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THOMAS’S KENSINGTON Year 4 Curriculum Guide 2018-19

Dear Parent, I am delighted to introduce the Year 4 Curriculum Guide for 2018/19 and hope that you will find it both helpful and informative. It sets out in broad terms the syllabus for the core subjects as well as the topics covered in other curriculum areas. This is a general guide as any syllabus must be adapted to suit each particular teaching group. In Year 4 the children consolidate and build on the many skills they have learnt over the previous year. They gradually become more independent in organising their homework, personal belongings and equipment. Independent research skills are promoted and developed this year through project work as well as our Outdoor Education programme. As children’s handwriting becomes more fluent and cursive they obtain their ‘pen licence’ and begin to write in pen. The PGL Liddington trip in the Summer Term is something the children look forward to and, for many, is their first trip away from home without their parents. Consideration should be given this year to the choice of your child’s senior school. Although, (with the exception of a handful of schools) most 13+ senior schools will accept registrations up until a child’s tenth birthday, it is advisable to begin the process of registration in Year 4. Meetings will be held during the year to explain to parents the different routes to senior school at 11+ and 13+. I hope that your child has a happy and successful time in Year 4 and continues to take advantage of the many artistic, musical, dramatic and sporting activities that are a hallmark of the school. Joanna Ebner Headmistress

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Teaching and Learning Aims

We intend that the children will:

• Acquire knowledge, understanding and skills • Become increasingly independent learners • Develop broad interests and enthusiasms • Have the ability to achieve the best results of

which he/she is capable in competitive and/or public exams

Teaching Groups and Staffing In Year 4, the Form Teachers are responsible for teaching English, maths, geography, history and PSHCE. They may also teach science. These subjects are taught as a class and children join together in gender groups for Games. Subject specialist teachers are employed to teach French, Computing, Art/Design Technology, Drama, Music, Physical Education and Religious Education. In addition to this, some children may be taught by a maths specialist. Accommodation Year 4 pupils have their own form room with desks. Other teaching rooms they will use on site are the Science lab, the ICT room, the art room, the music room, the library and theatre for drama. Off-site facilities for sports and swimming are: Imperial College Swimming Pool Mid -morning Games - Harrow club and Westway Afternoon Games (home ground) - University of Westminster Grounds at Chiswick. Information about other fixture venues are published on the calendar and fixtures lists can be found on the PE page of the TLP. Teaching Methods A range of teaching styles is used, including teacher directed, whole class work, individual and group work, oral, practical and written tasks. The learning intention of the lesson is explained to the children and time is given at the end of the lesson to consider and confirm what has been learnt. Homework Children in Year 4 are expected to read for at least 20 minutes every night as well as practising times tables. In addition, the children will be set Maths, English and French homework. However, homework in Year 4 must not become burdensome. If, after 30 minutes, the task has not been completed, a note to the teacher should be written in the diary to this effect and the homework put away. Please ensure that you check and sign the diary every day. Please refer to the additional information regarding Homework towards the end of this guide.

Assessment Assessment and Reporting At Thomas’s we follow the principles and practices of Assessment for Learning in all subjects. The four main elements of Assessment for Learning are:

• Effective questioning • Feedback through marking • Peer- and self-assessment • Both formative and summative testing

Teachers assess progress and performance continuously. Both informal assessment methods (questioning, marking, observations, etc) and more formal testing are employed, and individual targets are set to help children to focus on specific areas for improvement. A range of standardised tests are used over the course of the year and the results of these provide us with a wealth of information about the particular strengths and weaknesses of each individual child. Written reports for parents are sent out at the end of the Michaelmas and Summer terms, in the Lent term a short effort and attainment report will be given. Parent/teacher meetings are held in the Michaelmas and Lent terms. In addition to comments and advice, reports include effort and attainment grades.

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Inclusion and Learning Support At Thomas’s we are committed to providing a broad and balanced curriculum for all pupils. We recognise that the needs of individuals and groups of pupils are many and varied and can be met through planning to provide opportunities for all pupils to be challenged and included. The Form Teacher liaises with the Special Educational Needs Coordinator and the Deputy Head Academic to cater for the needs of children with special needs, and all specialist teachers are made aware of the children’s requirements. These can range from being seated near the board, to lessons with an individual therapist. The Special Educational Needs Coordinator maintains close links between parents, teachers and therapists.

English The Thomas’s English Syllabus has been written to satisfy the requirements of the National Curriculum, the National Literacy Strategy and 11+ entrance examinations, both ISEB (Common Entrance) and London Day Schools. In addition its aims for the children are: -

• To develop the necessary skills to use the English language confidently, appropriately and accurately

to the best of their ability • To be able to read a range of materials fluently and with understanding for information and

enjoyment • To be able to write effectively for a range of audiences and purposes using spelling, punctuation and

grammar accurately and confidently • To be able to speak clearly, fluently and cogently • To be able to listen to the spoken word attentively and with comprehension, pleasure and empathy • To be aware of and to feel part of the English language and its literature

Literacy is taught in daily lessons of 70 minutes (35 mins on a Thursday). Elements of the subject include reading, writing, speaking and listening. There is a clear progression of the use of grammar and punctuation and in spelling and these elements are taught both in discrete lessons and through the study of literature.

