WAYFIELD PRIMARY SCHOOL – ENGLISH CURRICULUM OVERVIEW YEAR 4

Year 4

AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2

TOPIC Where would you choose to build a city?

Why is the Thames so important for London?

What makes London such a cool place to live?

Romans Who were the early law makers? (Anglo Saxons to modern day)

Why were the Norman castles certainly not bouncy?

GENRE Narrative: Stories set in imaginary worlds. Non-fiction: Information texts

Non-fiction Recounts: newspapers/magazines Poetry: Creating images Narrative: Stories with historical settings

Narrative: Stories which raise issues/dilemmas Non-fiction: Persuasive texts

Narrative: Myths and legends (including Roman myths) Non-fiction: Explanation texts

Narrative: Stories from other cultures. Poetry: Exploring form

Narrative: Plays Non-fiction: Information texts (Castles; Norman Conquest – feudal system)

TEXT The Ice Palace The Tinderbox Jemmy Button Roman myths Tales Told in Tents Krindlekrax

SPELLING Spelling and Meaning of homophones Yr4 term 1i SFS and pg 64 2014 Curriculum work for Yrs 3 & 4

Spelling patterns related to the formation of plurals Yr4 term 1ii SFS

Possessive apostrophe with plural words pg 64 2014

Spelling words with common letter strings ing, le, tch, str, kn, mb, wr, gh, ight, igh, ough, ear Yr4 term 2i SFS

Words ending with the /g/ sound spelt -gue Words ending with the /k/ sound spelt –que Pg 63 2014 Curriculum work for Yrs 3 & 4

Words with the /k/ sound spelt ch (scheme and chorus) Pg 63 2014 Curriculum work for Yrs 3 & 4

Words with the / / sound spelt ch (soft) e.g. chef Pg 63 2014 Curriculum work for Yrs 3 & 4

Words with the /s/ sound spelt sc – Roman

Words ending sounding like / / -sure -ture Pg 62 2014 Curriculum work for Yrs 3 & 4

Words ending sounding like / / -sion Pg 62 2014 Curriculum work for Yrs 3 & 4

Prefixes un- dis- mis- in- il- in- im- ir- re- sub- inter- super –

Adding suffixes beginning with vowel letters to words of more than one syllable Pg 60 2014 Curriculum work for Yrs 3 & 4

The suffix –ly Yr 4 Term 2ii SFS and Pg 61 2014 Curriculum work for Yrs 3 & 4

The suffixes –able / -ible Yr 4 Term 2ii SFS

How suffixes can be used to change words into nouns –tion –ity –ness Yr 4 Term 2ii SFS

How suffixes can be used to change words into nouns -ation Yr 4 Term 2ii SFS and Pg 61 2014 Curriculum work for Yrs 3 & 4

The suffix –ous

WAYFIELD PRIMARY SCHOOL – ENGLISH CURRICULUM OVERVIEW YEAR 4

Curriculum work for Yrs 3 & 4

The use of the apostrophe in contracted forms of words Yr4 term 3i SFS

Dictation of spellings punctuation and grammar.

The /I/ sound spelt y elsewhere than at the end of words Pg 60 2014 Curriculum work for Yrs 3 & 4

The / / spelt ou Pg 60 2014 Curriculum work for Yrs 3 & 4

spelling. Pg 63 2014 Curriculum work for Yrs 3 & 4

Words with the /eI/ sound spelt ei, eigh, or ey Pg 63 2014 Curriculum work for Yrs 3 & 4

Words ending in -ous

anti – auto- and understand their meaning Pg 60 2014 Curriculum work for Yrs 3 & 4 and Yr 4 Term 3ii SFS

How suffixes change the function of words -ed, y to I –ful, -y, -er, -est, Yr 4 Term 2ii SFS

How suffixes can be used to change words into verbs –ate –en -ify –ise Yr 4 Term 2ii SFS

Suffixes beginning with vowel letters to words with more than one syllable e.g. doubling end letter in words such as forgetting.

