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Year 4

Thursday 17th September



Click here and watch a short BBC video clip.


Read the next four pages from ‘Here’s why...’ to ‘Glenn became a national hero.” Pupils read the key facts about astronaut John Glenn, the first American in space (resource below)

Focus on the line ‘Katherine was known for asking plenty of questions’ and those on the previous page. Highlight the use of the question mark.


Return to the key facts from earlier in the session and recap how to add detail to sentences using adverbs, prepositions and conjunctions. Turn phrases into full sentences varying the position of conjunctions.


Use the notes about John Glenn’s life and his part in 


the Space Race to write a paragraph about the famous astronaut. 

When he was at school, John Glenn fell in love with a girl called Annie. He married her years later. In 1942, he joined the US navy and became a pilot. John died in 2016. Because of his historic role in the Space Race, John is still remembered across the world today.


Pupils write a paragraph about John Glenn and his part in the Space Race using the information drawn from the key facts. Pupils should incorporate prepositions, conjunctions and adverbs to express time, place and cause as appropriate.




Play a range of recorded sound effects for children to identify. Work in teams to recognise and describe the sounds as accurately as possible. Make sounds using their voices for others to guess.

Note: Provide a wide selection of sounds, including mechanical and natural, soft and loud, extracts of theme tunes or music from adverts. Compare and discuss results using descriptive vocabulary. Vocabulary can be collected on word cards for later use.

Wednesday 16th September



Video Link:



Study the picture and imagine what it would feel like to be Katherine walking into that office for the first time. Consider her reaction as well as the reaction of the other women in the room.

Form contractions from two words using an apostrophe to make a speech bubble for the characters.





Create a dialogue between Katherine and her new colleagues incorporating adverbs to express time and place. Also include contractions where appropriate.



e.g. “Good morning everybody” said Katherine quietly.
“Hello there. I’m Jolene. Let me show you around” chirped the woman in the pink dress sitting nearby.

“You’ll be sitting by me today” smiled the lady opposite.




Task 1

Work with someone at home to find out about one of the Bible writers using your Bible Author Fact Sheet.  Make notes about your author using the key questions on the whiteboard.


Task 2

Then put yourself in your Bible writer’s shoes. Ask someone at home to interview you. They might ask which book of the Bible you wrote, or when you wrote it, or how you knew what to write. Can you answer all their questions?



*Can name at least three different authors in the Bible?

**Who is your favourite author? What inspires them?

***How are the Bible writers different?

Monday 14th September



Video Link:



Use the powerpoint below to up-level your diary entry from Friday



Listen to examples of a range of western classical music, finding a piece that they like.


Click here to find some music examples


Think of ways that the piece chosen could be used as background music for a reading of The Sound Collector.


A stranger called this morning
Dressed all in black and grey
Put every sound into a bag
And carried them away

The whistling of the kettle
The turning of the lock
The purring of the kitten
The ticking of the clock

The popping of the toaster
The crunching of the flakes
When you spread the marmalade
The scraping noise it makes

The hissing of the frying pan
The ticking of the grill
The bubbling of the bathtub
As it starts to fill

The drumming of the raindrops
On the windowpane
When you do the washing-up
The gurgle of the drain

The crying of the baby
The squeaking of the chair
The swishing of the curtain
The creaking of the stair

A stranger called this morning
He didn't leave his name
Left us only silence
Life will never be the same

Roger McGough


Listen together for key moments in the music that would help to emphasise particular words and phrases in the poem. Discuss the effect of the music on the way that they read the poem.

Friday 11th September



Watch this video up to 1min 38seconds


Consider the statement:
Her dad was right to move her to another town where there was a black high school. Explore ideas from pupils about whether they agree or disagree. Formulate some statements using because.
He was right because he wanted her to go to school.
He was right because she was very bright and needed an education.
He was wrong because all their friends would be in the town they had moved from.


Discuss how to group related ideas into paragraphs by creating a brief plan together. Use ideas from the previous discussion. Pupils should build in conjunctions and try to vary their position in a sentence. 



Explain the dilemma-how he is feeling

Reasons to go

Reasons to stay

His decision and feelings

-lay awake worrying last night
- doesn’t know what to do

-Katherine is a bright girl
- want to do the right thing for Katherine

-a new school will be welcoming
Katherine will enjoy it

-all Katherine’s friends are here
-it is a big upheaval for the family to move
- like where they live now

-Katherine will make new friends
-it is the right thing to move for Katherine’s future




I haven’t slept a wink. I have been so worried about Katherine lately. What am I to do? She is a gifted child and she has grown up in a place that hasn’t allowed her to shine. When I moved here I didn’t consider how hard it would be. I believe now we need to move to a different town and find a school that will welcome us. Finding such a place will be difficult though because I have heard so many places separate whites and blacks.


Pupils complete a diary entry for Katherine’s father, centred on him trying to make the right decision for his family.  You may wish to give the modelled start (above) and pupils continue and finish the diary.




Video Link:





Carry out a five minute warm up session to make sure all your muscles are ready and your heart is beating a bit faster . . . ready to do some exercise.


Today's PE lesson is an introduction to Football and looking at the skill of dribbling.  


With a ball (if you don't have a football, any size ball will do), practice dribbling around cones or obstacles that you set up in your garden.  Remember to use the inside and outside of your foot.


Can you do the same course using your other foot instead ?  How fast can you go before you start to lose control of the ball?

Thursday 10th September




Explore the character of Katherine with the class.
Draw an outline of a body for Katherine.


On the outside, place what we know about her.
She loved to count.
She was very bright.
She skipped three years of school.
She loved to imagine what was in space.
She had a brother
She wasn’t allowed to go to the local high school.

On the inside put what she is like as a person and quotes from the book that explain her feelings.
She was curious about things.
She liked to use her imagination.


Model how to turn some of the facts into sentences, linking phrases with conjunctions.  Also emphasise the use of expanded noun phrases and the use of the past tense.

Katherine Johnson skipped three years of school because she was so bright. Her knowledge and interest in the universe fired her imagination so she wanted to learn as much as possible. She burned with fury when she discovered she couldn’t go to high school.


Pupils continue the description of Katherine. Ensure that conjunctions and the past tense are used.

Page 1
Page 2
Page 3
Page 4



Counting in 1000s


Video link



Listen to a piece of jazz music, making marks and shapes to represent the different sounds heard. Take inspiration from other jazz influenced works, such as those by artists Paul Klee and Wassily Kandinsky. Use their ideas to create a piece of drawing work, using a range of drawing materials, that represents ideas about a piece of music they like.

Note: Children could explore how their marks change as they listen to a range of different musical genres and sounds. Examples might include classical, contemporary or rock. Strong rhythmical pieces such as traditional African drumming should produce some interesting, strong lines and shapes.