01924 251048

Crigglestone St James
CE Primary Academy

Our Year 3 & 4 Team

Class Teachers: Miss Rouse (3AR), Mrs Brown (3/4DB) and Mrs Fella (4SH)

Educational Support Assistants: Mrs Parsons (3AR), Mrs Harding (3/4DB)

Regular Weekly Timetable

INDOOR PE: Tuesday (3AR), Tuesday (3/4DB) and Wednesday (4SH)

OUTDOOR PE: Monday (3AR), Wednesday (3/4DB) and Tuesday (4SH)

SWIMMING: Year 4 - Monday

HOMEWORK: Maths and English given on Thursdays and due in on Mondays.

TT ROCKSTARS: Your child can use these safely at home at any point under your supervision and monitoring. You can also check on their progress at any stage.

READING BOOKS: Reading books are handed out on Monday and are to be returned on Thursday. Please read as regularly as possible with your children.

Download our new Curriculum Information Posters to tell you the important headlines and key information for each term.



Now let's tell you some highlights of our 'Circle of Life' in action.

Which is most important - the product or the person? A study of Victorian Britain.

Our children were faced with a very different angle on their study of Victorian Britain. A question to answer based solely on the value of human life over industrial progress. Quite a mature question but one which the children met head on. Our centrepiece WOW events were a themed Victorian school day and a trip to the mining museum but all with the aim of developing a possible response to our big question.

The children took their study of mining beyond the visit and wanted to explore Victorian working class diets. They made pasties amongst other things. Created instructions for an ideal healthy diet. They generated a diary of a young miner. They created their own local tour of our community led by Mr Wainwright. They wanted to see how the big question was impacting upon our community at the time. They wanted to see how the Crigglestone area grew because of the mining in the region.

In writing, we studied Anthony Browne picture books to generate work about atmosphere and mood - often so typical or contrasting to the climate of Victorian Britain. They compared styles and wrote stories inspired by our questions.

In maths, the children have focused hard upon their fluency and reasoning with the four operations and place value. Lots of talk and description was required when sharing concepts and solutions. In doing so we considered the lack of learning opportunities for Victorian children and how ready they were for the future. Or even if their future was decided before they were born!

The children wished to consider the landscape of Victorian Britain and how this was affected by the drive to make and produce. Dark images, using recycled materials were used to depict this at the request of the children.

During religious education, we considered the importance of faith then and now. We discussed a living faith and considered festivals such as Rosh Hashanah, Diwali and Christmas. Making connections between them and how people can draw upon these even in difficult times and within less fortunate communities.

It was interesting to see how the children wanted to create a improved safety system for young miners when introduced to their science studies around light and dark. They used their powerpoint skills in computing to create a final response to the big questions for selected audiences. Even their gymnastics work was formed around the restricted movements of the underground Victorian workers.

The children lived their response as much as possible before revealing their own answers to the big question.

The planet or the atmosphere - which is the most powerful?

How powerful are we? What can change our World in a heartbeat? We have been exploring these questions. Tidal waves, volcanoes, earthquakes all part of our geographical planet that can change life forever. The children chose to use artwork as their WOW event. They became artistic journalists visiting the scene of a major natural event and capturing this through art. This sparked off amazing imagery and superb language for their follow up studies. They knew that this question would require research and produced information texts about natural disasters, including how such events were formed. There was concern for those communities most at risk around the World. We located their position and attempted to find links between wealth and these 'danger spots'. We used our coding skills to assist with this process and help us towards our conclusions.

We have used our electricity work and D.T. skills to design an early warning system to help communities prepare for such events. We have studied the effect of rocks and soils - they seem very mundane but hold such power and are created in amazing ways. It has given a whole new angle to our work.

The children have created a dance named 'creative combat'. They created individual movements aimed at depicting how we can work together to tackle disasters when they occur.

The children's R.E. has focused upon parables - starting with the one which drives our belief of service to others, namely The Good Samaritan. We have then considered The Prodigal Son, The Lost Sheep and The Two Sowers amongst others. Searching for the true message in each of these and how we can make those connections to our school in our community.

Are rainforests vital to our future?

We have researched survival tips, built shelters and written instructions for an explorer amongst many other things. We wanted to know how we could survive in such a climate and what problems we would face. So we set about creating those problems for real and finding solutions together. Together we had to talk, plan and disagree amicably together to create solutions. Using our understanding of materials, our D.T. design skills and our geographical awareness of a rainforest climate we found success and then even more questions!

It was interesting to see how the children dealt with mistakes and errors in their shelter designs before achieving success.

During our research we had the chance to meet a real life tribesman from the Rainforest. We tried to communicate with him however he didn't speak our language. We have discussed our options to learn how to communicate with the tribe and learn about their culture and beliefs as we learn about tolerance, mutual respect and individual liberty from other cultures points of view. It was interesting to see how the children were challenged to prepare a spoken performance as their outcome. It couldn't be captured on paper it had to be performed. The children's further questions about the tribe meant that their historical research focused upon looking at different communities and their traditions and language. It was interesting to see how many similarities there are even if appearances are very different.

Were the Romans a force for good in Britain?

We took part in a number of thematic days to bring our work to life. This included visits from a Roman solider and being a Roman citizen for a day - effectively becoming a living museum. We wanted the children to empathise with the lives of everyday people from the time and this has been a fabulous way to achieve it. They created a battle scene and worked together as a team to defeat the opposition! Below are some pictures from these events.

The children had real desire to create a living museum that captured every aspect of Roman life to consider what it offered to the native people of Britain. Designing weapons and considering the threat that they offered and how they would have been used to maintain order. Songs and music that reflected the togetherness of the communities under Roman control. Information writing studying the positive additions that Romans made to Britain - that still remain today. Solving problems with Roman trade and how early forms of money could be used in exchange for goods. Our children seemed split on whether the Romans were such a positive force and one member of year 4 summed it up perfectly when they said "They gave us a lot, but we lost a lot at the time as well!"