Year 4 Home Learning Daily Timetable English Lesson Maths Lesson Science Lesson

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Our office hours are Monday - Friday 8.00am until 4.00pm where Ms Martin or one of our office team will be happy to help with any queries you may have. Contact Us Phone number: 01702 468048 Address: Hamstel Junior School, Hamstel Road, Southend on Sea, Essex, SS2 4PQ E-mail: office@hjs.porticoacademytrust.co.uk Our office hours are Monday - Friday 8.00am until 4.00pm where Ms Martin or one of our office team will be happy to help with any queries you may have. Contact Us Thanks for submitting! Submit

Portico Academy Trust Governance is run though the Trust Board. Governance Portico Academy Trust Governance is run though the Trust Board. The 11 trustees are as follows; Karen Packer Cheryl Woolf Graham Lane Michelle Butler James Courtenay Matthew Driscol Sandra Evans Sue Hay Alan Murkin Ros Sanders Adam Wines Chair CEO Vice Chair & Chair of Finance If you wish to further discuss any issues regarding your child’s school, having been through the Headteacher first, please contact Chair of Trustees, Mrs Karen Packer or CEO, Mrs Cheryl Woolf at Portico House, 59, Ronald Hill Grove, Leigh on Sea, Essex SS9 2JB For further information about Portico Academy Trust and to view all of our key documents please click here .

