Log in
Home Page

Stereotypes                                                                 16/10/17     

Year 4  learnt about stereotypes types today, they began the lesson by matching description

cards to 5 mysterious people. They  rearranged the cards once the 5 mysterious people had been revealed. Further revisions were made when we read the information about each person. It just goes to show that you should not judge a person by their appearances.

Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
Picture 6

Building a Norman Settlement from LEGO


Year 4 used there noticing and linking muscles to what they had learnt about Skipton as a Normal settlement. They recreate a 3D models of the Norman buildings. They built Skipton Castles, Holy Trinity Church, Skipton market, The Croft, Skipton forest, houses, a well and public toilets. Here are some of their creations.

Picture 1




Year 4 learnt what a programming bug was and how to debug a program. They used their noticing muscles to identify and debug a verity of scratch programs. They also persevered as it was a challenge to identify the problem in the coding before correcting it.


Drama - freeze frames in Religious Education


We have been thinking about the Christian Ten Commandments in our RE lessons. We used drama freeze-frames to act out the scenes and we used our Capitalising learning muscle to get ideas from a variety of sources. Can you identify which commandment is which?

Picture 1
Picture 2
Picture 3
Picture 4
Picture 5
Picture 6
Picture 7
Picture 8
Picture 9
Picture 10
Picture 11
Picture 12
Picture 13
Picture 14
Picture 15
Picture 16


Skipton Castle 


Year 4 had an informative visit to Skipton Castle to learn more about their curriculum topic this half term, 'The Normans'. Take a look at the photographs below to see what we got up to.  

Making Circuits

We continued our work on electricity this week by making different circuits using a range of components. Our first step was to identify the different components (bulb, bulb holder, wires, motor, fan, cell and a cell holder). We then worked in pairs to construct the circuits without adult help. We had to persevere as the circuits did not always work. We then had to ask ‘why?’ and thought about how we could identify the problem. We discussed our thoughts as a class and found that a circuit might not work for number of reasons such as, a fault with one of the components. Once we had completed creating the circuits we asked ourselves ‘how does the electricity move from the cell to make the component work?’ and ‘what would happen if we added more than one component to a circuit?’

Classroom Rules

Classroom Rules 1
Classroom Rules 2
Classroom Rules 3
Classroom Rules 4
Classroom Rules 5
Classroom Rules 6
Classroom Rules 7
Classroom Rules 8
Classroom Rules 9
Classroom Rules 10


Year 4 used their reasoning and linking muscle to think of why we have rules, who makes them, why do we need them and if they are fair to everyone.


This lead to an interesting group discussion where children imagined a world without rules.  The children watched a video of a disruptive class and discussed the effects of the negative behaviour. They also talked about the type of behaviour would be seen in their classes.


Then children worked in pairs to create their own set of rules for the class. The most common rules were selected and are displayed within the classroom.

Justifying Views

Justifying Views 1
Justifying Views 2
Justifying Views 3
Justifying Views 4
Justifying Views 5


This week in literacy we stretched our reasoning muscles to order a pack of video stills into a sequence of our own choice. We used our noticing muscles to predict and infer what we thought the story might be. All groups interpreted the pictures differently, with their own reasoning behind why they had chosen the sequence the pictures in the order that they had.


To understand the pictures more, the children build on prior learning and became analytical and inquisitive by questioning what was happening in the pictures. Focusing on who, what, when, where and why openers, we wrote down a list of questions. We then swapped our packs with another group and focused on answering the questions. We have learnt how pictures can tell a story without words and how pictures can be interpreted differently.

  • Translate
  • Search