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Thurs 21st Jan

Good morning year 4! We are nearly at the weekend again. Here is another joke to start off your morning.


What did the nose say to the finger?


Quit picking on me!



Morning Activity

To start the day off, spend 10 minutes completing arithmetic pg 31. After 10 minutes, use the answers to mark and correct any you may have got wrong.



Answer for Wednesday 20th


Today's first job is to go back to the work you completed on Wednesday and use the answers below to mark. Please complete any corrections for the ones you have got wrong.

Main Lesson

Please at the end of the lesson send in a picture of your work you have completed


Today, we will be dividing 3-digit numbers by 1-digit numbers again using the 'Bus Stop' method, but this time including remainders.


First, write the short date 21.01.21 and the title 3-digit short division with remainders. Use your ruler to underline both.


Next, have a look at the criteria below and complete your recap and anchor task.




Recap and anchor task answers


Main Activities


Today, we would like all of you to have ago at the red/orange/green sheet. 

if you would then like to challenge yourself further have ago at the purple task. For purple you will need to use your knowledge of the 'Bus Stop' method to help solve the worded problems.


Please show all working out in your books.



In literacy today, you are going to finish off writing your independent text on Roman aqueducts.


Remember use your plan that you completed  to help you write your three paragraphs. You must do this independently, but you can look at the modelled write that we gave you last week (look back at Thursday14th and Monday 18th PowerPoints) or even your own writing from last week to help give you some ideas and remind you of what you need to include.


Before carrying on writing, remind yourself of the writing checklist below. Remember these are all the things we want evidencing in your writing.

Afternoon Subject





Lesson Objective

- To understand the characteristic features of societies, including beliefs and lives of people of the past.
- To use evidence from a range of sources to find out about a past event or aspect of the time period studied.


Success Criteria
•    With support, I can select simple information from a range of sources.
•    I can select simple information from a range of sources.
•    I can independently select more detailed evidence from a range of sources.
•    I have considered whether I can trust a source and have used the range of sources to support or disagree with ideas.


To begin the lesson please have a go at this activating prior knowledge task.


Activating Prior Knowledge
What is a primary source?
What is a secondary source?


This term we are looking at the big question, ‘What did the Romans bring to Britain?’
To answer this we are going to look at primary and secondary sources. You will be thinking like a historian. Historians do not dig up evidence and automatically know what it means, you have to look at the evidence and think about what it shows you.


Today we are looking at the food that Romans brought to Britain when they arrived. Watch the two clips below to introduce the topic.

 Task 1


Primary Sources

Have a look at the primary sources below and answer the following four questions about each picture. Set this out as we have done in previous history lessons.

What do the sources tell you?
What don’t they tell you?
What questions do you have about the source?
How useful is this source in telling us about what the Romans ate?


Task 2


Secondary Sources

Next you are going to look at secondary sources. Read the information below and make notes of information that you think is key information that you need to know about Roman foods.