Science At Hamstel Junior School, our aim is to give every child a broad and balanced science curriculum which enables them to confidently explore and discover what is around them to gain a deeper understanding of the world we live in. We want our children to love science. We want them to have no limits to their ambitions and grow up wanting to be astronauts, forensic scientists, toxicologists and microbiologists! At Hamstel Junior School, our children are scientists who: are curious about the world around them experience science through touch, sight, sound and feel use their science experiences to explore ideas and raise different kinds of questions plan different types of scientific enquiries to answer questions use relevant scientific language and illustrations set up fair tests when appropriate use different scientific equipment to measure decide what measurements to make gather, record, classify and present findings in different ways (diagrams, keys, tables, classification keys and graphs) use results to make predictions and set up more tests Year 3 In Year 3 children will learn: Animals Including Humans to identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own that they get nutrition from what they eat Force & Magnets to compare how things move on different surfaces to notice some forces need contact between two objects that magnetic forces can act at a distance to observe magnetic attraction or repelling that some materials are magnetic to compare, group together variety of everyday materials based on whether they are attracted to a magnet to identify some magnetic materials to describe magnets as having two poles to predict whether two magnets will attract or repel each other, depending on which poles are face Light to recognise we need light in order to see things and dark is the absence of light to notice that light is reflected from surfaces to recognise that light from the sun can be dangerous and that there are ways to protect eyes to recognise shadows are formed when the light from a light source is blocked by a solid object to find patterns in the way that the size of shadows change Plants To identify and describe functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers to identify requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary in different plants to understand the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal Rocks to compare and group together different kinds of rocks on the basic of their appearance and simple physical properties to describe in simple terms how fossils are formed when things that have lived are trapped within rock to recognise that soils are made from rocks and organic matter States of Mattter to compare and group materials together, according to whether they are solids, liquids or gasses to observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (C); demonstrate that dissolving, mixing and changes of state are reversible changes to explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible to identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Woking Scientifically to ask and answer relevant questions to gather, record, classify and present findings using simple, scientific language, drawings and diagrams, drawing simply conclusions, make simple predictions, identify differences and similarities or changes Year 4 In Year 4 children will learn: Animals including Humans to describe simple functions of basic parts of the digestive system in humans to identify different types of teeth in humans and the simple functions to construct and interpret a variety of food chains, identifying producers, predators and prey Electricity to construct a simple series electrical circuit, identifying and naming it's basic parts, including cells, wires, bulbs, switches and buzzers to identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery to recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit to recognise some common conductors and insulators, and associate metals with being good conductors Living Things and their Habitats to recognise that living things can be grouped in a variety of ways to use classification keys to help group, identify and name a variety of living things in their local and wider environments can change and that this can sometimes pose dangers and have an impact on living things. Sound to identify how sounds are made, associating some of them with something vibrating to recognise that vibrations from sounds travel through a medium to the ear to find patterns between the pitch of a sound and features of the object that produced it to find patterns between the volume of a sound and the strength of the vibrations that produced it to recognise that sounds get fainter as the distance from the sound source increases State of Matter to compare and group materials together, according to whether they solids, liquids or gasses to observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (C) to demonstrate that dissolving, mixing and changes of state are reversible changes to explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible to identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Woking Scientifically to ask relevant questions, use different enquiries to answer to set up simple practical enquiries to answer to make systematic and careful observations to make accurate measurements using standard units and range of equipment to gather, record, classify and present data to help answer questions to record findings using simple scientific language using labelled diagrams, keys, bar charts and tables to report findings orally and written Year 5 In Year 5 children will learn: Animals including Humans to describe the changes as humans develop to old age Earth & Space to describe the movement of the Earth and other planets relative to the sun in the solar system to describe the movement of the moon in relation to Earth to describe Earth and the moon as approximately spherical to use Earth's rotation to explain day and night and the apparent movement of the sun across the sky Forces & Magnets to explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the failing object to identify the effects of air resistance, water resistance and friction the act between moving surfaces to recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect Living Things and their Habitats to describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird to describe the life process of reproduction in some plants and animals Materials to compare and group together everyday materials on their properties to recognise that some materials will dissolve in liquid to form a solution to describe how to recover a substance from a solution to use knowledge of solids, liquids and gases to decide how mixtures might be separated Working Scientifically to plan different enquiries to ask and answer questions to make measurements with increasing accuracy and precision to take repeat readings where appropriate to record data of increasing complexity using diagrams to make predictions for fair testing to report and represent findings and explanations in oral and written forms to identify evidence to support to refute ideas or arguments Year 6 In Year 6 children will learn: Animals including Humans to identify and name the main parts of the human circulatory system to describe the functions of the heart, blood vessels and blood to recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function to describe the ways in which nutrients and water are transported within animals, including humans Electricity to associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit to compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches to use recognised symbols when presenting a simple circuit in a diagram Evolution and Inheritance to recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago to recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical of their parents to identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Light to recognise that light appears to travel in straight lines to use the idea that lights travels in straight lines to explain that objects are seen because they give out or reflect light into the eye to explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes to use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Living Things and their Habitats to describe how living things are classified into broad groups according to common characteristics and based on similarities and differences, including micro-organisms, plants and animal to give reasons for classifying plants and animals based on specific characteristics Work Scientifically to plan different enquiries to answer own or others questions to take measurements with increasing accuracy and precision using equipment and taking repeat readings where appropriate to record data and results using scientific diagrams to use tests results to make predications for fair testing to report and present findings in both oral and written forms 1/1