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Syllabus: - Michaelmas Term Reading – non-fiction

• Information books linked to other curricular work

Writing – non-fiction

• Descriptive and comparative writing • Note-making • Collating and summarising information • Framing comparisons and explanations

Reading – fiction and poetry

• Stories/novels about imagined worlds: sci-fi, fantasy and adventures

• Stories in series. Writing – fiction and poetry

• Writing on fantasy themes linked to reading.

• Expressive and descriptive writing, using figurative language.

Key Skills

• Use of detail to evoke setting. • Compare and contrast settings across a

range of stories. • Use of expressive and descriptive language. • Identify key features of newspaper and

instructional text.

Spelling • Double consonants • Homophones • Regular and irregular verb endings • Common suffixes –al, -ary, -ic, -ship, -hood, -ness, -ment Plurals HFW from Support for Spelling

Cross-curricular links and complementary events

• Cross-curricular links to ensure a range of writing styles and note-taking for a variety of purposes and audiences.

• Poetry week • ICT links – publishing, language skills -

reading and research.

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Lent Term Reading – fiction and poetry • Historical stories/short novels. Writing – fiction and poetry • Writing on historical themes linked to reading. • Diaries, dialogue, reports and letters linked to

reading. • Classic and modern poetry Writing – non-fiction Reports, reviews and evaluations of real events Key Skills • Investigate settings and character. Identify

use of detail in reading and practise in writing • Explore narrative order and chronology • Identify features of non-fiction texts.

Understand terms ‘fact’ and ‘opinion’. • Use of paragraphs, editing, organisational

devices • Rhythm, rhyme, verse, chorus, couplet, stanza,

alliteration

Spelling • Common word endings – ough, -ous, -ial • Words ending in –tion, -sion, -ive • Common prefixes – al, -a, -af, -ad • HFW from Support for Spelling

ICT Links: Reports, articles etc from magazines and papers.

Summer Term Reading – fiction and poetry • Stories/novels that raise issues e.g. bullying,

bereavement. • Stories from other cultures. • Poetry – wide range of styles Reading – non-fiction • Persuasive writing: adverts, circulars, flyers

etc. Writing – fiction and poetry Writing to respond to and explore issues linked to

reading. Persuasive writing: adverts, circulars, flyers etc Key Skills • To identify social, moral or cultural issues in

stories. • Structure, style and vocabulary of poems • To understand and use paragraphs and

chapters in organising ideas • To plan and write longer stories • Compare playscripts with stories. Prepare,

read and perform playscript

Spelling • -ss endings • Silent letters • It’s and its • Letter strings -wa and -wo • Root words • Compound words • Adverbs

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Grammar to be introduced: Word The grammatical difference between plural and

possessive –s Standard English forms for verb inflections instead of local forms e.g. we were instead of we was, or I did instead of I done

Sentence Noun phrases expanded by the addition of modifying adjectives, nouns and prepositional phrases e.g. the teacher expanded to: the strict math teacher with curly hair Fronted adverbials e.g. Later that day, I heard the news.

Text Use of paragraphs to organise ideas around a theme Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

Punctuation Use of inverted commas and other punctuation to indicate direct speech e.g. a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!” Apostrophes to mark plural possession e.g. the girl’s name, the girls’ names Use of commas after fronted adverbials

Terminology for pupils Determiner, pronoun, possessive pronoun, adverbial

Mathematics

The Thomas’s Maths Syllabus has been written to satisfy the requirements of the National Curriculum and 11 + entrance examinations, both ISEB (Common Entrance) and London Day Schools. In addition its aims are: -

• To create in pupils favourable attitudes towards mathematics and to stimulate interest in the subject. • To develop in pupils a sound understanding of mathematical concepts, processes and strategies and the

capacity to use these in problem solving. • To develop in pupils the ability to recognise mathematics in everyday situations. • To develop in pupils the ability to apply their mathematics to analyse situations and solve real life

problems. • To develop in pupils appropriate language for the effective communication of mathematical ideas and

experiences. • To develop in pupils an appreciation of the application to mathematics of technology, including

calculators and computers. • To challenge pupils to achieve at a level of accuracy and excellence appropriate to their particular stage

of development.

Maths is taught daily in lessons of 70 minutes (35 minutes on a Thursday). From the beginning of the year pupils are taught in class groups where within-class differentiation takes place. A range of teaching strategies are used, with an emphasis on practical maths, investigating, discussing and analysing to ensure sound understanding of underlying concepts.

A typical lesson will follow the pattern of: -

• oral work and mental calculation with the whole class • the main teaching activity either in groups or with the whole class • a plenary session with the whole class

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Syllabus: - Michaelmas Term Mental Arithmetic • Rapid recall of addition and subtraction facts:

all numbers to 20 • Derive quickly all number pairs totalling 100 • Find a small difference by counting up eg 5003-

4996 • Count on or back in repeated steps of 1, 10 or 100 • Practise the x 3, x4, x5 and x 6 tables • Rehearse the x7 and x 8 tables. • Derive quickly doubles of all whole numbers to

