GLF Schools

GLF Schools

GLF Schools was founded in 2012 in order to enable the federation of Glyn School (an academy in 2011) and Danetree Junior School. Together, we began our journey to become a MAT of more than 1000 talented staff working with over 10,000 children in 40 schools across 5 regions in southern England.

Year 4 - Ramanujan Class

Srinivasa Ramanujan (@79Ramanujan) | Twitter

Ramanujan Class

Class teacher: Miss McGibbon

Learning Assistant: Miss Purbrick


This term:


Our STEAM focus is ‘Performing Art’    

The drivers for this term are: Music, Science and Geography. Our enhancer is: DT 

We will focus on the intellectual concepts  

  • Any sound is caused by something vibrating 

  • A culture’s traditional cuisine is dependent on the food sources typically available to them over time 

We will also focus on the enquiry questions: 

  • How is music different in Africa? 

  • How is sound made? 

  • What is sound? 

  • What makes a sound softer or louder? 

Our showcase will consist of: 

  • Small group performances of the different African music 

  • A cooked meal to share 

  • Fact files and information leaflets about the different African countries explored 


In preparation for their showcase, children will develop the following skills: 

  • identify physical geographical features of a country 

  • compare the human and physical geography of 2 or more countries 

  • identify aspects of physical and human geography of a country 

  • listen to and appraise a piece of music 

  • explain how sound travels and can be modified 

  • I can improvise a piece of music using my knowledge of purpose and audience  

  • plan a savoury dish based on personal preferences and knowledge of traditional ingredients 

  • apply correct cooking skills to make a savoury dish and evaluate 

  • present effectively based on the audience and purpose 


Mixed Times tables (By the end of Year 4, children should be able to recall all multiplication table facts and related division facts). Please continue to regularly use Times Table Rock Stars at home as well as at school. 

Unit 1 Coordinates including: 

  • To give directions from one position to another on a grid 

  • Move objects, including polygons on a grid according to directions and mark the new position 

  • Describe translations of polygons on a square grid 

  • Draw polygons specified by translations 

  • Mark points specified as a translation from the origin 

  • Mark the position of points specified by coordinates into the first quadrant of a grid 

  • Draw polygons specified by coordinates into quadrants 

  • Translate polygons in the first quadrant 

Unit 2 Statistics to include: 

Posing question/hypothesis, plan/justify what/how to collect, measure/collect, record, present, answer questions and draw conclusions using pictograms, block graphs, frequency tables and line graphs. 

Unit 3 Division with remainders including: 

  • To interpret a division story when there is a remainder and represent it with an equation 

  • Interpret a division story when there is a remainder and represent it with an equation 

  • Explain how the remainder relates to the divisor in a division equation 

  • Explain when there will and will not be a remainder in a division equation 

  • Use knowledge of division equations and remainders to solve problems 

  • Interpret the answer to a division calculation to solve a problem 



We will be focusing on persuasive writing of a leaflet to display at our Showcase 

During this unit, children will develop the following skills: 

  • Note taking to inform writing 

  • Using similes and alliteration as persuasive devices 

  • Use rhetorical questions to address the reader 

  • Identify key presentational devices and explain how this impacts the reader 

  • Use conjunctions to extend writing 

  • To punctuate fronted adverbials and adverbial phrases correctly 

  • Use fronted adverbials and adverbial phrases to add detail 

  • Use technical vocabulary 

  • Use expanded noun phrases to add detail 

  • Use bullet points to organise writing 

  • Make simple proofing corrections to written work 


Unit 2 Stories from other cultures 

  • Identify cultural references within a story 

  • Use carefully chosen vocabulary to convey atmosphere in a setting description 

  • Use similes to describe a story setting 

  • Use metaphors to describe a setting 

  • Form and use simple past tense 

  • Write in the third person perspective 

  • Form and use fronted adverbials 

  • Use speech to convey atmosphere 



This term, we will be focusing on a book called ‘The girl who stole an elephant’ by Nizrana Farook 

  • During the reading of this book, we will focus on development of reading skills such as: 

  • identifying information that is most important from a text 

  • retrieve items from a text 

  • retrieve details from the text precisely and exactly 

  • retrieve synonyms from a text 

  • explain the image that an author is trying to create based on the language that they select 

  • compare the behaviour of characters in a narrative 

  • infer the feelings of a character 

  • identify evidence to support an inference 

  • support an inference by drawing evidence from more than one text 

  • explain their own response to a character’s actions 

  • Define the meaning of new words 

  • Read with fluency, expression and varying intonation 



This term’s focus is on Programming 2 – Repetition in shapes. We will learn about: 

  • Using loops to create shapes 

  • Different loops 

  • Animate your name 

  • Modifying a game 

  • Design a game 

  • Create a game 



We will learn about Living in the Wider World 

Theme – Shared Responsibilities 

  • The relationship between rights and responsibilities  

  • Recognise there are human rights that are there to protect everyone 

  • ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment (e.g. reducing, reusing, recycling; food choices) 

Theme – Communities 

  • Diversity: what it means; the benefits of living in a diverse community; about valuing diversity within communities 

  • Stereotypes; how they can negatively influence behaviours and attitudes towards others; strategies for challenging stereotypes 

Theme – Media literacy and Digital resilience 

  • How to assess the reliability of sources of information online; and how to make safe, reliable choices from search results 

  • Reasons for and value of age restrictions on social media 

Theme – Economic Wellbeing: Money 

  • People’s spending decisions can affect others and the environment (e.g. Fairtrade, buying single-use plastics, or giving to charity) 

  • Risks associated with money (e.g. money can be won, lost or stolen) and ways of keeping money safe 

Theme – Economic Wellbeing: Aspirations, work and career 

  • Qualities and aspects of a person that do and do not influence what kind of job they are suitable for  

  • To identify the kind of job that they might like to do when they are older; to understand that their goals and aspirations may change and evolve 

  • About what might influence people’s decisions about a job or career (e.g. personal interests and values, family connections to certain trades or businesses, strengths and qualities, ways in which stereotypical assumptions can deter people from aspiring to certain jobs) 



Using the Charanga music programme, the learning in this unit is focused around a unit called ‘Reflect, Rewind and Replay’ in which we appraise and perform a variety of classical and other genres plus, in keeping with our STEAM topic of Africa, we will perform an African song called Swahili Song: During this unit, we will focus on development of the following skills: 

  • Listen and Appraise 

  • Participate in a variety of warm-up games 

  • Learn to sing the song in sections 

  • Play the glockenspiel and recorder to the tune of the song. 

  • Improvise with the song 

  • Compose with the song 

  • Perform the song  


MFL - French 

This term we will explore the topic ‘Time’.  

We will learn how to pronounce and use within conversation the following themed vocabulary: 

Counting 11-31 

Days of the week 

Months of the year 


What’s the date? 

Yesterday, today, tomorrow 



Indoor P.E – Gymnastics 

We will be learning how to develop the following skills through Gymnastics: 

  • To perform a range of rolls 

  • To perform a scissor and stag leap 

  • To perform a range of jumps 


Outdoor P.E –Swimming (led by professionals at Didcot Wave) 



This term’s big question: Are humans superior to animals?     This term’s theme: Practices      Faiths: Hinduism, Christianity, Humanism 

In RE lessons and assemblies this term we will explore the following: 

  • explain Hindu practices relating to birth 

  • explain Christian practices relating to birth 

  • explain Humanist practices relating to birth 

  • explain Hindu beliefs about relationships and marriage 

  • explain Sikh beliefs about relationships and marriage 

  • explain Humanist beliefs about relationships and marriage 

  • explain the process of Upanayana