Pg 62 2014 Curriculum work for Yrs 3 & 4

Endings which sound like / / spelt –tion –sion -ssion -cian

SCIENCE SPELLINGS States of matter – Solid, liquid and gas

Examples of gases (at room temperature and pressure) – Oxygen, hydrogen, helium, carbon dioxide, methane

Examples of liquids (at room temperature and pressure) – Water, milk, juice, petrol, oil

Examples of solids (at room temperature and pressure) –Wood,

Ways to create sound – bang, blow, shake, and pluck

Loudness – quiet, quieter, quietest, loud, louder and loudest

Pitch - low, lower, lowest, high, higher, and highest

Vibrations

Source

Electricity

Appliances: fridge, freezer, TV, computer, iron, kettle, etc

Series circuit

Components: battery, bulb (lamp), bulb (lamp) holder, buzzer, crocodile clip, leads, wires, switch

Describing words: brighter, duller, slow, fast, quiet, loud

Conductor,

Digestive system –, oesophagus, stomach, acid, small intestine

Protein, vitamin, mineral, carbohydrate, fats, energy, growth, repair. Saliva

Teeth – Incisors, canines, premolars, molars

Function

Food chain – producer, consumer, predator, prey

Habitat, micro habitat

Pond, meadow, log pile, woodland, river, lake, beach, cliff

Organism – plant, animal

Trees - deciduous, evergreen, ash, birch, beech, rowan, common lime, oak, sweet chestnut, horse chestnut, apple, willow, sycamore, fir, pine , holly, etc

Wild flowering

Consolidate science words.

WAYFIELD PRIMARY SCHOOL – ENGLISH CURRICULUM OVERVIEW YEAR 4

rocks, metal, plastic, glass, wool, leather, etc

Processes – Melting, condensation, evaporation, solidifying, freezing

Water cycle

Water vapour

Steam

Heating

Cooling

insulator

Effects of electricity: Light, sound, movement, heat

Switches – open, close

plants - cleavers, coltsfoot, daisy, dandelion, garlic mustard, mallow, mugwort, plantain, red clover, self heal, shepherd’s purse, sorrel, spear thistle, white campion, white deadnettle and yarrow.

Garden plants – crocus, daffodil, bluebells, etc

Parts of plants – roots, branch, trunk, stalk, leaf, flower, petal, seeds, bulbs and twigs

Invertebrates – snail, slug, woodlouse, spider, beetle, fly, etc

Pond animals – pond skater, water slater, ramshorn snail, pond snail, leech, common frog, smooth newt, etc

WAYFIELD PRIMARY SCHOOL – ENGLISH CURRICULUM OVERVIEW YEAR 4

POT LUCK SPELLINGS

knowledge

learn

length

library

material

medicine

mention

minute

natural

naughty

notice

occasion(ally)

often

opposite

ordinary

particular

peculiar

perhaps

interest

island

popular

position

possess(ion)

possible

potatoes

pressure

probably

promise

purpose

quarter

question

recent

regular

reign

remember

sentence

separate

special

straight

strange

strength

suppose

surprise

therefore

though

although

thought

through

various

weight

woman

women

GRAMMAR Grammar Children can use fronted adverbial (8) Children can use standard English for verb forms (e.g. did & done – was & were) Children can use expanded noun phrases to describe Punctuation Children can use all speech punctuation correctly, including when speech is split.

Grammar Children can choose nouns or pronouns for clarity and to avoid repetition of openers. Drafting In narratives Children can develop characters and use settings to develop atmosphere. Children can create plots for my story specific for the genre I am writing in. Planning Children can use a planning frame provided to me to plan

Grammar Children can use the possessive apostrophe in all cases correctly and know when an apostrophe is not needed for irregular plurals Children can apply alphabetical order using the first 4 letters of a word Punctuation Children can write sentences that are dictated to me using the expected correct punctuation and grammar

Punctuation Children can use commas to demarcate clauses and phrases consistently. Sentence structure Children can use comparing (i.e. equally, in the same way, similarly, like) and contrasting (whereas, instead of, alternatively, on the other hand) connectives and phrases to show the relationships between ideas. Organisation

Drafting In Non-fiction Children can use organisational features in a range of appropriate font size, such as headings, subheadings, captions and labels. Editing Children can check spellings in a dictionary using the first 4 letters of the word. Children can assess and comment on my own and others writing , suggesting

Composition Sentence structure Children can structure sentences in a variety of ways, changing clause order for effect. (i.e. using embedded clauses, repetition, a range of clause lengths, using adverbials at different points in sentence) Organisation Children can choose nouns and pronouns appropriately for clarity and to avoid repetition.