50 • Derive quickly doubles of all multiples of 10 to

500 • Use doubling or halving, starting from known

facts Number • Read and write numbers in numerals and in

words up to one million • Add and subtract four digit numbers with and

without carrying and decomposition • State the place value of any digit in a number • Place a set of seven-digit numbers in ascending

or descending order • Estimate and calculate the product of one-digit

by two-digit and one-digit by three-digit numbers

• Divide a number with three or more digits by a one-digit number

• Divide a number with three or more digits by 10 • Understand the terms “factor” and “multiple” • Use multiplication for ratio problems • Understand and use square numbers • Make reasonable estimates of long multiplication

problems • Multiply two-digits by two digits using an

extended algorithm

Time • Read the time to the minute on a digital and

an analogue clock • Recognise and use equivalent forms of

recording eg 04:37, 4:37am, 37 minutes past 4, 23 minutes to 5

• Use vocabulary related to time • Read and interpret timetables and calendars • Solve problems involving time, including

using timetables and calendars Mass • Know that 1kg=1000g • Estimate the mass of objects to the nearest

10g up to 100g • Measure the mass of an object to the nearest

marked division on the scales • Recognise the relationship between the units

of measure and convert one to the other • Use decimal notation to record mass • Select suitable measuring equipment for

different tasks • Record estimates and readings from scales to

a suitable degree of accuracy • Use all four operations to solve worded

problems involving mass Money • Calculate fractions of amounts of money • Solve problems involving fractions of

amounts of money Length • Measure objects in metres and centimetres • Record measurements in centimetres and

metres using decimal notation • Use other devices to measure objects

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Lent Term Mental Arithmetic • Derive quickly all pairs of multiples of 50

totalling 1000 • Partition into tens and units, adding the tens

first • Identify near doubles, using known doubles, eg

150 + 160 • Derive quickly doubles of multiples of 100 and

the corresponding halves • Use closely related facts eg to multiply by 9,

multiply by 10 and adjust • Partition eg 23 x 4 = (20 x 4) + (3 x 4) Number • Use fraction notation for one third, one fifth, one

sixth, one eighth • Use fraction notation, for example, three fifths,

five sixths, six eighths • Recognise the equivalence between one whole

and, for example, eight eighths • Identify two simple fractions with a total one • Recognise the equivalence between tenths and

fifths • Recognise the equivalence between thirds and

sixths • Order two or more simple fractions in practical

contexts • Find fractions of numbers or quantities 3D Shape • Investigate and describe the properties of prisms

(cubes, cuboids) and cylinders • Discuss the faces, edges and vertices of prisms • Identify prisms and cylinders • Investigate and describe the properties of

pyramids

• Discuss the faces, edges and vertices of pyramids

• Identify pyramids • Construct models of pyramids and investigate

nets, skeletons and cross-sections of pyramids • Represent 3D objects through nets Volume and Capacity • Know that 1 litre=1000ml • Estimate and measure the capacity of

containers to the nearest 100ml, 10ml and 1ml • Convert ml to litres and vice versa • Solve simple problems involving any

operation or simple combined operations which include litre and ml

2D Shape • Explore and classify angles • Measure angles using degree as the formal

unit • Construct angles using a protractor • Explore turning angles • Understand the direction of turn and compass

points • State the number of lines of symmetry in a

given shape • Complete a shape to give a symmetrical result • Explore patterns through tessellation • Plot position and movement using grid

references Area • Construct a square metre and use it to

measure various areas • Measure areas using square centimetres • Compare areas by measuring with square

centimetres

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Summer Term Mental Arithmetic • Add or subtract the nearest multiple of 10, then

adjust • Continue to use the relationship between

addition and subtraction • Add 3 or 4 numbers, finding pairs totalling 10 or

9 or 11 • Add 3 two digit multiples of 10 eg 40 + 70 + 50 • Use known number facts and place value to add

or subtract mentally, including any pair of two-digit numbers

• Use the relationship between multiplication and division

• Use known number facts and place value to multiply and divide integers, including by 10 and 100

• Practise the x9, x11 and x12 tables. Number • Use decimal notation to two decimal places • Understand the meaning of the decimal point

and the value of the digits in decimal fractions

• Convert fractions and mixed numbers to decimals and vice versa

• Order a set of decimal fractions • Recognise the equivalence between

decimals and fractions Data Handling • Test a hypothesis about the frequency of an

event • Make a frequency bar chart or line chart • Interpret a frequency chart • Understand mode, range, average, median • Make a simple data base on paper Revision Revision of all key objectives through the year

Science The Science Syllabus is based on the National Curriculum and the requirements of ISEB (Common Entrance) at 11+ and 13+. Year 4 follow a course of study based on the National Curriculum at Key Stage 2 and the syllabus is broadened by the 11+ Common Entrance Syllabus. Science aims in the Prep School are that pupils: - • Learn about a wide range of living things, materials and phenomena. • Begin to make links between ideas and to explain things using simple models and theories. • Apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday life and

their personal health. • Carry out more systematic investigations, working alone and with others. • Use a range of reference sources. • Talk about their work and communicate ideas using a wide range of scientific language, conventional

diagrams, charts and graphs. • Science is taught in a dedicated Science laboratory and in the classrooms. • Science homework may occasionally be set, which could include writing, research, practical tasks,

summarising work or studying.

