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Home Learning Photos!

Well done Alfie for creating a fantastic robot for your Pick and Mix homework!

If you have any questions/ comments about Alfie’s robot, please leave them in the comments box below for Alfie to answer!

If you have any photos to share of your home learning, please email:

Great place value work from Hasan in Warhol! Keep it up Hasan!

Rahima has been hard at work on her home learning. A fantastic homemade robot and some great openers used in this week’s writing task. Was this your first draft or did you edit and improve?

Lehan has been working hard at home! He has written a story based on the image of the girl in the bottle and created some really thoughtful questions about the story he is reading! How can you use a synonym for said to improve your story?



Can you think of 5 questions you would like to ask one of the characters from the book you are reading?

Challenge – write their answers as if you were that character.


Write a story about the photo below and give it a title.

What could her story be?

Maths – place value

Can you partition the following numbers in different ways?

245 = ________ + ________ + ________

1,287 = __________ + __________ + __________ + _________

9,701 = ________ + ________ + __________

What is the value of the underlined digit in each number?


What do you think?


Starter Game: Recipe for happiness
What ingredients do you think we need to create a sense of happiness?

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Do you need to experience sadness, to be happy?

Are some sorts of happiness better than others?


Hello Year 4!

We thought it would be useful to explain how the Thomas Buxton blog can help you with your home learning during this time so you can keep those brains active until we see you next! This post will stay at the top of the blog so you can refer back to it if you need to.

Everyday Miss Johal and Mrs Islam will be setting your Mathletics and Bug Club activities.*

Your Mathletics activities will include topics we still need to cover this term as well as topics we have already covered over the course of the year. This is to make sure you are learning something new as well as refreshing your mind on what you already know so you don’t forget important things… like your timetables!

For Bug Club, your teachers will be setting you your correct book band, You will then be completing the activities on the Bug Club website related to your set books.

Every Tuesday there will be a P4C question posted. As you know, YOU usually come up with the questions when we do P4C in school but, since this will be quite tricky when you’re all at home, your teachers will pick the question for you. For P4C, write a comment in the replymake sure you are safe online though and only write your first name. We will also post some sentence openers so you can use your fantastic P4C language to have a discussion in the comments! There will also be a reading, writing and maths activity for you to complete. These will be fun and interactive!

Every week, Miss Johal and Mrs Islam will be checking to see who is commenting on the home learning activity posts on the blog and completing their daily Mathletics and Bug Club tasks. At the end of the week, your class teachers will be choosing TWO children to receive certificates for excellent home learning!

If you have any questions about home learning, leave a comment below and we will do our best to support you. 😊

* If your child is having trouble logging into Mathletics or Bug Club, please email

Year 3 and 4 Pick and Mix exhibition

The children have produced wonderful homework this half term showing their amazing imaginations. We have had children cooking, painting, making volcanoes and creating fact files.

Look at some of the photos of their amazing work below:

Thank you to all the children for their hard work and to all the parents who came in to support us.

Interfaith week

Do you want to know what year 4 got up to during interfaith week? Read our weekly diary below to find out!


Year 4 started the week by visiting Sri Murugan Temple. We were in awe of the intricate design of the temple, particularly the detail that went into the exterior of the building!

The chief priest took us on a tour around the temple. We saw lots of shrines!

Here are some facts that we learned on our trip:

  • The idols do not represent different gods but all represent different characteristics of Brahma (the god responsible for creation).
  • Hindus believe in the five elements: water, earth, fire, air/wind and sound. It is believed that the elements are extremely powerful and often uncontrollable (think of tsunamis and fires) but in the temple, they are all controlled.


In P4C we studied what makes a happy community. We reflected on our community at Thomas Buxton and the values that we share that makes our school a safe and respectful environment. After that, we read the story ‘Elmer the Patchwork Elephant’ and discussed what it feels like to be different and whether difference is a positive or negative thing.

Some of the values we thought were important were belonging, difference, community and understanding.

Our P4C questions was ‘Should we try to change ourselves to be accepted by society?


We learnt about what life was like in Britain for Hindus. Hindus visit the temple regularly to offer worship to their gods. They also participate in daily puja (prayer) at home and bless their food to show gratitude for all they have been given. Hindus also try to take time out of their daily life to read their sacred text Vedas, which helps to guide them in everything they do. We then created a comic strip showing a week in the life of a Hindu/Christian child! Here are some of our examples:


We explored what Christians and Hindus do to show their faith in their religious communities. Did you know there are different branches of Christianity? We compared the difference ways of worship between Evangelical Protestants and Roman Catholics! We then explored how Hindus worship in a mandir (temple). It was interesting to see similarities in how people express their faith from all religions.


