By this stage in your child’s learning they would have faced some difficulties that have challenged their way of thinking and feeling about English…and perhaps yours as well. Students start to reflect more on their own achievements and make comparisons to their peers. All this can leave a young mind deflated. Our Year 4 Resilient Ready program works to equip our students with the skills necessary to bounce back and think positively about challenges.
At Chalkwall we know that it is important for students start to develop sound study habits to meet the demands of school. We have developed a sequence of study that explores the required skills to plan, summarise and write in different ways.
By this stage in your child’s learning they would have faced some problems that have challenged their way of thinking and feeling about Mathematics. Year 4 students start to reflect more on their own ability and make comparisons to their peers. All this can leave a young mind deflated.
The program’s primary focus is to ensure students become increasingly fluent to develop efficient written and mental methods and perform calculations with increasingly larger numbers. The program will assist with developing understanding, skills and fluency through investigating, exploring and connecting concepts. Students begin to understand what problem-solving skills and mathematical techniques they can choose to apply. The clear development of tasks and gradual strengthening of a concept involves communication and reasoning skills. This empowers students as they are exposed to using different skills and methods.
In the Year 4 Resilient Ready program, students work with a different type of text each term. Our teachers guide students to read texts critically through exploration of various issues to understand the different levels of comprehension. Students are not only involved in reading and viewing texts but are taught how to provide justification to support their interpretation and appreciate various points of view. These skills can be utilised in their own lives as they try to navigate and make sense of a world where peer interaction starts to take on a more significant role. Our classes incorporate the instructional use of whole class and small group/pair work to maximise learning. At Chalkwall we accommodate for different learners through the inclusion of visual, audio and tactile learning aids so that students can use those experiences in their writing.
In the Year 4 Becoming Mathfluent program, lessons have a mixture of modelled, guided and independent activities. Some lessons are more explicit and involve mainly modelled activities, some may focus on independent activities where the teacher plays the role of a facilitator. Lessons are organised in a way that focuses on concept development. To begin with, students are introduced to the concept where they develop their understanding of the concept through guided practice which leads to independent practice. Students are given opportunities to apply the concept in different contexts. Lessons always involve recalling of facts, defining methods and working with information and processes to solve the questions.
Our teachers understand that students begin to feel the pressure to perform as assignments and exams start to become part of their school life. The Year 4 teachers will show students how to plan for their writing while also assisting them with learning skills that can be applied to their own independent study so that they can meet challenges in a positive manner.
Our effective teachers use our programs allowing for differentiation of content and utilisation of resources to support student learning. In the classroom, teachers establish weekly learning goals, making the learning intentions clear and obvious. Our Year 4 teachers know their students and where they need to take them next in their learning. They assist students in seeing the connections between concepts and use different strategies to ensure students understand.
Homework is distributed weekly ensuring students practice the skills learnt in class. It is collected and marked on a weekly basis then returned to the student. This enables teachers to assess their students’ level of understanding and focus on weaknesses.
Informal assessments are carried out during class where teachers observe students’ level of progress through class work and give written and verbal feedback.
Students are given two formal exams at the end of Term 1 and Term 3 and feedback is provided to parents/guardians. These results are used to determine areas of need and become a focal point for further learning.
Students are provided with a class workbook each term and revision booklets.
Year 4 students are also provided with NAPLAN practice questions in Term 4 in preparation for Year 5 NAPLAN.
Student attendance, homework completion and understanding of content taught is recorded on a weekly basis for tracking purposes.