Lab safety is a prime consideration and the children are taught safe lab practices. Elements of the subject include scientific enquiry, life processes and living things, materials and their properties, physical processes. Assessment: • Classwork • End of topic tests • Samples of practical and investigative work • Exams (Summer)

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Year 4 Syllabus: - Michaelmas Term Lent Term Summer Term Electricity Children understand the dangers of electricity. Construct simple circuits and draw them. They find which materials are the best electrical conductors and use this information to make switches. Children wire plugs and find what happens to a bulb’s brightness when circuits are changed. They research scientists involved in developing electricity and electrical devices.

Sound

Show that sounds are made when objects vibrate and that sounds travel through solids, liquids and gases. Children investigate how well sound travels through different materials and discover how instruments make sounds. Suggest how to change the pitch and loudness.

Children make their own instrument.

Residential trip to Liddington Living things and their habitats Remind children of the characteristics of living things and the basic needs their habitats supply. Establish why classification of plants and animals is important and classify minibeasts. Read and construct food chains and webs. Recognise that environments can change. Link to Edible Teaching Garden and how we can improve our community around us.

States of Matter Find out about the properties of the three different states of matter: solid, liquid and gas. Learn how to use thermometers. Set up enquiries about matter changing from one state to another. Study the water cycle. Children make their own water cycle. Link to Eco schools and water security (water workshop by Thames Water). Investigate air as an example of a gas.

Animals including humans Food groups and healthy balanced diets. Study the human digestive system and how food is transported around the body. Make a 3D digestive model out of junk. Compare diets of herbivores, carnivores and omnivores. Investigate teeth and what causes decay. Children make careful observations of their own teeth and make models out of plastercine. Invite a guest dentist to visit. Look closely at food chains/webs.

Work in the Edible Teaching Garden.

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French Year 4 has one French lesson per week taught by a subject specialist. The aim is for the children to use their speaking skills as often as possible. The use of the target language by the teacher increases so children’s listening comprehension skills improve too. Throughout the year there are trips and opportunities for children to put their French into practice outside the classroom. There is also the opportunity for native French speakers to have specially adapted lessons in their mother tongue. The lessons take place at the same time as the timetabled French sessions and are taught by a native French speaker. The Head of French assesses individual pupils before accepting them on to the Advanced French Programme. Key Resources: Learn French with Luc et Sophie and Amis et Compagnie 2 for Advanced pupils. Syllabus:

Computing

Year 4 has one lesson a week. This is taught in the computer room by the Head of Computing. In

addition, they have access to a computer and other devices within the classroom that are planned into lessons by the teacher, with support from the Head of Technology Enhanced Learning.

The aims:

Computer Science

All pupils can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation All pupils can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

Information Technology

All pupils can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

Digital Literacy

All pupils are responsible, competent, confident and creative users of information and communication technology

Activities • Listening comprehension • Reading comprehension • Use of target language • Prompt cards display • Songs • Role-play, Vocabulary games • Bingo, Worksheets • Simple conversations

Topics • Greetings • Times / dates / numbers / birthdays • Weather / seasons • Clothes and items related to packing • The family • Food (fruit, vegetables, meat etc) • Mealtimes • Restaurant • House and rooms

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Syllabus: - Topics Cyber bullying- In this unit of work, pupils will investigate the consequences of cyber bullying and

explore a range of E-safety websites. Online Skimming and Binary Basics- In this unit of work, pupils will learn how to locate

information online by skimming through websites critically. They will also be introduced to the basics of binary, recognising the significance of it across different technologies.

Programming models with outputs- In this unit of work, pupils will use flowcharts to program models with outputs such as traffic lights. They will use repetition and selection and be introduced to “if, then, else”.

Get with the Algo-rhythm- In this unit of work, pupils will work with dance algorithms to design scratch animations. They will revise repetition and selection and use variables in their animation.

We are meteorologists & statisticians- In this unit of work, pupils will use sensors in a data logger to detect changes in the environment. They will then collate information onto a spread sheet and present this information clearly to an audience as a graph. For the second half of the unit, pupils will design and film weather reports.

Religious Education

We use a range of teaching methods that stimulate and engage the children. Teaching strategies include class discussions, group work, practical activities, projects and book work. Visitors are also invited into school to talk to the children about their religion. The RE focus in Year 4 is on Hinduism and Sikhism. Syllabus: - Michaelmas Term

Look at the origin of Hinduism Explore how Hindus perceive God as being in many forms Find out how and why Hindu people celebrate Diwali Lent Term

Learn about the key beliefs of Hinduism Find out how and why Hindus worship at home and in the Mandir Think about why and how Hindu people celebrate Holi Gandhi: Hindu belief in action

Summer Term

Look at the origin of Sikhism Explore the key beliefs of Sikhism Find out more about the Khalsa and why is it important to Sikhs Learn more about how and why Sikhs worship at home and in the Gurdwara

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History The aims in History are for children to: -

• Learn about characteristic features of periods studied (ideas, beliefs, attitudes and experiences of

people in the past). • Gain knowledge of the influences of these civilizations in the world today. • Learn facts about the period studied, including significant events and individuals. • Gain an understanding of ideas and attitudes different from our own. • Research and communicate findings using a range of methods. • Be able to place events in chronological order. • To be able to contextualise modern day life by gaining a solid understanding of both world and

British history. • To understand the provenance and origin of modern day British values. • To begin to understand and use sources as a form of historical evidence. • Skills taught include extracting information from a variety of sources and laying out work applying

the conventions of information text. • The subject is supported by a visit to the British Museum or similar appropriate venue.

