Welcome to Mrs McGuigan's

Primary 4 Little  Tigers

2023 and 2024

On this page you will find lots of important information about school and what's been going on in your child's class throughout the year.

Contact 

Mrs McGuigan on

cmcguigan205@c2kni.net

or

Ms Mulholland on

ymulholland883@c2kni.net 

KEY DATES

Reminder:

Our FIRST HOLY COMMUNION is on Saturday 1st June at 11am. Children will need to be in the chapel from 10.40 but more information on this will follow. 

In April we are learning to:

Numeracy

• 2, 4, 3, 5, 10, 11 times tables revision
• subtraction using exchanging 
• addition using 'carrying over'
• finding totals to £10.00
• analogue and digital time revision 

Literacy

• connectives
• plurals
• punctuation- capital letters, full stops, commas, question marks and exclamation marks 
• adverbs
• apostrophes  

WAU 

Our new topic for the next 2 months is Space

Children will learn about:

• the planets
• astronauts 
• the solar system
• the first moon landing
• rockets
• Apollo 13

In February we are learning to:

Numeracy

• understand concept of multiplication as repeated addition.
• order numbers from largest to smallest, smallest to largest
• Understand the 2 and 4 times multiplication facts as repeated addition, and as arrays.
• Develop a standard written method for vertical subtraction TU with exchange (decomposition)
• Find the area of shapes by counting squares where the area:

1. Is an exact number of complete squares
2. Is made up of whole and half squares

• Appreciate and use important dates in the calendar.
• Read and interpret information using a calendar (within 1 month only)
• Understand and use ‘clockwise’ and ‘anticlockwise’ to describe the direction of turn.
• Understand and use term ‘right-angle’ to measure an amount of turn. Know that a turn of 1 right angle is the same as a quarter turn, two right angles is the same as a half turn, three right angles is the same as ¾ turn and 4 right angles is the same as a full turn

Literacy

• listen to a set of instructions
• read, follow and write instructions
• : understand how instruction texts are organised
• write a set of instructions/recipe
• Describe a character
• know when to add er and est to words
• : use a dictionary
• know how to make words into plurals

World Around Us

• That human activity affects the environment, both locally and globally (G)

• The purposes of different buildings and features in the locality

• How the actions of people in the past and present impact on their locality (H)

• Children will be able to emphasise with children’s feelings who were evacuated. PDMU

• To recognise how models and machines allow movement and how this has changed over time (S&T)

• About jobs people did in the past (H)

• Similarities and differences in people’s lives past and present (H)

2022 and 2023

In June we are learning to:

Literacy

• understand how  humour  is created in poetry by discussing words and phrases that create humour and sound effects, e.g. nonsense poems, tongue-twisters, riddles
• understand the importance of good planning for writing
• use humorous verse as a structure to write their own , e.g. riddles, language puzzles, jokes, nonsense sentences, tongue-twisters or alliterative sentences
• know books written  by  significant authors/illustrators
• know how to find out more about authors /illustrators, e.g. from book covers, blurbs, internet
• begin to understand similarities and differences in style by  comparing books by same and different author(s)
• write simple evaluations of books read and discussed giving reasons for views expressed, using a structure or writing frame as appropriate

• demonstrate understanding of concept of nouns by:

• identifying nouns in shared and guided reading
• collecting and classifying examples of nouns from reading and own knowledge
• experiment with changing nouns in sentences and discussing their impact on meaning
• use the term ‘noun’ appropriately
• identify and categorize the most common representations of the same sound, e.g. boat, no, tow, note
• know and understand that the same spelling may be  represented by  more than one sound , e.g. cow, blow
• use word endings, e.g. ‘s’ (plural), ‘ed’ (past tense), ‘ing’ (present tense) to support their reading and writing

Numeracy

Mentally add a multiple of 10 to a multiple of 10, answers within 50, using and explaining number patterns Mentally add a multiple of 10 to any number, answers within 50, using and explaining number patterns.

Know near doubles, answers within 10.

Know remaining addition facts within 10 (3+5, 5+3,  3+6, 6+3)

Mentally subtract a multiple of 10 from any number, answers within 50, using and explaining number patterns.

From 3 given numbers within 10, give 2 addition and 2 subtraction facts

Discuss ways of managing money effectively: e.g. keeping money safe, how to make pocket money last, advantages of saving a regular amount of money each week etc.

Understand concept of multiplication as repeated addition of equal sets (initially with sets of 2).

Count forwards in tens within 100, from different starting numbers (multiples of 10, then any number).

Count backwards in tens within 100, from different starting numbers (multiples of 10, then any number).

Count forwards in fives within 100, from different starting numbers (multiples of 5).

