Year 4

4DL Project Overview – Summer 2

Mountain Rescue Project Overview

Supporting with learning at home

Spellings

We are focussing on the children being able to the 300 ‘most used words’.  When they can spell these, they’ll be able to accurately write 72% of the words they are most likely to use in their day to day activities as adults.  We don’t want them to be able to spell them just for a spelling test, rather, we want the children to have these in their long term memory and spell them correctly every time they write them.  Once the children are able to accurately spell each of the 300 words, we move on to securing the words on the year group lists.

Click below to find the 300 words list.

300 words Website 

How you can help – Interleaving learning (mixing old and new)

Old Learning = With your child establish which words they are confident in spelling. These words need to be practised alongside ‘new words’ so as to avoid catastrophic interference (new learning pushing old learning out of the working memory)

New Learning = With your child, establish which words they need to learn next.

Help them to rehearse and remember the spellings of new words.  This does not need to be a formal session sitting down at a table to work.  This can be calling a few out during a car journey or the walk to school.

See this link for suggestions of how to help your child with their spellings

https://teachmama.com/fun-ways-to-learn-spelling-words/

Reading

How you can help

Read with your child.  Help them draw out the features we are focussing on

  • the features of the text
  • type of vocabulary used
  • any techniques used
  • sequencing of ideas

Core Maths

We teach core maths skills for 10 minutes everyday to help the children move the concepts from working memory to long-term memory and avoid catastrophic interference.

How you can help

Times Tables

Various researchers have found that the transfer of information into the long –term memory, ready for retrieval, can reduce anxiety, increase pupil confidence and free up other cognitive resources in order to carry out more complex tasks. We can see this in maths lessons and during testing, where children who are not yet able to recall their multiplication facts, are using their working memory to try and calculate them, leaving little additional cognitive space to solve  the problem in hand.

Research has demonstrated that repeatedly reciting number facts and frequently testing them does improve recall.  Helping your child to learn their times tables puts them at an advantage.  Below are two of the top apps for supporting your child with learning their times tables for rapid recall.

https://www.topmarks.co.uk/maths-games/hit-the-button

https://www.ttrockstars.com/