Syllabus: - Topics • Michaelmas Term – The Romans • Lent Term – Invaders and Settlers: The Anglo-Saxons • Summer Term – Invaders and Settlers: The Vikings • The theme of the year is a study of how British society was shaped by the movement and settlement

of different peoples in the period before the Norman Conquest with particular close reference to the Romans, Anglo-Saxons and Vikings.

• Cross-curricular study of the literature, art and the history of Remembrance Day and 1914-1918 Centenary take place in the Michaelmas term.

• In the study of both The Romans and The Vikings, our work is cross-curricular and links to literacy across the curriculum by reading class texts set against these historical backdrops – The Thieves of Ostia and Beowulf respectively.

Geography The specific aims for children in Year 4 Geography are:

• Learn and use specific geographical vocabulary • Understand that geographical factors (climate, landscape) affect the way of life in a locality. Describe

and explain how and why places are similar to and different from other places in the world (Europe / India and Nepal)

• Develop a range of map skills and fieldwork skills. • Identify environmental issues and develop some appropriate problems • Locate countries and capitals of Europe • Use secondary sources of information – books, ICT, atlases • Develop an awareness of the world around them. • Develop enquiry/research skills.

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Syllabus: - Topics • Michaelmas Term – A European Study • Lent Term – India and Nepal • Summer Term – OS mapping skills - Study of a close locality

Physical Education The aim in the PE curriculum is to give the opportunity and encouragement to children to participate in a wide range of physical activity to the best of their ability and enjoyment within an environment where each individual feels successful. Subject specialist teachers are used in all aspects of PE, with class teachers assisting. Year 4 Games Michaelmas Term Mid-morning:

• Boys and Girls: football, netball and basketball

Afternoon:

• Boys: Football • Girls: Netball

Lent Term Mid-morning:

• Boys and Girls: tag rugby, hockey, badminton and basketball

Afternoon:

• Boys: Rugby • Girls: Hockey

Summer Term Mid-morning:

• Boys and Girls: Cricket and badminton Afternoon:

• Boys: Cricket • Girls: Cricket

Gymnastics Co-ordination, control, agility, movement activities. Individual, partner and group work. Michaelmas Term Cross-country training Exploration of movement to music Creative dance

Swimming Development of all strokes and stamina Michaelmas Term Water confidence, leg and arm development, body position, stamina, Distance Swimming badges Lent Term Reinforcing and developing confidence and techniques, stamina, competitive swimming techniques, starts/finishes and race starts. Summer Term Water safety skills and techniques, Personal Survival Skills Level 3, Distance badges. The House System Each pupil is a member of a school house, Becket (blue), Hardy (green), Lawrence (yellow), More (red). Interhouse tournaments/competitions: Michaelmas Term - Cross country, Netball and Football Lent Term - Swimming Gala, Hockey and Rugby Summer Term - Sports Day, Cricket Each term a House Cup is awarded to the winning House. Points are collected across all areas of the curriculum. A House Merit and Star Cup is also awarded termly. Extra-curricular opportunities Fixtures - Interschool fixtures are arranged throughout the year. Details are displayed on

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Lent Term Weight-bearing, partner work, group work, movement exploration, sequences Safety, shapes, balance, flight, rolling, weight-bearing, equipment exploration Summer Term Athletics: High/long jump, relays, sprinting, long distance running and throwing events.

the PE notice boards. Introduction sessions are held at the beginning of each term on a Saturday morning to provide students with an extra practice opportunity at the beginning of a season. Parent support is always welcome.

PGL Liddington During the Summer Term Year 4 children are given the opportunity to experience a residential adventure course. Although this is optional, all children are encouraged to participate. This is a three-night residential trip during the school week and the centre we use is Liddington. PGL Liddington opened in 2010 and is like no other PGL centre! Formerly a four star hotel, Liddington offers a unique adventure centre experience. There are over 150 acres of grounds to accommodate the latest and greatest range of activities, ensuring there is never a dull moment. The staff ratio is 1 to 5. All the equipment is regularly checked and all the activity instructors are qualified with nationally recognised associations. The adventure course offers a huge range of activities which provide children with the chance to develop new skills and work as a team in an exciting, but safe environment. Activities are outdoor and indoor, from ropes to boats, giant swings to mountain bikes.

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Art / Design Technology

Art: -

Art will be taught by a specialist teacher. Year 4 pupils have one double lesson of Art or Design Technology weekly. Often the class will be split into two groups in order to do ceramic work. The aims in Art are:

• To develop the children’s ability to use tools and different media with creativity and independence • To encourage confidence in each child’s creative expression and to develop their ability to express their

ideas and feelings • To encourage children to record from observation and work from imagination The department aims to arrange at least one visit to a gallery or museum, with the intention of enhancing their Art/DT studies as well as their topic work. Each child keeps a sketchbook for preparation work, media experimentation, outdoor sketching and museum/gallery visits. These are kept in school and are a lovely record of their development over the year. A variety of exciting 2 and 3D work will be produced in relation to their topics. Syllabus: - Topics are subject to change. Topics Michaelmas Term –The Romans, Still life Lent Term - India Summer Term- Surrealism, perspective 2D Studies • Drawing – observation and recording using

pastels, charcoal and pencils • Painting – watercolours, ready-mix poster

colours , acrylic paint on canvas, silk paint.