Count backwards in fives within 100, from different starting numbers (multiples of 5).

Record results of sorting on given blank Tree, Venn and Carroll Diagrams using own drawings. Explain what their drawing represents. Suggest own ways of sorting, and label diagrams accordingly Appreciate the conservation of capacity through practical investigations.

Appreciate the need for a standard unit of capacity.

Program Beebot to move along straight line and through right-angled turns, e.g. through a simple maze. Initially enter commands one at a time, then entering a whole procedure of commands before pressing “go”. (ABL)

Investigating symmetry in our immediate environment and making symmetrical patterns

World Around Us

• Know the charactistics of a minibeast.
• Be able to name some local minbeasts
• Know the specific areas in which to find the different minibeasts.
• Sort minibeasts according to their characteristics.
• Identify equipment & methods most suitable for finding & collecting minibeasts from the local area
• Explore features of local habitats & predict minibeasts that may be found in each.
• Identify & plot locations of habitats on a map of the local environment.
• Draw plans & maps at a range of scales.
• Describe & explain how & why places are similar to & different from other places.

• Know that animals, including humans, move, feed, grow, use their sense and reproduce.
• Relate life processes to animals and plants found in the local environment.
• Use scientific language to communicate ideas and to name and describe living things, materials, phenomena and processes.
  • Know simple animal food chains.
  • Know that most food chains begin with a producer and have consumers.
  • Know that minibeasts and other animals can be herbivores, carnivores and omnivores.
  • Make food chains using pictures and arrows

In March we will be learning:

Literacy

Fiction/Non-fiction: Traditional stories/ Easter poems/stories and information texts 

Talking and Listening: (Weeks 1)

• Listen to and share ideas and experiences with others in class

Talking and Listening: (Weeks 2)

• read, memorise and recite poems

Talking and Listening: (Weeks 3)

• work collaboratively in a group, e.g. allocate tasks, consider alternatives and reach agreement

Talking and Listening: (Weeks 4)

• listen to talk or story by an adult, remember some specific points 
• recount main points in own words
• present parts of traditional stories, own stories or work from different areas of the curriculum for a range of audiences

Text Level Work (Genre: Fiction Weeks 1)

• understand the concept of story types by examining events, settings, characters and language used
• write character profiles, e.g. simple descriptions, posters, passports, using key words and phrases that describe or are spoken by characters in the text

Text Level Work (Genre: Fiction Weeks 2)

• know to expect patterns of rhythm, rhyme and other features of sound in poems
•  know when the reading aloud of a poem makes sense and is effective
• know the terms ‘poet’, ‘poem’, ‘verse’, ‘rhyme’ and ‘rhythm’ and use when discussing favourite poets and poems
• use structures from poems as a basis for writing, by extending or substituting elements, inventing own lines, verses; make class collections, illustrate with captions

Text Level Work (Genre: Non-Fiction Weeks 3)

• know the term ‘explanation’ and have experience of flow charts and cyclical diagrams that explain a process, e.g. life-cycle of a frog
• produce simple flow charts or diagrams that explain a process

Text Level Work (Genre: Fiction/ Non-Fiction Weeks 4)

• have a sense of audience through reading aloud own stories/ poems

Sentence Level Work (Weeks 1-2)

• investigate and recognise a range of other ways of presenting texts, e.g. speech bubbles, enlarged, bold or italicised print, captions, headings and sub-headings

Sentence Level Work (Weeks 3)

• use verb tenses with accuracy in speaking and writing, e.g. catch/caught, see/saw, go/went

Sentence Level Work (Weeks 4)

• use commas to separate items in a list

Word Level Work (Weeks 1-2)

• identify and categorize the most common representations of the same sound, e.g. boat, no, tow, note
• spell new words using phonics and a range of self-checking strategies

Word Level Work (Weeks 3)

• use word endings, e.g. ‘s’ (plural), ‘ed’ (past tense), ‘ing’ (present tense) to support their reading and writing

Word Level Work (Weeks 4)

• investigate and use words associated with time, e.g. soon, before, as, when

Numeracy

Number

Number (weeks 1-4)

Understand concepts of odd and even numbers through use of practical materials practical materials.

Recognise odd and even numbers.

Use knowledge of place value to develop a practical method for vertical addition TU (no carrying).

Develop a standard written method for vertical addition TU (no carrying), estimating the answer before calculating.

Use knowledge of place value to develop a practical method for vertical subtraction TU (no exchange).

Develop a standard written method for vertical subtraction TU (no exchange), estimating the answer before calculating.

Mental Maths (weeks 1-4)

Count forwards in tens within 100, from different starting numbers (multiples of 10, then any number).

