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Families and friends are very welcome to join us for our annual Carols by Candlelight service at Blofield church MONDAY 18TH DECEMBER, 6.30 p.m.
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Blofield Primary School

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Blofield Primary School

Year 4

Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.

Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  1
Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  2
Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  3
Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  4
Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  5
Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  6
Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  7
Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  8
Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  9
Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  10
Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  11
Using our research around Indus Valley houses, we created a clay model of our designed homes. Once these were all dry, we used a range of materials and thinking skills to try and create a main street with a working sewer system. Finally, we tested this using pipettes and water and evaluated how effective our model was.  12

During our whole school science day, we have looked at locating and comparing different bodies of water around the world. We recreated the salt content of different lakes and seas and were able to investigate how the salt affected the density of the water and what this would do to an egg.

During our whole school science day, we have looked at locating and comparing different bodies of water around the world. We recreated the salt content of different lakes and seas and were able to investigate how the salt affected the density of the water and what this would do to an egg. 1
During our whole school science day, we have looked at locating and comparing different bodies of water around the world. We recreated the salt content of different lakes and seas and were able to investigate how the salt affected the density of the water and what this would do to an egg. 2
During our whole school science day, we have looked at locating and comparing different bodies of water around the world. We recreated the salt content of different lakes and seas and were able to investigate how the salt affected the density of the water and what this would do to an egg. 3
During our whole school science day, we have looked at locating and comparing different bodies of water around the world. We recreated the salt content of different lakes and seas and were able to investigate how the salt affected the density of the water and what this would do to an egg. 4
During our whole school science day, we have looked at locating and comparing different bodies of water around the world. We recreated the salt content of different lakes and seas and were able to investigate how the salt affected the density of the water and what this would do to an egg. 5
During our whole school science day, we have looked at locating and comparing different bodies of water around the world. We recreated the salt content of different lakes and seas and were able to investigate how the salt affected the density of the water and what this would do to an egg. 6

Around the world!

The school topic this term is around the world and in Year 4 we will be centering our learning around The Indus Valley. We will be using the way of life of this ancient civilisation to inspire our English writing while using their great achievements (including trading systems, land use and sewer systems) to develop our learning in other areas of the cirriculum. 

Year 4 Term 2 Overview

Once Upon a Time... 

This term, we will look to focus our topic title around the idea of fairy tale creatures as well as drawing inspiration from J.K Rowling's  Fantastic Beasts and Where to Find Them. By creating our own fantastic beasts, we will look to understand more around biological aspects of the science curriculum as well as key aspects of physical geography. The creative aspects of this approach will also act as a rich stimuli for us to develop our writing. We will aim to do this through instructions on how to create a fantastic beast, a non-chronological report about the habitat of a fantastic beast and finally a persuasive advertising campaign to appeal to the public to help prevent the destruction of our creatures' natural habitats.

Autumn 1 Topic Overview

Modern Foreign Languages, Physical Education and Music overview

To start the term, we have researched and presented our findings about different biomes. We have looked closely at which parts of the world contain each biome, which animals and plants could be found there and what defines each type of biome. 

To start the term, we have researched and presented our findings about different biomes. We have looked closely at which parts of the world contain each biome, which animals and plants could be found there and what defines each type of biome.  1
To start the term, we have researched and presented our findings about different biomes. We have looked closely at which parts of the world contain each biome, which animals and plants could be found there and what defines each type of biome.  2
To start the term, we have researched and presented our findings about different biomes. We have looked closely at which parts of the world contain each biome, which animals and plants could be found there and what defines each type of biome.  3
To start the term, we have researched and presented our findings about different biomes. We have looked closely at which parts of the world contain each biome, which animals and plants could be found there and what defines each type of biome.  4

To create our fantastic beasts, we drafted our ideas and peer evaluated to try and improve our final outcomes. Once we had completed our final draft, we used expanded noun phrases to add labels.