Hamstel Junior School is committed to serving its community and surrounding areas. We recognise the multicultural, multi-faith nature of the United Kingdom and understand the crucial role our school plays in promoting our Nation’s values. British Values Hamstel Junior School is committed to serving its community and surrounding areas. We recognise the multicultural, multi-faith nature of the United Kingdom and understand the crucial role our school plays in promoting our Nation’s values. We encourage admissions from all those entitled to education under British law regardless of faith, ethnicity, gender, sexuality, political or financial status. We are a school for all. This statement outlines the key British values we actively promote. Our Core Values reflect the underlying principles of our British Values The Right to be Safe The Right to Respect The Right to Learn The notion of British Values and the requirement to be explicit about how we teach this body of understanding comes from the 2011 Counter Terrorism Prevent Strategy and is completely in line with the requirements of the SMSC curriculum (Spiritual, Moral, Social and Cultural), which is derived through the expectations of the New National Curriculum that schools will offer a curriculum which promotes the… ‘…spiritual, moral, cultural, mental and physical development of pupils…prepares pupils for the opportunities, responsibilities and experiences of later life…and makes provision for personal, social, health and economic education.’ British Values lie under five headings. Democracy Individual Liberty Mutual Respect The Rule of Law Tolerance of those with Different Faiths and Beliefs The following is a list of where we aim to cover each aspect within Hamstel Junior School. It is not exclusive or exhaustive and will be regularly reviewed by the School and the Governing Body to ensure that it develops to reflect the needs of the school community. 1. Democracy Children are involved in Democratic processes e.g. voting for school councillors and shared rewards. The school council itself is led by a member of staff and adheres to democratic processes, reporting its actions to the SLT and Governing Body. The Children’s Sports Council operates within democratic principles. Classroom Codes of Conduct are decided through a democratic process. Assemblies at times of National Elections explain the principles and importance of taking part as an adult. Visit to Council’s historic base in Southend; ‘Porters’. 2. Individual Liberty Pupils have key roles and responsibilities in school, such as Year 6 House Captains/Librarians etc Children encouraged to ask questions freely and confident that they will be listened to by the staff and their peers. Stereotypes of gender/race/sexuality are addressed immediately and broken down through discussion. All children are encouraged to become independent both as learners and as socially aware individuals, being encouraged to make appropriate choices and learn from their mistakes. Within school, pupils are actively encouraged to consider and promote the safety of others, knowing that they are in a supportive environment. As a school we educate and provide safeguarding education (including that of e-safety) to ensure children understand how to be safe. Through our lunchtime and extra curricular clubs and opportunities, pupils are given the freedom to make choices and use their free time in a productive and enjoyable manner.  Residential trips in Yr5 and 6 encourage independence and responsibility. 3. Mutual Respect Respect is one of the three core values of the school. Staff in school are actively encouraged to see learning as requiring the building of appropriate relationships with children, based on mutual respect, modelled by all staff. They are confident enough to apologise to children and each other, when they have made a mistake. Manners and politeness are expected in all situations throughout the school. Our Play Leaders scheme promotes mutual respect between pupils across different year groups within the school. The school encourages competitive team sport participation, which is used as a tool to develop mutual respect within and beyond the school. Sporting success of nations within Britain and other countries applauded e.g. 6-Nations Rugby and the Olympics. 4. The Rule Of Law School has links with the local police through PC Collard. Children responsible for assisting in the construction of Class Rules and Consequences. We voice the school expectations for behaviour in terms of the law as it applies to all who live in Britain and through our core values We have a clearly structured behaviour policy which all stakeholders understand and follow. We regularly review behaviour incidents in school and share these with key stakeholders. History and assemblies are taught with reference to the importance of certain key events in the construction of British Law, as appropriate to national events e.g. 1000yrs since the Magna Carta Anti-bullying Ambassadors are appointed every year and play a role in spreading the antibullying message 5. Tolerance of those with different faiths and beliefs Our R.E curriculum provides a broad and balanced education on a range of faiths, religions and cultures relevant to the school community. We have a growing number of E.A.L children and actively use school resources to promote their learning and integration into our school society. Religious festivals, customs and dress are respected within the school. Books in the library reflect the multi-cultural and multi-faith makeup of the community. Inappropriate stereotypes are addressed immediately and broken down through discussion. We teach specific PSHE units of learning We use assemblies to promote an understanding of faiths within Britain and the wider world In assemblies we use hymns that reflect our Christian and National heritage as well as songs from other faiths. Visitors to Assemblies offer respectful insights into different faiths. The use of a school prayer that embraces our core values. 1/1

Welcome to Hamstel Junior School and to our website. We hope that by navigating the buttons on the right you will be able to find all the information you should need. If this is not the case please call the school office on 01702 468048. Useful Information Welcome to Hamstel Junior School and to our website. We hope that by navigating the buttons on the right you will be able to find all the information you should need. If this is not the case please call the school office on 01702 468048. We are always seeking to improve the website so please feel free to send your thoughts and feedback by using the contact form below. 1/1 Contact Us Thanks for submitting! Submit Letters Home Weekly Newsletters Clubs Parent Forum School Lunches Uniform Calendar & Term Dates Online Payments Our School Day

