass of hot water and a glass of cold water, then observed and compared how quickly the ice melted in each one. They also noticed changes in the water temperature and water level as the ice changed from a solid to a liquid. This experiment helped the children meet the Year 4 science objective of observing that some materials change state when they are heated or cooled, and supported them in using scientific observations to draw simple conclusions.

Children in need 2025

This year, to support Children in Need, we brought lots of fun and energy into our day by dressing up in our favourite pyjamas and taking on the Strictly Come Dancing 25-Step Challenge. Everyone got involved, learning the steps together, cheering each other on, and turning the classroom into a mini dance floor. It was a brilliant way to raise awareness and show our support, all while enjoying a memorable, laughter-filled experience for a fantastic cause.

RSHE

Be Bright, Be Seen: Road Safety Workshop

As part of our RSHE learning this term, we were visited by Sian Skelton, the Principal Active Travel & Road Safety Officer from Telford & Wrekin Council. She delivered an engaging Be Bright, Be Seen workshop, teaching the children how to stay safe when travelling near roads, especially during the darker months. The session helped pupils understand the importance of wearing bright or reflective clothing, being alert, and making sensible choices when walking or cycling. The children enjoyed the interactive activities and came away with valuable knowledge to help keep themselves safe in the community.

Geography – Antarctica

This term in Geography, we have been learning about the continent of Antarctica through our Kapow Primary unit Who Lives in Antarctica? We explored where Antarctica is located on the globe, discovered its extreme climate and unique physical features, such as vast ice sheets and freezing temperatures, and learned why so few people live there. We also found out about the animals that can survive in such harsh conditions and the role of research stations. This unit supported our Key Stage 2 National Curriculum learning for Years 3 and 4, helping us to develop our locational knowledge of the world, understand physical geography including climate zones and strengthen our map-reading and geographical vocabulary skills.

Remembrance Day 2025

For Remembrance Day, we created poppies to honour and remember those who have sacrificed their lives for peace. We discussed why the poppy is an important symbol of remembrance and took time to reflect on the courage and dedication of those who served. We then created our own poppies using 3D collage techniques, carefully layering and shaping materials to give our artwork texture and depth. This allowed the children to express respect and gratitude through creative work while developing their artistic skills.

MFL – French

This half term, our French unit has focused on colours and shapes. The children have been learning to recognise, name and describe different colours and shapes in French, using simple vocabulary and spoken phrases. They have taken part in fun, interactive activities and games to help build confidence in listening and speaking, while developing their understanding of a new language.

Art and Design – Black History

In Art and Design, we have completed a Black History project based on the theme Standing Firm in Power and Pride. We explored the work of artist Faith Ringgold, especially her powerful story quilts, which use colour, pattern and imagery to celebrate identity, heritage and resilience. Inspired by her style and messages, we created our own artwork by designing expressive feet that symbolise Feet that Stand Firm. Through this project, we thought about what it means to stand strong in who we are and used art to communicate pride, strength and personal stories.

STEM WEEK 2025

For STEM Week this year, we explored the theme ‘Change and Adapt’, focusing on how inventors develop ideas that improve the world around them. We began by discussing what inventions are and searching for examples in our classroom, recognising how many everyday objects have been created to solve problems. The children then learned about real inventors such as Marie Van Brittan Brown, who designed the first home security system, and William Potts, who created the modern traffic light. We explored their journeys, how they adapted their ideas and how their inventions changed society.

Next, we followed the five steps of the inventing and thinking process. In Step 1: Empathise, the children considered problems they face in daily life. In Step 2: Define, they chose one problem to focus on. In Step 3: Ideate, they generated creative solutions, sketching and discussing different possibilities. Finally, in Step 4: Prototype, the children designed and planned their own inventions, showing how ideas can be adapted and improved. This hands-on week helped the children understand that inventors are problem-solvers who think creatively, adapt their ideas and make meaningful changes to the world.

A Festive Frenzy in Year 4!

This term, we celebrated Christmas through a range of exciting activities and events. We began with Christmas Jumper Day, where the children wore their festive jumpers to help raise money for charity. Year 3 and 4 performed their fantastic nativity, ‘Groovin’ the Nativity’, showing incredible dedication, creativity and collaboration as they learned their lines, songs and dance routines. We also visited a local church to deepen our understanding of the Christmas story and why it is important to Christians. To end our celebrations, we enjoyed a trip to the local theatre to watch a brilliant performance of Cinderella, which brought plenty of laughter and festive cheer.

As part of our RE unit this half term, we went on an educational visit to our local church, Telford Minster. During our time there, we took part in the Christmas Story Experience, where we learned all about the journey of Mary and Joseph and the events leading up to the birth of Jesus. After hearing their story, we spent time reflecting on our own journeys in life and thinking carefully about the experiences that shape who we are.

