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A happy and safe summer holiday to all our families. We look forward to seeing all pupils back to school on Thursday 6th September!
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Blofield Primary School

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Blofield Primary School

Year 4

We spoke to some members of the Iceni and Roman empire at our trip to Norwich Castle and this helped us understand more about their different viewpoints while exploring a range of artifacts and enjoying a mix of activities.

We spoke to some members of the Iceni and Roman empire at our trip to Norwich Castle and this helped us understand more about their different viewpoints while exploring a range of artifacts and enjoying a mix of activities.  1
We spoke to some members of the Iceni and Roman empire at our trip to Norwich Castle and this helped us understand more about their different viewpoints while exploring a range of artifacts and enjoying a mix of activities.  2
We spoke to some members of the Iceni and Roman empire at our trip to Norwich Castle and this helped us understand more about their different viewpoints while exploring a range of artifacts and enjoying a mix of activities.  3
We spoke to some members of the Iceni and Roman empire at our trip to Norwich Castle and this helped us understand more about their different viewpoints while exploring a range of artifacts and enjoying a mix of activities.  4
We spoke to some members of the Iceni and Roman empire at our trip to Norwich Castle and this helped us understand more about their different viewpoints while exploring a range of artifacts and enjoying a mix of activities.  5

Lights Camera Action

This term, we will be learning about the Romans and our English outcomes will be inspired by performed styles and genres. This will include us creating a persuasive call to battle, a live news report and an interview with Boudicca. We will be developing our knowledge of the Romans throughout this topic and use cross-curricular elements from other subjects besides History throughout out the term. 

Term 6 Overview

Great Britons

This term, we will be learning about a range of Great Britons and their contributions to literature, the arts, science and the ethics of our society and the world. This will include a focus on William Shakespere's 'A Midsummer Night's Dream', artwork by L.S Lowry and John Constable and the scientific achievements and understanding we have from the discoveries and theories of Issac Newton!

Year 4 Term 5 Overview

We have been using base 10 to understand tenths and hundredths in decimals. This has shown us how much of a whole or 1, a decimal can represent.

We have been using base 10 to understand tenths and hundredths in decimals. This has shown us how much of a whole or 1, a decimal can represent.  1
We have been using base 10 to understand tenths and hundredths in decimals. This has shown us how much of a whole or 1, a decimal can represent.  2
We have been using base 10 to understand tenths and hundredths in decimals. This has shown us how much of a whole or 1, a decimal can represent.  3
We have been using base 10 to understand tenths and hundredths in decimals. This has shown us how much of a whole or 1, a decimal can represent.  4
We have been using base 10 to understand tenths and hundredths in decimals. This has shown us how much of a whole or 1, a decimal can represent.  5
We have been using base 10 to understand tenths and hundredths in decimals. This has shown us how much of a whole or 1, a decimal can represent.  6

We have used diagrams and pictures in different ways to summarise and explain key features of our focus text - 'A Midsummer Night's Dream.'

We have used diagrams and pictures in different ways to summarise and explain key features of our focus text - 'A Midsummer Night's Dream.'  1
We have used diagrams and pictures in different ways to summarise and explain key features of our focus text - 'A Midsummer Night's Dream.'  2
We have used diagrams and pictures in different ways to summarise and explain key features of our focus text - 'A Midsummer Night's Dream.'  3
We have used diagrams and pictures in different ways to summarise and explain key features of our focus text - 'A Midsummer Night's Dream.'  4
We have used diagrams and pictures in different ways to summarise and explain key features of our focus text - 'A Midsummer Night's Dream.'  5

We have been exploring the language that William Shakespeare used within his writing and made our own interpretation of the story. We worked in groups to create our own chapters. 

William Shakespeare - A Midsummer Nights Dream

William Shakespeare - A Midsummer Nights Dream 1
William Shakespeare - A Midsummer Nights Dream 2
William Shakespeare - A Midsummer Nights Dream 3
Year 4 have been looking at L. S. Lowry's drawing style, in particular his matchstick men. We imitated  his artwork using  busy Norfolk scenery to create own own pieces.

L.S. Lowry

L.S. Lowry 1
L.S. Lowry 2
L.S. Lowry 3
Go Go Hares
We will be using our Go Go Hare topic as an opportunity to explore fables around the world and the role the hare plays in these fables. This will also offer rich geographical and scientific links to do with food chains and locations where hares can be found. We will look to create our opening scenes of our fables using coding and digital technology while also having the opportunity to explore abstract water colour styles in art to create a painting of one of our characters.   

Year 4 Term 4 Overview

This week, using different combinations of numicon we have been trying to find various fractions of the shapes we have created.

This week, using different combinations of numicon we have been trying to find various fractions of the shapes we have created.  1
This week, using different combinations of numicon we have been trying to find various fractions of the shapes we have created.  2

As a class, we used the snow to create a large block. We then cut this whole into two and made 2 halves. We then cut the halves in two and made 4 quarters. We then cut the quarters in two and made 8 eighths. Finally we cut the eights into two and made 16 sixteenths. We noticed that when you half a fraction, the number that is the denominator becomes two times larger. We used our learning from outside to find the fractions of different parts of a whole which were half or double a different part of the whole. We cut the shapes out to move them around to discover which parts of the whole were equivalent, half or double other parts.