Start of the Day School opening time: 8:40am - 8:50am End of the Day The school day ends at the following times: Lower school (years 3 and 4) - 3:20pm Upper school (years 5 and 6) - 3:25pm Our School Day Timetable Start of the Day School opening time: 8:40am - 8:50am Registration: from 8:50am Morning playtime - times vary Lunchtime - 5 5 minutes between 11:30am and 1:30pm Afternoon playtime - times vary End of the Day The school day ends at the following times: Lower school (years 3 and 4) - 3:20pm Upper school (years 5 and 6) - 3:25pm Playtime The children have a morning and afternoon break. Children may bring a small snack to eat during the morning break time. A piece of fruit or healthy snack bar is ideal. We do not allow bars of chocolate, sweets or any items containing nuts. Lunchtime The children have a 55 minute break in the middle of the day. Year groups have an allocated slot to eat their lunch in the Jubilee Dining Hall during the lunchbreak. Children may bring a packed lunch or pre-order a School Dinner via Arbor. Assemblies We have two whole school assemblies each week, on a Monday and a Friday. During the week we also have year group assemblies. Parents are invited to their child's class assembly. Drop Off Children should arrive at school between 8:40am and 8:50am as registration is taken by the class teacher at 8:55am. Please note, that children who arrive after 8:50am will need to enter the school via the main entrance and will receive a late mark. Parents of children in year 3 can wait on the lower school playground from 8:30am (no unaccompanied children please). Children in years 4, 5 and 6 should enter the school via the green gate. We ask that children do not arrive at school unaccompanied before 8:40am. Children with siblings may enter school together via either of the entrances. Collection Year 3 children should be collected from the lower school playground (the same playground they are dropped at in the morning). Children in years 4, 5 and 6 should be collected from the main playground. Teachers will bring their class out at the end of the day. We ask that parents wait behind the barriers and check with the class teacher before taking their child. Parents with children in both year 3 and 4 should pick both children up from the year 3 playground. The school day finishes at the following times: Years 3 and 4 - 3:20pm Years 5 and 6 - 3:25pm Children should be collected at 3:20pm from the playground (3:25pm for children in years 5 and 6). In exceptional circumstances, when a child is not collected on time, they are taken to the school office and parents are contacted. If your child is not picked up by 3:35pm or they are regularly late being collected, a late pick up fee of £5 will be incurred for every 15 minutes they are late. Children not collected by 3:45pm will be taken to DASH. Parents will be charged a late fee of £5 and an additional £5 for the session. Parent will then need to collect their child from the main office at 4:30pm. Thank you for your support. Please let the class teacher or school office staff know if your child will be going home on their own or if they will be collected by another parent or adult other than you . Our Daily After School Hub (DASH) is available every day school is open; places should be booked 24 hours in advance via ParentPay . On the day bookings are not possible. Classrooms 2026/2027

Year 6 Expected Standard of work This is an example of the standard if fiction text that a Year 6 pupil should be able to read and understand. We would expect that a Year 6 pupil would be able to read this text fluently and with expression. We would also expect that they would be able to answer the following type of questions; Questions about word meaning What word could be used instead of bewilderment (Line 2)? Questions that ask you to extract information from the passage Who rescued Laurie from his ‘nightmare’? Questions that ask you to summarise the text What happened to Laurie after the cart had set him down? Questions that ask you to use the clues in the text to produce a reasoned answer How do we know that Laurie was scared when he stood in the grass? Questions that ask you to use the text to make predictions Do you think that Laurie will always be scared of the village? Questions relating to the meaning of the whole text Laurie has visited the countryside many times. Explain why you agree or disagree with this statement Questions about the author’s choice of language Why does Laurie compare his sisters ‘face to shields’ (Line 24) Questions that ask you to compare different parts of the text How do you think Laurie’s feelings at the end of the text compare to those at the beginning? 1/1 1/2