Groovin’ The Nativity

Year 3/4 shone brightly as they took to the stage for our Christmas nativity, ‘Groovin’ the Nativity’. The children worked incredibly hard learning their lines, songs and dance moves and their dedication truly paid off. We were blown away by their confidence, teamwork and fantastic performances.

Cinderella Pantomime

As part of Big Bird Watch 2026, this week’s outdoor learning session was all about birds! We spent time listening carefully to the birds we could hear in our local area, before playing recorded bird calls and noticing how the real-life birds responded. We then spent the remainder of the session exploring our Forest School area, enjoying the outdoors and observing nature around us.

Additionally, during another of our outdoor learning sessions linked to Big Bird Watch 2026, the children spent time in our forest school area observing and spotting different birds. They used an identification key to help recognise each bird and we recorded our findings using a tally chart. We also discussed how Big Bird Watch, run by the RSPB, helps scientists understand how bird populations are changing over time and how this information is used to protect wildlife and habitats. This activity helped the children develop their observation skills, practise data collection, and learn how scientists gather information about the natural environment, while also encouraging curiosity and care for wildlife.

A bar chart to show our results.

MFL – Numbers and Age

This spring term in French, we will be learning French Playground Games – Numbers and Age. Children will develop their confidence with French numbers and learn how to talk about their age through fun, interactive lessons that include songs, actions and games. Pupils will practise recalling and pronouncing numbers, beginning with one to six and progressing to numbers up to twelve, with a focus on accurate pronunciation of tricky French sounds. They will learn to respond to numbers using actions or whiteboards, ask and answer questions about their age, and change their answers as they become more confident. Throughout the unit, children will listen carefully to spoken French and begin to link sounds to written letters, helping them to build strong foundations in French listening, speaking and pronunciation skills.

In this lesson, pupils focus on learning to count from one to six in French. The session begins with a quick recap of prior vocabulary (such as colours and shapes) to warm up. Children then practise the French number words un to six through listening, speaking and repetition activities. The main activity includes playing a traditional French counting game (such as jeu de l’oie) to help reinforce pronunciation and recall of the numbers. Pupils are supported to say the numbers aloud confidently and to show understanding through interactive and playful practice. The lesson also includes adaptive teaching ideas for supporting learners who need extra help and challenges for those who can count forwards and backwards.

Maths – Length and Perimeter

History – The Roman invasion

In History this term, Year 4 have been learning about the Roman invasion of Britain. This unit links directly to the UK National Curriculum, which requires pupils to study “the Roman Empire and its impact on Britain.” The children have explored why the Romans invaded Britain, how they built and maintained their empire, and what life was like in Roman Britain.

In one History lesson, the children focused on developing their chronology skills. They explored key events from the Roman invasion of Britain and then plotted these events in the correct order, starting with Julius Caesar’s first invasion attempt and finishing with the end of Roman rule in Britain. This helped pupils to understand how events are connected over time, develop a clear sense of before and after, and see how the Roman invasion and occupation unfolded across several centuries, strengthening their understanding of historical timelines and change over time.

In the same session, the children then applied their knowledge of the Roman invasion and empire by deciding whether a range of historical statements were true or false. This activity encouraged pupils to think carefully about what they had learned, recall key facts, and justify their decisions using historical knowledge. It helped them to develop important historical skills such as reasoning, evaluating information, and distinguishing between accurate facts and misconceptions, reinforcing their understanding of the Roman impact on Britain.

In another session, the children explored the pros and cons of the Roman invasion for the Britons, considering whether they should accept Roman rule or fight back. Through this discussion, pupils examined different viewpoints and the reasons behind conflict and resistance, helping them to understand that historical events are complex and often involve difficult choices. This activity developed key historical skills such as analysing cause and consequence, empathy, evaluating different perspectives, and forming and justifying opinions using evidence from their learning about Roman Britain.

Art and Design – Printing

In Art this half term, pupils explored the technique of printing, developing their understanding of how images and patterns can be created on one surface and transferred onto another through repetition and layering. Across the unit, children focused on key elements of art, beginning with line and shape by creating bold printed symbols inspired by the work of Margaret Preston, before experimenting with texture using natural and found materials in response to Catherine Bertola. They then explored space and composition by layering background and foreground prints, influenced by the printmaking style of Angie Lewin. This learning culminated in a final piece linked to our Roman history topic, where pupils created layered Roman-inspired prints using repeating motifs, textured backgrounds and contrasting colours. Throughout the unit, children planned, tested and evaluated their ideas, developing confidence, creativity and a secure understanding of printmaking as an artistic process.

In our first art session, we were introduced to block printing using a polystyrene printing plate. We began by carefully drawing our design onto the surface of the block, then used a pencil to incise the lines, creating recessed areas in the material. Once the design was carved, black printing ink was evenly applied to the surface using a roller, ensuring the raised areas were fully covered while the incised lines remained ink-free. We then pressed the inked block firmly onto paper to transfer the image, and carefully peeled it away to reveal the printed design, allowing us to see how pressure, line quality and contrast affect the final outcome.