Count backwards in tens within 100, from different starting numbers (multiples of 10, then any number).

Handling Data (weeks 1 and 3)

Record results of sorting on given blank Tree, Venn and Carroll Diagrams using own drawings. Explain what their drawing represents. Suggest own ways of sorting, and label diagrams accordingly.

Measure (weeks 1)

Appreciate the conservation of length through practical investigations.

Appreciate the need for a standard unit of length.

Shape and Space (weeks 2 and 4)

Create repeating patterns using 3 or more different 2D shapes.

Create repeating patterns using 3 or more different 3D shapes.

Topic

Healthy Choices

Children will learn:

• How living things [ourselves, food produce) grow and change

(Science)

• how goods and services (food production, availability of exotic food from faraway lands) in the local area have changed

(Geography)

• That human activity can create waste in a variety of ways [food wrapping, pollution from transportation of food] (Geography)
• About the goods that are imported or exported from other countries.
• explore and talk about how food is produced here and abroad
• learn what a plant needs to grow
• learn the main stages of a plant lifecycle
• identify foods we eat for energy
• how we grow, move and keep our bodies healthy through exercise
• how we use our senses when we choose our diet
• The basic need of plants and animals for survival. (s&T)
• recognise the need to eat fruit and vegetables as part of a healthy lifestyle
• learn that we need 5 portions of fruit and vegetables each day
• recognise and name a range of different fruit and vegetables available to us
• explore different coloured fruit and vegetables
• discuss sources of food in our locality
• Know the dental care routines
• Know how their teeth help them to eat/chew and speak properly
• Recognise shapes of teeth
• Know how many baby and permanent teeth we grow
• Observe and discuss tooth decay
• Explore people who are important to us and they job they do (dentist) (I)

SEESAW

Dear parents/ Queridos pais/ Drodzy Rodzice

If you have 2 or more children, you will have to log off and then log in on the Seesaw app. Each child has a separate code for the seesaw app. Please keep the codes you have been given for each child safe so you can sign in and out for each child.

This is only the case if you have 2 or more children on Seesaw using the same device.

We are sorry for any inconvenience but each child has a separate account for Seesaw as they have different classes. If you would like another copy of the code please do not hesitate to contact me on ymulholland883@c2kni.net or your teachers email address is on their webpage.

Se tem um ou mais filhos, tem que sair de uma conta Seesaw para poder entrar em outra. Cada aluno tem o seu proprio codigo para a sua conta Seesaw. Por favor, guarde os codigos que foram atribuidos aos seus filhos cuidadosamente para poder fazer o login e o logout sempre que necessário.

Este caso aplica-se apenas a quem tem mais que um filho a usar o mesmo dispositivo electronico para a Seesaw.

Pedimos desculpas pela incoveniencia mas cada aluno tem o seu proprio codigo de usuário pois estao em classes diferentes. Se necessita de uma outra copia do codigo, nao hesite em pedir-me atraves do email  ymulholland883@c2kni.net ou atraves do email do professor que está disponivel na nossa página online.

Jesli masz 2 lub wiecej dzieci, musisz sie calkowicie wylogowac, a nastepnie ponownie  zalogowac w aplikacji Seesaw. Kazde dziecko otrzymalo indywidualny  kod do app . Seesaw. Zachowaj kody, ktore otrzymales osobno dla kazdego z dzieci, abys mogl indywidualnie  zalogowac  i wylogowac  kazde z  dziecko  z osobna.

Informacja ta dotyczy rodzicow w  przypadku, gdy masz 2 lub wiecej dzieci  w szkole korzystajacych z app.Seesaw z tego samego urządzenia.

Przepraszamy za wszelkie niedogodnosci, ale  kazde dziecko ma oddzielne konto na app. Seesaw, poniewaz uczeszczaja do innej klasy. Jesli chcesz otrzymac kolejna kopie kodu, nie wahaj sie skontaktowac ze mna pod adresem ymulholland883@c2kni.net lub adres e-mail Twojego nauczyciela ktory znajduje sie na  stronie internetowej szkoly.

Kind regards/ Com os melhores comprimentos/ Z powazaniem

Ms Mulholland

 IMPORTANT MESSAGE

The Ni Executive has confirmed if you travel back from Portugal AFTER 4 am on Saturday 22/8/20 you do NOT have to quarantine for 2 weeks. Parents are reminded if their children have returned from Portugal BEFORE 22/8/20 they MUST still keep isolating for 14  days from the date of their return. We TRUST ALL parents will follow this advice and send their children back to school on the correct date if they are isolating currently. We are caring for the safety of our whole school community and ask parents to follow the this updated advice.

kindest regards

Ms Mulholland