To create our fantastic beasts, we drafted our ideas and peer evaluated to try and improve our final outcomes. Once we had completed our final draft, we used expanded noun phrases to add labels.  1
To create our fantastic beasts, we drafted our ideas and peer evaluated to try and improve our final outcomes. Once we had completed our final draft, we used expanded noun phrases to add labels.  2
To create our fantastic beasts, we drafted our ideas and peer evaluated to try and improve our final outcomes. Once we had completed our final draft, we used expanded noun phrases to add labels.  3
To create our fantastic beasts, we drafted our ideas and peer evaluated to try and improve our final outcomes. Once we had completed our final draft, we used expanded noun phrases to add labels.  4
To create our fantastic beasts, we drafted our ideas and peer evaluated to try and improve our final outcomes. Once we had completed our final draft, we used expanded noun phrases to add labels.  5
To create our fantastic beasts, we drafted our ideas and peer evaluated to try and improve our final outcomes. Once we had completed our final draft, we used expanded noun phrases to add labels.  6

This week, we have looked closely at what habitat our fantastic beasts would live in. We researched different sources of non-fiction as well as drawing ideas from fantasy maps and video stimuli. We were then able to plan, create and evaluate our habitats.

This week, we have looked closely at what habitat our fantastic beasts would live in. We researched different sources of non-fiction as well as drawing ideas from fantasy maps and video stimuli. We were then able to plan, create and evaluate our habitats.  1
This week, we have looked closely at what habitat our fantastic beasts would live in. We researched different sources of non-fiction as well as drawing ideas from fantasy maps and video stimuli. We were then able to plan, create and evaluate our habitats.  2
This week, we have looked closely at what habitat our fantastic beasts would live in. We researched different sources of non-fiction as well as drawing ideas from fantasy maps and video stimuli. We were then able to plan, create and evaluate our habitats.  3
This week, we have looked closely at what habitat our fantastic beasts would live in. We researched different sources of non-fiction as well as drawing ideas from fantasy maps and video stimuli. We were then able to plan, create and evaluate our habitats.  4
This week, we have looked closely at what habitat our fantastic beasts would live in. We researched different sources of non-fiction as well as drawing ideas from fantasy maps and video stimuli. We were then able to plan, create and evaluate our habitats.  5
This week, we have looked closely at what habitat our fantastic beasts would live in. We researched different sources of non-fiction as well as drawing ideas from fantasy maps and video stimuli. We were then able to plan, create and evaluate our habitats.  6

We have been applying our knowledge of teeth to create a suitable set for our fantastic beasts, thinking carefully about what typed of teeth would match their diet. Then, using a set of acquired fantastic beast teeth, we started to investigate the effects of different liquids.

We have been applying our knowledge of teeth to create a suitable set for our fantastic beasts, thinking carefully about what typed of teeth would match their diet. Then, using a set of acquired fantastic beast teeth, we started to investigate the effects of different liquids.   1
We have been applying our knowledge of teeth to create a suitable set for our fantastic beasts, thinking carefully about what typed of teeth would match their diet. Then, using a set of acquired fantastic beast teeth, we started to investigate the effects of different liquids.   2
We have been applying our knowledge of teeth to create a suitable set for our fantastic beasts, thinking carefully about what typed of teeth would match their diet. Then, using a set of acquired fantastic beast teeth, we started to investigate the effects of different liquids.   3
We have been applying our knowledge of teeth to create a suitable set for our fantastic beasts, thinking carefully about what typed of teeth would match their diet. Then, using a set of acquired fantastic beast teeth, we started to investigate the effects of different liquids.   4

Blofield Primary School Values

Fairness
  • “Win or lose, do it fairly.” Knute Rockne
Respect
  • “Everyone should be respected as an individual” Albert Einstein
Challenge
  • “We don’t grow when things are easy; we grow when we face challenges” Joyce Meyer
Perseverance
  • “No one succeeds without effort... Those who succeed owe their success to perseverance.” Ramana Maharshi
Thoughtfulness
  • “A little attention, a little kindness, a little thoughtfulness are worth more than all the wealth in the world.” Avijeet Das
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