As a class, we used the snow to create a large block. We then cut this whole into two and made 2 halves.  We then cut the halves in two and made 4 quarters.  We then cut the quarters in two and made 8 eighths.  Finally we cut the eights into two and made 16 sixteenths.  We noticed that when you half a fraction, the number that is the denominator becomes two times larger. We used our learning from outside to find the fractions of different  parts of a whole which were half or double a different part of the whole. We cut the shapes out to move them around to discover which parts of the whole were equivalent, half or double other parts.  1
As a class, we used the snow to create a large block. We then cut this whole into two and made 2 halves.  We then cut the halves in two and made 4 quarters.  We then cut the quarters in two and made 8 eighths.  Finally we cut the eights into two and made 16 sixteenths.  We noticed that when you half a fraction, the number that is the denominator becomes two times larger. We used our learning from outside to find the fractions of different  parts of a whole which were half or double a different part of the whole. We cut the shapes out to move them around to discover which parts of the whole were equivalent, half or double other parts.  2
As a class, we used the snow to create a large block. We then cut this whole into two and made 2 halves.  We then cut the halves in two and made 4 quarters.  We then cut the quarters in two and made 8 eighths.  Finally we cut the eights into two and made 16 sixteenths.  We noticed that when you half a fraction, the number that is the denominator becomes two times larger. We used our learning from outside to find the fractions of different  parts of a whole which were half or double a different part of the whole. We cut the shapes out to move them around to discover which parts of the whole were equivalent, half or double other parts.  3
As a class, we used the snow to create a large block. We then cut this whole into two and made 2 halves.  We then cut the halves in two and made 4 quarters.  We then cut the quarters in two and made 8 eighths.  Finally we cut the eights into two and made 16 sixteenths.  We noticed that when you half a fraction, the number that is the denominator becomes two times larger. We used our learning from outside to find the fractions of different  parts of a whole which were half or double a different part of the whole. We cut the shapes out to move them around to discover which parts of the whole were equivalent, half or double other parts.  4

During World Book Day, we used Alfred Noyes' 'The Highwayman' to inspire us to write a poetic introduction to the white rabbit from Alice in Wonderland. We looked carefully at the use of metaphors, alliteration and rhythm.

We have been learning use different techniques with watercolours this term to create our final outcome of a water colour hare painting inspired by abstract artists. In preparation for Mother's Day, we used our understanding of tone and layering to create a card with lighter tones followed by darker and further detailed added at different steps.

We have been learning use different techniques with watercolours this term to create our final outcome of a water colour hare painting inspired by abstract artists. In preparation for Mother's Day, we used our understanding of tone and layering to create a card with lighter tones followed by darker and further detailed added at different steps.  1
We have been learning use different techniques with watercolours this term to create our final outcome of a water colour hare painting inspired by abstract artists. In preparation for Mother's Day, we used our understanding of tone and layering to create a card with lighter tones followed by darker and further detailed added at different steps.  2
We have been learning use different techniques with watercolours this term to create our final outcome of a water colour hare painting inspired by abstract artists. In preparation for Mother's Day, we used our understanding of tone and layering to create a card with lighter tones followed by darker and further detailed added at different steps.  3
We have been learning use different techniques with watercolours this term to create our final outcome of a water colour hare painting inspired by abstract artists. In preparation for Mother's Day, we used our understanding of tone and layering to create a card with lighter tones followed by darker and further detailed added at different steps.  4
We have been learning use different techniques with watercolours this term to create our final outcome of a water colour hare painting inspired by abstract artists. In preparation for Mother's Day, we used our understanding of tone and layering to create a card with lighter tones followed by darker and further detailed added at different steps.  5
We have been learning use different techniques with watercolours this term to create our final outcome of a water colour hare painting inspired by abstract artists. In preparation for Mother's Day, we used our understanding of tone and layering to create a card with lighter tones followed by darker and further detailed added at different steps.  6

We have been learning about air pressure and how this can build in a camera cannister when we create a gas by mixing vitamin tablets and water together. We then created investigations to find out what we could change to make our cannisters pop the highest or the quickest.

We have been learning about air pressure and how this can build in a camera cannister when we create a gas by mixing vitamin tablets and water together. We then created investigations to find out what we could change to make our cannisters pop the highest or the quickest.  1
We have been learning about air pressure and how this can build in a camera cannister when we create a gas by mixing vitamin tablets and water together. We then created investigations to find out what we could change to make our cannisters pop the highest or the quickest.  2
We have been learning about air pressure and how this can build in a camera cannister when we create a gas by mixing vitamin tablets and water together. We then created investigations to find out what we could change to make our cannisters pop the highest or the quickest.  3
We have been learning about air pressure and how this can build in a camera cannister when we create a gas by mixing vitamin tablets and water together. We then created investigations to find out what we could change to make our cannisters pop the highest or the quickest.  4

Using our knowledge of colour and our developed skills in abstract water colour techniques, we created our hare paintings based on real life photography of a hare in the wild.