• Collage • Printing – Colograph. Paper prints 3D Studies Pottery: Slab building, pinch pots and hollow forms Mixed Media Modelling,

Design Technology: - Design Technology is concerned with problem solving. The syllabus makes constructive links with Science, Maths and ICT. Its aims are for the pupils to: -

• Understand how Design and Technology can help us and the environment • Learn basic workshop skills • Design, make, test and evaluate their models. Most 3D studies incorporate some design and technology

knowledge and understanding. Syllabus: - Topics • Surrealist 3D room

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Music Class music is taught weekly by subject specialists. We have a dedicated, well-resourced Music Room for class lessons and three music cells for individual instrumental lessons. Syllabus: - Our aims in Music are that each child will: • Find enjoyment in all aspects of music and

develop an enduring appreciation of and interest in the subject.

• Develop confidence in learning and performing an instrument in a non-threatening environment.

• Develop their musical understanding through a variety of approaches and resources.

Learning • The instrumental focus in Year 4 is the recorder.

Every child will learn to read the notes G to D and will perform as a class to their peers.

• Music skills are developed through instrumental study as well as group compositions, singing and exploring a variety of musical styles.

Class Performances and Productions • The school Carol Service at St Mary Abbots. • Combined music and drama production in the

Lent Term. • Year 4 Church services.

Extra-Curricular • Senior Singers (Open to Years 3-6). The Senior

Singers perform in termly Music Recitals and at other special events such as the Young Voices concert at the O2 Arena.

• School Orchestra (Invitational). The orchestra performs at the termly Music Recitals and other special events, such as workshop days with the Southbank Sinfonia.

• The Chamber Choir (Invitational). The Chamber Choir performs at regular church services and other special events including the school Carol Service and joint Thomas’s schools concerts. The Chamber Choir undertake a short concert tour in the Summer Term.

Individual Instrumental Lessons • Individual instrumental lessons are offered in a

variety of instruments as well as singing. Please refer to the Individual Instrumental page of the TLP for further information.

Drama

Drama is taught as a discrete subject by a specialist teacher in one lesson per week. Our aims in teaching Drama are that all children will enjoy the subject and learn: - • Communication skills • Confidence • Collaborative skills • Physical awareness • Spatial awareness • Self – expression • Empathy • Imaginative/creative skills • Decision making skills • Observation skills Theatre skills are developed through working from stories, scripts and improvisation. All Year 4 pupils are involved in a year group production which is normally staged by the combined Drama and Music departments. This takes place in the Lent term. In the Michaelmas term the children take part in an improvisation based topic. In the Summer term they look at different Drama styles and media. Poetry recitals, theatre visits, visiting theatre groups and links with the study of play scripts in English all help to enrich the subject. There are ongoing additional Drama activities, including the opportunity to take Trinity Drama Exam.

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Personal, Social, Health & Citizenship Education Personal, social, health and citizenship education (PSHCE) comprises all aspects of the school’s planned provision to promote our children’s personal and social development, including health and well-being. Citizenship encourages the development of social and moral responsibility and community involvement. PSHCE offers children the opportunity to become confident, healthy, independent and responsible citizens. It is important because pupils learn about themselves as developing and changing individuals and to play a positive role in contributing to the life of the school and the wider community.

During PSHCE lessons a programme is followed that aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning. It focuses on issues such as the five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills. Skills such as understanding another’s point of view, working in a group, resilience, resolving conflict and managing worries are also developed. A whole school approach is effective because pupils’ personal and social development is influenced by all aspects of school life.

In PSHCE the children will also be involved in learning about the lives of children and families in Nepal. This will be taught at different times throughout the year in each class. Thomas’s main charity is the Cairn (Children Aid in Rural Nepal) Trust, and children will have the opportunity to gain a richer understanding of the charity and how it is helping the people in Nepal through their many triumphs and also hardships.

In Year 4 the children are introduced to the Paws.b Mindfulness programme which continues in Year 5 & 6. This is taught in a series of PSHCE lessons, and informally through integrating learning and practice of mindfulness in all National Curriculum subject areas and in the children’s everyday lives. The programme is designed to benefit the children in a number of ways:

• It promotes well-being • It offers knowledge and skills applicable to the child’s life • It can be individually tailored to suit each child • It extends the thinking skills learning which is promoted in the national curriculum such as

neuroscience and metacognition • It helps children understand themselves better • It helps them to be resilient and resourceful when life is challenging • Skills and understanding can be available throughout their school life and beyond What do the

children learn? • They learn about parts of the brain known through neuroscience evidence to be impacted by

mindfulness practice • Ways to steady themselves when their mind/body is busy or out of balance • Ways to respond rather than react – and therefore take best care of themselves • Ways to relate to their thinking processes and how these impact their emotions and body state • Ways that mindfulness can support them in all the activities and relationships of their lives

The programme also cover British Values, Anti-Bullying, Online Safety, SRE, drug education, mindfulness and the challenges that everyday issues bring about. During the year the following six topics will be studied with different lesson focuses. Michaelmas Term Lent Term Summer Term