The internet is a great tool for us all to use; it provides endless opportunities to create, play, communicate and learn. Whilst the internet can be beneficial for children, it is essential that we educate them and ourselves in order to keep safe online. Online Safety The internet is a great tool for us all to use; it provides endless opportunities to create, play, communicate and learn. Whilst the internet can be beneficial for children, it is essential that we educate them and ourselves in order to keep safe online. We hope that you find the resources below helpful; you can also follow our social media channels for regular e-safety advice as technology continues to evolve. CEOP Please click here to visit the CEOP (Child and Exploitation and Online Protection) website if you have concerns over content or communication online. Useful Websites Think U Know Parent Zone - The experts in digital family life Parent Info UK safter Internet Centre NSPCC Childnet Internet matters 1/1 top-tips-for-safety-on-social-media minecraft-2025 (1) youtube-kids-2025 nintendo-switch-2 roblox-2025 snapchat in-game-chat Instagram using-and-reviewing-parental-controls 1/3 1/2 1/1 1/1

Click on the images below to be taken to our most recent Ofsted report and the Ofsted Parent View. You can also download the PDF copy of the report by clicking on the icon at the bottom of the page. Ofsted Click on the images below to be taken to our most recent Ofsted report and the Ofsted Parent View. You can also download the PDF copy of the report by clicking on the icon at the bottom of the page. Related Documents Ofsted Report - 2024 Ofsted Report - 2021 Ofsted Report - 2019 Ofsted Report - 2014 1/1

Year 4 Maths Autumn Term In the autumn term Year 4 children will: Count in multiples of 6, 7, 9, 25 and 1000 Find 1000 more or less than a given number Count backwards through zero to include negative numbers Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens and ones) Order and compare number beyond 1000 Identify, represent and estimate numbers using different representations including measures Round any number to the nearest 10, 100 or 1000 Solve numbers and practical problems that involve all of the above and with the increasingly large positive numbers Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate Estimate and use inverse operations to check answers to a calculation Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why Read Roman numerals to 100( i to c) and know that over time, the numeral system changed to include the concept of zero and place value Recall multiplication and division facts for multiplication tables up to 12x12 Use place value, known and derived facts to multiply mentally, including: multiplying by 0 and 1; multiplying together three numbers Use place value, known and derived facts to divide mentally, including dividing by 1 Recognise and use factor pairs and commutativity in mental calculations Multiply two-digit and three-digit numbers by a one-digit number using formal written layout Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as 'n' objects are connected to 'm' objects Spring Term In the spring term Year 4 children will: Interpret and present discrete and continuous data using appropriate graphical methods including bar charts and time graphs solve comparison, sum and difference problems using information presented in bar charts, pictograms, tabes and other graphs Recognise and show, using diagrams, families of common equivalent fractions Count up and down in hundredths Recognise that hundredths arise when dividing an object y one hundred and dividing tenths by ten Solve problems involving increasing harder fractions to calculate quantities, and fractions to divide quantities including non-unit fractions where the answer is a whole number Add and subtract fractions with the same denominator Read, write and convert time between analogue and digital 12 and 24 hour clocks Solve problems involving converting from hours to minutes; minutes to seconds, years to months; weeks to days Recognise and write decimal equivalents of any number of tenths and hundredths Recognise and write decimal equivalents to 1/4, 12, 3/4 Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths Round decimals with one decimal place to the nearest whole number Compare numbers with the same number of decimal places up to two decimal places Solve simple measure and money problems involving fractions and decimals to two decimal places Estimate, compare and calculate different measures, including money in pounds and pence Summer Term In the summer term Year 4 children will: Convert between different units of measure - mass Estimate, compare and calculate - mass Convert between different units of measure - volume Estimate, compare and calculate - volume Convert between different units of measure Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres Find the area of rectilinear shapes by counting square Compare and classify geometric shapes, including quadrilaterals and triangles Identify acute and obtuse angles and compare and order angles up to two right angles by size Identify line of symmetry in 2D shapes presented in different orientations Complete a simple symmetrical with respect to a specific line of symmetry, including beginning to explore shapes with 2 lines of symmetry Describe positions in a 2D grid as co-ordinates in the first quadrant Describe movements between positions as translations of a given unit to the left/right and up/down Plot specified points and draw sides to complete a given polygon 1/1 Year 4 Multiplication Tables Check (MTC) In June each year, children in year 4 will be entered for the MTC. The purpose of the check is to determine whether children can recall their times tables (up to 12 x 12) fluently and at speed as this skills is considered essential for success in mathematics. Find out more by reading the government's Information for Parents booklet. Year 4 KIRFs Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2