To end interfaith week, we explored the life of Mahatma Gandhi – a devout Hindu who dedicated his life towards fighting the injustice Indians faced before their independence.

Gandhi used a different protest strategy never seen before: Satyagraha (non-violent protests). Gandhi protested with words, large crowds of people and a demand to be heard.


We invented scenarios where people might resort to violence (for example, bullying) and created two alternative endings:


  1. Where the person reacts with violence
  2. Where the problem is solved with peaceful methods


Have a look!



Do you think non-violent protests are effective? Why or why not?



Living things and their habitats


Year 4 have looked at how living things are grouped into different categories.

We explored the different classification groups:


  • Mammals are warm-blooded. This means that their body temperatures stay the same when it is hot or cold outside.
  • Mammals have hair or fur.
  • They give birth to their young and feed them milk.

Can you think of a mammal using the criteria above?


  • Reptiles are cold blooded. This means that their body temperature depends on whether it is warm or cold outside.
  • They have dry and scaly skin.
  • Reptiles lay eggs.

Can you think of a reptile using the characteristics above?


  • Birds have feathers and wings.
  • They are warm blooded.
  • They lay eggs.

What birds can you think of?


  • Amphibians are cold blooded
  • They live on both dry land and water
  • They lay eggs
  • Amphibians have moist skin and webbed feet

Can you think of any examples?


  • Fish are cold blooded
  • They lay eggs
  • Fish have scales and gills

How many fish can you name?


An African elephant, for example, lives in a hot habitat and has very large ears that it flaps to keep cool.

How do you think a giraffe has adapted to suit its habitat?

This week, year 4 have been learning about database.

A database is where information is stored on a computer. Before the advancement of technology, companies stored their worker’s information in filing cabinets. This was not the most efficient way of storing employee data because it would take them a very long time to find one piece of information!

Computer databases are a lot more efficient because the information (such as your name, age, address, height etc.) are all sorted into categories which makes it easier to find and compare.

Here is an example of a class database we created.


First we thought about the different pieces of information we wanted. We decided to record the following information about ourselves:



Month of birth

Eye colour



Shoe size

We made sure we changed the data type to match the type of field! For example, we changed our ‘hobbies’ field to show up as a list so that we all chose a hobby from the same selection. This would help us when we compared data.

The rest of the class added their data cards with their own information. Once everyone finished, we had a huge database will everybody’s information!

We wanted to use that information to compare data across both classes. In order to do that, we had to create a chart! J2e has lots of charts to choose from. If we wanted to compare between one variable (e.g. compare shoe sizes across the year) we used a bar chart. If we wanted to compare two different variables, we used a line or scatter graph.

Here are some of our results presented in different charts and graphs!

Staying stafe while having fun online

This week, year 4 have been learning about age restrictions and why it is important to read the terms and conditions.

Websites and gaming companies always share the terms and conditions. This is a document that outlines the agreement between the user (you) and the company.


In the terms and agreement, companies often share the age restriction for their website or game. For example, the age restriction for Facebook is 13+. This means that, by ticking the ‘I agree’ box on the terms and conditions, you are confirming that you are 13 years old or older or have parental permission to access the website or game.

We created a role play to show the dangers of signing up to the website without reading the terms and conditions, telling your parents, or having a grown up read the terms and conditions to you.

Although it is hard not to give in to peer pressure, you must respect your own right to stay safe. We created an alternative ending where we used our knowledge of internet safety to avoid what could have been a disastrous situation! Have a look:

Year 4’s wall of encouragement

This week, year 4 have been discussing ‘Dreams and Goals’.

A goal is an aspiration that you have – this could be anything from a career/ learning goal to a desire to travel.

We created dream catchers to illustrate our dreams and goals. Have a look!


We discussed the difference between a realistic and an unrealistic goal. I’m sure we’d all like to be super-famous popstars but the likelihood of achieving this goal compared to starting your own baking business for example, is much lower. As long as you have a plan and are continuously working towards your goal, no matter how big, you will be able to achieve it. After all, a goal without action is just a dream.

Sometimes, dreams aren’t easy to achieve. Reaching your goals requires determination, perseverance and resilience! If you don’t succeed at the first try – try again!

Other times, hopes and dreams go wrong. You might find that, no matter how much you persevere, you cannot reach your goal.

We discussed how, in life, sometimes things do not go the way we planned. Instead of feeling down about it, we came up with inspiring and practical tips on how to overcome disappointment.

Here are some encouraging words we have displayed on our ‘wall of encouragement’ along with our favourite quotes!