• A Fresh Start • Anti-Bullying and

Relationships

• Health and Well Being • Living in the wider world

• Rights and Responsibilities • Growing up and Moving On

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School Council The School Council is a pupil-led, democratically elected body, which provides a forum for discussion and decision-making in order that every pupil has the opportunity to make a positive contribution to the school and the way it is managed. Aims

• Create a feeling of belonging; encourage listening to others and develop self-confidence. • Pupils learn about roles, rights and responsibilities within the school system and community. • Pupils grow in self-esteem and enjoy having the opportunity to contribute positively to their class

and school. Education for sustainable development Education for sustainable development enables pupils to develop the knowledge, skills, understanding and values to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future. There are opportunities for pupils to develop their understanding of sustainable development within the school curriculum, in particular their work in PSHCE and as a Green Unicorn.

Handwriting The children will follow the ‘Cursive Handwriting Programme’ throughout their schooling at Thomas’s. This will promote a fully cursive style from the early stages of learning. The programme aims to link the development of handwriting skills to spelling patterns – as stipulated in the National Literacy Strategy. The children will practise cursive handwriting using high-frequency words and age appropriate spelling patterns. Older children will be given the opportunity to develop personal style but those who already have a different, established style will not be forced to adopt the new scheme. Our aim is for children to be equipped with a fluent, legible handwriting style for different purposes and audiences and to gain self-esteem and pride.

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Homework

The place and purpose of homework changes and develops as a pupil moves through the school. Correctly understood and managed by teachers, pupils and parents, homework will contribute to the learning experience and instil good work habits for the future. The purposes of homework include the promotion of academic learning by providing extra opportunities to consolidate, extend or complete class work, to assess the understanding of class work, to build core skills and knowledge, to develop independent study skills and to build constructive home/school partnerships. We have looked at a range of research on homework and reviewed our policy in light of the findings. There is a clear case for homework at senior school level. In our age group, a moderate amount of time spent on homework is linked to higher achievement but beyond a fairly low threshold homework has no additional benefit. It can have a detrimental effect on performance by creating fatigue and anxiety and by causing friction within the family. It reduces time for equally important leisure activities, which may even have to be given up. The most powerful factors predicting a child’s achievement are ability and prior knowledge, time spent on task, absence from school, motivation and self-confidence. The quality of teaching is also an important factor. At Thomas’s Kensington we recognise the importance of a broad curriculum and the value of time spent on extra-curricular activities. We also appreciate that many children will need to sit competitive exams at 11+ or work towards the requirements of the demanding 13+ Common Entrance syllabus. In reviewing our homework policy we have tried to strike a good balance by limiting the amount of homework set and by making the homework more manageable and relevant to the children’s needs as they progress through the school. There may be occasions when homework will not be set but this will be indicated in the children’s homework diaries. In addition to the homework set, all children are expected to read for at least twenty minutes each day and record their reading in their diary. Children will be issued with a homework timetable at the beginning of term and Parents will be emailed.

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Homework Year 4 Monday to Friday Up to 30 minutes of English or Maths, twice a week per

subject. French 20 mins per week. Spelling – Related activity to the weekly spelling pattern Children may occasionally be asked to complete a piece of homework for other subjects.

Weekends No homework set. Children should learn times tables.

Daily Reading for at least 20 minutes

Outdoor Learning The vision for outdoor learning at Thomas’s is that:

• All children will participate in a range of progressive outdoor learning experiences throughout the year.

• Pupils will be provided with regular, frequent, challenging enjoyable and safe opportunities to learn outdoors.

• Outdoor learning has a positive impact on the individual involved thus making Thomas’s a happier and stronger community.

Through a well-structured and planned outdoor activities programme, pupils develop the life skills of critical thinking, collaboration, communication, creativity, enquiry and reflection. These skills, along with the Thomas’s values will equip the pupils with the skills they need socially, economically and environmentally in the ever-changing 21st Century. We recognise that the outdoor learning offers children unique opportunities and experiences that overcome the constraints of their busy everyday education. Through participating in the outdoor learning programme, and the broad curriculum the children will develop the following skills:

• Personal Development- Pupils will be able to complete activities and tasks that have been designed to develop their self-esteem and build confidence. The programme will improve wellbeing and resilience. It will also enable pupils to develop the skills of leadership and ‘followship’ (the ability to stand back and work as part of a team).

• Group Development - By binding a group together through common experience over a period of time pupils grow stronger and their identity both as individuals and as a group grow. This growth will have a strong and positive impact on school culture.

• Physical Literacy - All activities will be inclusive and increase physical competency and develop team-building skills.

• Nature Pedagogy - Pupils will be immersed in nature and will learn to explore and appreciate the wonder of the outdoors. Isolation from everyday circumstances for extended periods of time will lead to self – reflection. Pupils will then begin to make a realistic assessment of their own personal strengths and weaknesses.

• Organising, Planning and Risk Management- Pupils will be exposed to an element of risk (in a controlled and caring environment) and learn to develop strategies to manage and overcome challenges.

