Year 4 News
Reading
In Reading this week, our students have been diving into Chapters 8–11 of The Boy at the Back of the Class by Onjali Q. Raúf. We’ve been using key comprehension strategies such as visualization, metacognition, questioning, annotating, and inference to deepen our understanding of the story and its characters.
The class has been especially engaged in exploring the novel’s themes and learning about global issues—such as empathy, kindness, and the experiences of refugees—through the eyes of a 9-year-old narrator.
This learning beautifully connects with our inquiry unit, where students are working on a variety of community projects aimed at making our community a better place. It’s been inspiring to see students make thoughtful connections between the story and their own actions, showing compassion, curiosity, and a genuine desire to make a difference.
“This part is really interesting because Brendan didn’t get in trouble when he should have.” - Gurreet 4A
“How long was Ahmet in Greece? What was the biggest difference from his home country?” Millie 4B
Writing
Over the past two weeks, Year 4 students have been hard at work finalising and publishing their personal recounts. After drafting, revising and editing, students proudly produced their polished pieces about memorable moments such as “A time when I was sad” and “The day I had tryouts for a basketball team.”
Following this, students began exploring descriptive writing, learning how to paint pictures with
words by using their five senses, strong adjectives and the “Show, Don’t Tell” technique. They have enjoyed creating imaginative character descriptions that bring their writing to life through vivid details and expressive language.
“Descriptive writing is fun and creative because you can make up whatever you want!” - Evelyn 4A
“I liked publishing my recount. Show don’t tell means we are describing something using our 5 senses and adjectives.” Marina 4B
Maths
This fortnight in Maths, our Year 4 students have been extending their knowledge of fractions. We have been learning how to place fractions on a number line by using our understanding of numerators and denominators. Students have been practising counting by fractions such as 1/3, 2/3, and 3/3 (1 whole), and have deepened their understanding by continuing the pattern to mixed numerals like 1 1/3 and 1 2/3. This learning has helped them recognise the difference between mixed numerals and improper fractions. They have also been applying their multiplication and addition skills to convert mixed numerals into improper fractions. We are so proud of their hard work and persistence!
“Counting fractions is easy!” - Florence 4A
“The first number and last number are 0 and 1 for counting by fractions of a whole.” Shishir 4B
“I liked converting mixed numeral into improper fractions” - Jackson 4C
Inquiry
Making Our Community a Better Place
In Inquiry, our students have been exploring how they can make a positive difference in their community. After researching a variety of community projects, they brainstormed ways to take action—such as planting a garden, writing letters to local heroes like firefighters and police officers, cleaning up rubbish, creating art from found materials to reduce landfill waste, and raising awareness about endangered animals and ocean pollution.
This is an ongoing project, and we’re so proud of the enthusiasm and creativity students have shown. 4A kicked things off by completing a yard clean-up and then repurposing the collected rubbish into amazing works of art. What a fantastic start to our journey of caring for our community and our planet—well done, 4A!
“We made a hot air balloon with a chips container, a rubber glove and string.” Ben 4A
“We are planning to get a box with toys for dogs and animals at a shelter.” Sofia 4B
“I enjoyed when we were planning our community project” - Armaan 4C
Social and Emotional Learning
Over the past two weeks, Year 4 students have focused on being resilient by seeking help from a yard duty teacher, practising when and how to ask for help during playtime through role-plays and discussions. Students have been learning how they can solve problems whether it be during a game that requires teamwork and communicating with their peers, difficulty completing a task, or outside at recess and lunch.
We have also been exploring the power of positivity. Did you know that kind words can help people—and even plants—grow stronger and happier? Just like sunshine and water help a flower bloom, kind words help hearts shine. When we say things like “You can do it!” or “I’m proud of you!”, we spread positivity that makes the world brighter. Scientists have even found that plants grow better when they’re spoken to kindly—imagine what kind words can do for people! So this week, let’s sprinkle kindness everywhere we go. Compliment a friend, thank a teacher, or say something nice to your family. Together, we can make our classroom—and our world—grow with kindness!
“Saying nice words to plants helps them grow! I talk to my plants and say they are intelligent and cool so they grow big and strong.” - Pedro 4A
“I can ask a classmate or my teacher for help if I don’t know what to do for work time.” Joseph 4B
Special Event
Remembrance Day
Remembrance Day is a significant day for all of us, as we take the time to honour and remember those who fought in World War I and all who have served in wars and conflicts since. Each year, on the 11th day of the 11th month, we pause for one minute of silence to show our respect and gratitude.
This week, students have been learning about the importance of Remembrance Day and sharing their prior knowledge about its symbols and traditions; including the significance of poppies, the meaning of the minute’s silence, and the bravery of the soldiers and ANZACs.
To commemorate the day, students have created thoughtful posters, bookmarks, and other creative pieces that reflect the themes of remembrance, respect, and peace.
“Remembrance day is important because we remember the soldiers.” Arman 4A
“To remember the people that died during the war.” Miles 4B