Yr 4 Home Learning W/C July 13th


I hope you are all well and are looking forward to the summer holidays. It all seems a little strange for those of us who haven’t been at school for a while.

I hope you enjoyed the class Zoom meeting. Unfortunately, I have a number of meetings this week, so last week’s was the last one. Hopefully, you will now be starting to meet up again with your friends.

This is also the last home learning pack. Don’t forget, that if you find some of the work a little tricky or too easy, then you can always have a go at the work on another class page that is more appropriate for you.

Remember, if you have any comments on the work, want to send anything to me or just share work with your classmates then feel free to email me at


I hope you have enjoyed the work over the last few weeks. Have a good summer, and I look forward to seeing you all in September.


I see that Joe Wicks  is only putting out video content a couple of times a week. That’s not a problem, as you can revisit any of the older sessions on his webpage.


Hopefully, you have had a chance to access Cornerstones. There is so much good material on there if you have run out of books. Pick the one that is most appropriate for your reading level.


I hope you managed to practise your spellings from last week. See if you can work through the spellings below. At the end of the week see if someone in the family can test you on them.

This week we will be looking at statutory spellings from the Year 3.

  1. separate
  2. position
  3. material
  4. grammar
  5. difficult
  6. different
  7. knowledge
  8. decide
  9. weight
  10. describe


I hope you have been enjoying the White Rose Maths. Don’t forget, if you get stuck on any of it, BBC Bitesize is a good place to find help.

Some of the pages this week are too large to post as an attachment.

Video link

Lesson 1 – Compare capacity

Lesson 2 – Add and subtract capacity

Lesson 3

Lesson 4

Times tables

The times tables sheets are for 3 weeks. See if you can complete more or faster than last week.

The answers for the White Rose maths are too large to upload so are shown as screen grabs at the bottom of this page.


BBC Bitesize continues to have some useful activities that are usually linked to punctuation and grammar. However, some of you might like the chance to do some story writing, so this week I’d like you to write a story linked to a picture.

The Miniature castle

Question time!

How long has the castle been in the woods?

Who lives there?

Why is the castle so much smaller than the forest?

Why would the inhabitants choose to live here?

Is it better to be the biggest or the smallest?

Sentence challenge!

Choose the appropriate punctuation for the following sentences.

! ? .

Wow This is the most exciting day ever

Have you ever seen anything like this before

I looked through the tiny windows

Can you now use all of this punctuation in your writing today?

Story starter!

Hidden behind the maze of branches stood a miniscule, enchanted castle. It was so easy to miss among the towering trees. Only the truly lucky noticed the tiny turrets; only the truly brave dared to look inside…

I tip-toed slowly through the forest, leaves and twigs crunching beneath my feet as I edged closer and closer. I could make out the tiny details, seeing tiny faces appear at the windows. My heart pounded in my chest…

Can you continue the story of the miniature castle? You could continue it in the first person, or change it to the third person. Think about how you would feel as you approached the castle, and what might be inside.


I hope you enjoyed the work on mummies last week. This week, I’d like you to look at The Sphinx at Giza and understand the importance of The Sphinx to the Ancient Egyptians and make a model of The Sphinx.

You will:

  • Describe the shape of The Sphinx at Giza.
  • Understand the importance of The Sphinx to the Ancient Egyptians.
  • Make a model of The Sphinx.

Look at the website for a number of pictures of The Sphinx at Giza . It was built/carved about 4,500 years ago and is still the largest stone statue in the world! It is 20m high – try marking 20m out in the garden to demo its height. It has the body of a lion and the head of a pharaoh – it is believed that it may have been built by Khafre – the son of Khufu, who built the Great Pyramid or by Khufu himself. The Sphinx lines up exactly with Khafre’s tomb. Why would a pharaoh want a massive lion figure outside his tomb? Historians believe that it acted as a guardian to the tomb. Later sphinxes were usually in pairs (and smaller) but this is the earliest version of a sphinx that archaeologists have found. The Sphinx was carved from limestone, from the bedrock (rock that was exposed on the surface perhaps by quarrying stone for the construction of the Pyramids at Giza), & would never have survived this long if it were not for the fact that it was buried in sand for much of its life. (Sand dunes are constantly on the move – being blown by winds.) The paws were made separately from large blocks of limestone. The head is out of proportion with the rest of the body (it is too small) & so some Egyptologists have suggested that it was re-carved from an earlier shape to look like the Pharaoh (& therefore is a lot older than thought). The Sphinx originally had a beard, part of which can now be seen in the British Museum.

It is believed that King Thutmosis IV cleared the sand covering the body (but not the head) 1,000 years after it was built, but that the sand soon covered the enormous structure again, leaving just the head exposed again. The legend says that a young prince named Thutmosis fell asleep near the head of the Sphinx. He had a dream where he was told that if he restored the Sphinx he would become Pharaoh of Egypt. Thutmose restored the Sphinx (& it is thought built a wall around it to try to protect it from the sand dunes) & later became Pharaoh of Egypt. It was successfully cleared again in 1925 (after many attempts) and has been kept clear to this day.  

Some people believe that the Ancient Egyptian name for a sphinx means ‘the living image of Atum’. Atum was the creator god & the setting Sun, so The Sphinx may have been built to honour the Sun god Re/Ra. On a stele between the paws (1000 years later than the sphinx itself) is an inscription which names The Sphinx as ‘Kheperi – Re – Atum’. These are the 3 names given to the Sun by the Ancient Egyptians: in the morning, at noon & in the evening.

Try creating your own sphinxes using clay/salt dough. Create the body of a lion and put your own face on, as if you were a pharaoh! You should include the cobra (uraeus), elongated paws and the headdress too. Leave the figures to dry/harden. Traces of the original red paint that covered The Sphinx can be seen around one ear. You could paint the head & body red & the headdress yellow with blue stripes. If you were designing a guardian sphinx would you use the body of a lion or another creature, e.g. perhaps a crocodile or a snake (both of which were also animals known by the Ancient Egyptians). Which would be the best guardian & why? Good luck.



Building on from last week, I’d like you to

  • Create and use a classification key to name a variety of living things in the wider environment.


  1. Write a branching database for a variety of living things from the wider world.
  2. Test your classification key by playing ‘Guess Who?’
  3. Demonstrate an understanding of your learning by explaining it to others.

Investigation – researching and analysing secondary sources, classifying and identifying
Write a branching database for a variety of living things in the wider environment.

Question, classify, group, teach

  • Create and use a classification key to name a variety of living things in the wider environment.

Try writing a branching database that will identify all the living things from the image above. Look to use scientific language: habitat, invertebrate, mammal. You should draw the living thing at the end of the corresponding branch.

Also, try writing a dichotomous classification key for the leaf ID PDF.

When you’ve finished your independent task,  play ‘Guess Who?’ with a partner. Both of you need to have a set of living things cards each.

Without your partner seeing, draw one card – that is who you are. You then lay all of your cards (including the one selected) in front of you face-up. Your playing partner begins by asking a yes/no question to their opponent to try to work out which living thing they are. Depending on the answer, you turn the eliminated cards facedown. You take it in turns to question each other until one of you is certain and is able to say which living thing your partner is.


Art ties in nicely with your topic work.


If you can, take a  look at Scratch

Explore some of the tasks to familiarise yourself with how to use the programming software.

Remember, if you want to send any of your work through to Mr Weaver or me, we would really like to see it.

Keep smiling,

Mr Chiverton:)

Maths answers

Lesson 1

Lesson 2

Lesson 3

Lesson 4