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Programme of events: A series of planned quality and progressive outdoor learning experiences for all pupils from Reception to Year 6

Woodland Adventure (Rec – Y3)

Young Explorers (Year 4)

Young Explorers (Years 5)

Young Explorers (Years 6)

• Curriculum inspired

• Led by the Exploration Society in conjunction with Thomas’s teachers

• One session every half term (6 sessions per year)

• 10 morning sessions over the year

• A variety of outdoor activities

• Each Year 4 class will take part every 3 weeks

• A 3 night residential in the summer term.

Michaelmas One day led by the Exploration Society • Canoeing /Orienteering

Skills

Michaelmas One day led by the Exploration Society • Canoeing /Orienteering

Skills Lent • A 6-day trip led by

Mountain Specialists and Thomas’s staff.

• Mountain Adventure, Skiing, Group Living and Nature Pedagogy at Thomas’s Daheim.

Lent An 8-day trip led by Mountain Specialists and Thomas’s staff. • Mountain Adventure,

Skiing, Group Living and Nature Pedagogy at Thomas’s Daheim.

Summer One day led by the Exploration Society

• Canoeing /Orienteering Skills

Summer One day led by the Exploration Society

• Canoeing /Orienteering Skills

Woodland Adventure (Reception to Year 3)

Academic Curriculum: In its simplest form the learning intentions from ‘Woodland Adventure' will stem from the school's academic curriculum and will help the children to learn and bring lessons to life. The Great Outdoors: The sessions will also be dedicated to the appreciation of nature and the abundant life lessons that can be learnt by working collaboratively or independently in a known outdoor environment. Young Explorers (Year 4) In Year 4 the focus changes to allow the pupils to experience outdoor activities at a more adventurous level. Each Year 4 class will spend one afternoon a week every three weeks sampling a variety of outdoor activities ranging from Bushcraft and Climbing to Sailing and First Aid. Each child will spend 10 sessions over the academic year taking part in the Young Explorers programme. The programme is designed to give the children opportunity to experience an abundance of outdoor activities in a safe environment and strengthen their understanding and respect for the outdoors. Young Explorers (Years 5 & 6) In Years 5 & 6 the pupils will spend one day in the Michaelmas Term and one day in the Summer Term learning in more depth about some of the activities they took part in, in Year 4. Over the two years they will be working towards qualifications such as BCU One star (beginners British Canoe Union course with a national certificate), RYA Level (Royal Yachting Association beginners sailing qualification) or the Junior National Orienteering qualification. Thomas’s Daheim Every Years 5 & 6 pupil will spend a week at Thomas’s Daheim in Austria in the Lent Term. Thomas’s Daheim is a hotel in the Austrian ski area of Wurzeralm near the Kalkalpen National Park. It has been purchased by Thomas’s in order for every pupil to see the truly outstanding beauty of the mountains and to offer them an unrivalled opportunity to spend and experience time in the mountains. Thomas’s has been visiting the ski area of Wurzeralm for over 25 years and has developed a strong relationship and close bond with the people and area. Spending time at Daheim is like going home to the spirit of Thomas’s. The objective of Thomas’s Daheim is … ‘To give every pupil an unrivalled opportunity and experience to develop key life skills in a safe and secure environment of natural beauty, away from their everyday lives. Thomas’s Daheim will provide an environment where specific skills can be developed. These skills are necessary to succeed and be happy in life now, and in later years.

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Year 5 pupils will be spending just under a week at Thomas’s Daheim before the February Half Term in Lent and the Year 6 pupils will spend a week after the February Half Term. The week will consist of four days skiing, two days outdoor pursuits and a rich diverse evening programme including activities such as astronomy, snow shoeing, and night walks. All activities will be delivered by qualified Skifahrer (ski instructors) and Bergfuhrer (outdoor instructors) through ‘Peter & Stefan’s ski school,’ an organisation that has been at the heart of our experiences on the mountain. These skilled instructors have been teaching Thomas’s children for over 25 years.

Senior Schools Most Schools hold open days in the Michaelmas Term. Some also hold them in the Summer Term or organise individual visits throughout the year. 11+ London Day Schools: Apply during the first half of the Michaelmas Term in Year 6 at the latest. Exams are in January / early February in English and Maths with the addition of Verbal Reasoning for some schools. Some schools are now beginning to use computerised IQ tests. 11+ Girls’ Boarding Schools: Apply by 1st December in Year 6 at the very latest. Most have assessment days very early in the Michaelmas Term followed by 11+ Common Entrance exams in English, Maths and Science in January. 13+ Common Entrance Parents must check with individual schools as popular schools close their lists very quickly. As a general rule, apply before tenth birthday. Some schools pre-test at 11 (Year 6) or 12 (Year 7) before offering a conditional place. MEETINGS AND GUIDANCE Reception and Year 1 Talk on transition to the Prep School schools. Year 2 Talk on transition to the Prep School and an overview of choosing and applying to senior schools. Year 4 Talks on 11+ Day and Boarding Schools and on 13+ Common Entrance. Year 5 Individual meetings by appointment with Mrs Barnes Wright to choose senior schools. Year 6 Individual 11+ parents’ meetings during November. Individual meetings with Mrs Barnes Wright and Year 6 teachers to finalise schools. Showrounds for parents of children going to Battersea for Year 7. Transition morning at Battersea for pupils going on to Year 7.