Using our knowledge of colour and our developed skills in abstract water colour techniques, we created our hare paintings based on real life photography of a hare in the wild.  1
Using our knowledge of colour and our developed skills in abstract water colour techniques, we created our hare paintings based on real life photography of a hare in the wild.  2
Using our knowledge of colour and our developed skills in abstract water colour techniques, we created our hare paintings based on real life photography of a hare in the wild.  3
Using our knowledge of colour and our developed skills in abstract water colour techniques, we created our hare paintings based on real life photography of a hare in the wild.  4
Using our knowledge of colour and our developed skills in abstract water colour techniques, we created our hare paintings based on real life photography of a hare in the wild.  5
Using our knowledge of colour and our developed skills in abstract water colour techniques, we created our hare paintings based on real life photography of a hare in the wild.  6

Mission Inventor

Our topic this term is mission inventor. The theme is strongly based around computing and science areas of the curriculum and will offer rich opportunities for cross-curricular links. Our writing will be inspired by 'The Iron Man' written by Ted Hughes and we will be looking to invent our own robotic creature for a narrative. 

Year 4 Term 3 Overview

To accompany our narratives inspired by the Iron Man, we have created silhouette art that captures the opening scenes of our introductions.

To accompany our narratives inspired by the Iron Man, we have created silhouette art that captures the opening scenes of our introductions.  1
To accompany our narratives inspired by the Iron Man, we have created silhouette art that captures the opening scenes of our introductions.  2
To accompany our narratives inspired by the Iron Man, we have created silhouette art that captures the opening scenes of our introductions.  3
To accompany our narratives inspired by the Iron Man, we have created silhouette art that captures the opening scenes of our introductions.  4

Year 4 have enjoyed their trip to Norwich City football club and developed a greater understanding of how renewable energies can help our environment while taking an energy themed tour of the stadium.

Year 4 have  enjoyed their trip to Norwich City football club and developed a greater understanding of how renewable energies can help our environment while taking an energy themed tour of the stadium.   1
Year 4 have  enjoyed their trip to Norwich City football club and developed a greater understanding of how renewable energies can help our environment while taking an energy themed tour of the stadium.   2
Year 4 have  enjoyed their trip to Norwich City football club and developed a greater understanding of how renewable energies can help our environment while taking an energy themed tour of the stadium.   3
Year 4 have  enjoyed their trip to Norwich City football club and developed a greater understanding of how renewable energies can help our environment while taking an energy themed tour of the stadium.   4

We had a wonderfully practical and hands-on afternoon at Norwich Lower School with a key focus around rocket science and forces!

We had a wonderfully practical and hands-on afternoon at Norwich Lower School with a key focus around rocket science and forces! 1
We had a wonderfully practical and hands-on afternoon at Norwich Lower School with a key focus around rocket science and forces! 2
We had a wonderfully practical and hands-on afternoon at Norwich Lower School with a key focus around rocket science and forces! 3
We had a wonderfully practical and hands-on afternoon at Norwich Lower School with a key focus around rocket science and forces! 4
We had a wonderfully practical and hands-on afternoon at Norwich Lower School with a key focus around rocket science and forces! 5
We had a wonderfully practical and hands-on afternoon at Norwich Lower School with a key focus around rocket science and forces! 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

In our maths sessions, we have been learning to use the bar model to solve word problems. This has helped us to visualise the problem and know whether to use addition or subtraction strategies.

In our maths sessions, we have been learning to use the bar model to solve word problems. This has helped us to visualise the problem and know whether to use addition or subtraction strategies.  1
In our maths sessions, we have been learning to use the bar model to solve word problems. This has helped us to visualise the problem and know whether to use addition or subtraction strategies.  2
In our maths sessions, we have been learning to use the bar model to solve word problems. This has helped us to visualise the problem and know whether to use addition or subtraction strategies.  3
In our maths sessions, we have been learning to use the bar model to solve word problems. This has helped us to visualise the problem and know whether to use addition or subtraction strategies.  4
In our maths sessions, we have been learning to use the bar model to solve word problems. This has helped us to visualise the problem and know whether to use addition or subtraction strategies.  5

Over this term we have experimented with tone, texture and perspective. We applied these skills to create a final pencil sketch of an Indus Valley village in our sketch books.

Over this term we have experimented with tone, texture and perspective. We applied these skills to create a final pencil sketch of an Indus Valley village in our sketch books. 1
Over this term we have experimented with tone, texture and perspective. We applied these skills to create a final pencil sketch of an Indus Valley village in our sketch books. 2
Over this term we have experimented with tone, texture and perspective. We applied these skills to create a final pencil sketch of an Indus Valley village in our sketch books. 3
Over this term we have experimented with tone, texture and perspective. We applied these skills to create a final pencil sketch of an Indus Valley village in our sketch books. 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

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 type 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 type 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 type 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 type 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 type 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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