WAYFIELD PRIMARY SCHOOL – ENGLISH CURRICULUM OVERVIEW YEAR 4

Composition Vocabulary Children can keep my verbs tenses consistent. Children can describe using expanded noun phrases Organisation Paragraphs are organised around a theme Handwriting Children can write neatly at a faster pace. Lines of writing are spaced sufficiently so that ascenders and descenders do not touch Children can choose which shape of letter to use when given choices as part of their personal style

my ideas Children can discuss writing similar to the writing I am planning to learn from it structure, vocabulary and grammar. Children can discuss my writing with adults and peers, recording ideas and explaining my choices. Children can compose and rehearse sentences orally choosing words and sentence structures for effect.

Composition Sentence structure Children can structure sentences in a variety of ways, changing clause order for effect. (i.e. using embedded clauses, repetition, a range of clause lengths, using adverbials at different points in sentence) Organisation Inside paragraphs sentences support and elaborate on one another.

Paragraphs are organised around a theme Children can choose nouns and pronouns appropriately for clarity and to avoid repetition Editing

Inside paragraphs sentences support and elaborate on one another Vocabulary Children can describe using expanded noun phrases Punctuation Children can use all speech punctuation correctly, including when speech is split.

improvements Children can suggest changes to grammar and vocabulary to improve consistency Composition Sentence structure Children can structure sentences in a variety of ways, changing clause order for effect. (i.e. using embedded clauses, repetition, a range of clause lengths, using adverbials at different points in sentence)

Inside paragraphs sentences support and elaborate on one another.

WAYFIELD PRIMARY SCHOOL – ENGLISH CURRICULUM OVERVIEW YEAR 4

Children can proof read for punctuation and spelling mistakes.

Decoding I can use my knowledge of root words to read aloud and understand the meaning of new words. I can use my knowledge of prefixes and suffixes to read aloud and understand the meanings of new words. Comprehension I can draw inferences such as characters’ feelings, thoughts and motives from their actions and events in the text. I can reason and explain inferences

Decoding I can read the rest of a sentence to clarify the meaning of a word. I can read tricky words and comment on the unusual spelling. I can read longer words independently – applying my phonic knowledge to help me. I can self-correct most words consistently. Comprehension I can listen to and discuss a wide range of fiction, plays, non-fiction and reference books. I can predict what might happen based on the content within a book, including

Comprehension I can explain the purpose of my reading. I can choose texts that are useful for the purpose of my reading. (17) I can keep interest in a book read over a longer period of time (i.e. a number of days) (18) I can complete books featuring several chapters/ sections. (19) I can engage actively in meaningful book discussions with my peers. (20) I can ask questions that arise from the text and my own understanding of

Comprehension I can answer my own and others questions using the text to guide me. (22) I can summarise using points across several paragraphs- and explain these orally to others. I can Identify language, structural and presentational features of texts and discuss how they contribute to the meaning. (24) I can discuss the writer’s use of simple figurative language and its effect on the reader. (25)

Comprehension I can draw inferences such as characters’ feelings, thoughts and motives from their actions and events in the text. I can reason and explain inferences using the text and life experiences. I can predict what might happen based on the content within a book, including different themes and types of text. I can discuss the writer’s use of simple figurative language and its effect on the reader. (25) I can give extended

Comprehension I can draw inferences such as characters’ feelings, thoughts and motives from their actions and events in the text. I can reason and explain inferences using the text and life experiences. I can discuss the writer’s use of simple figurative language and its effect on the reader. (25) I can give extended explanations of the impact of language choices on meaning drawing evidence from across the text.(26) I can Identify

WAYFIELD PRIMARY SCHOOL – ENGLISH CURRICULUM OVERVIEW YEAR 4

using the text and life experiences.

different themes and types of text. I can use a whole text to justify my prediction. I can use a dictionary to clarify which meaning of a word is used within a text. i.e. wild has multiple meanings - Of nature - Raging I can retrieve and record information from a range of texts using appropriate strategies.

the world. (21) I can make basic connections across texts based on the content. (27)

I can give extended explanations of the impact of language choices on meaning drawing evidence from across the text.(26)

explanations of the impact of language choices on meaning drawing evidence from across the text.(26) I can Identify language, structural and presentational features of texts and discuss how they contribute to the meaning. (24)

language, structural and presentational features of texts and discuss how they contribute to the meaning. (24)