St James Catholic
Primary School
In the loving peace, justice and joy of Jesus, we achieve.
Year 4
YEAR 4
| Autumn 1 I was a Rat Phillip Pullman
The King Who Banned the Dark by Emily Haworth-Booth | Autumn 2 The Boy at the Back of the Class by Onjali Q Raúf
The Enchanted Horse by Magdalen Nabb | Spring 1 Lob by Linda Newberry | Spring 2 One Plastic Bag Miranda Heart | Summer 1 Fly Eagle Fly By Christopher Gregorowski
Michael Rosen’s Big Book of Bad Things (A study of Michael Rosen) | Summer 2 Tales of Wisdom and Wonder by Hugh Lupton
A Climate in Chaos by Neal Layton | |
Literary Form | Fiction
Picture Book | Novel | Fiction Inspired by Edward Thomas’ poem 1915 | Information
True Story | African Tale
Poet Study | Stories from around the world | |
5 Plagues of the developing reader: Characteristics of text complexity | A play on a traditional fairy tale - Archaic Complexity of plot Resistant | Complexity of narrator | Link to folklore and legend therefore Archaic link Edward’s Thomas poem Lob written in 1915 – archaic
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| Folklore Traditional | Traditional Archaic | |
Link to Main NC Area of Learning | PSHE – Respecting others, Stranger Danger Celebrating Differences, Being Me History – changes in lifestyle/education
| Geography - describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. History - a non-European society that provides contrasts with British history Art - Syrian artist Abdalla Omari | PSHE – grief and bereavement
Geography – London studied last term. Recall
Art – link to last term’s pencil sketching | PSHE - respect for the environment and each other Eco work DT | Geography – Africa to be studied this term | Geography – locating location of story setting, physical and human features Music – listen to music from the story’s setting | |
PSED & Human Themes | Love, friendship, loyalty, tolerance | Challenges of refugee experiences
Fundamental human rights and freedoms for all | Bereavement and Grief Human rights Environmental – gardening, food growth etc. | Environmental issues Teamwork | Aim to achieve our best Recognising our gifts | Different cultures and traditions | |
Reading: Experience, Knowledge, Skills and Strategies | Reading aloud and re-reading Responding to illustration Discussion and debate Book talk Drama and role-play Drawing and annotating Role on the wall
Questioning and Predicting Visualisation Inference
| Increase familiarity with a range of books
Identify themes and conventions and compare these across books they have read
Discuss words and phrases that capture readers’ interest and imagination and consider how this impacts on the reader
Draw inferences about characters’ feelings, thoughts, motives, and actions, justifying inferences with evidence from the text
Ask questions to improve their understanding identifying how language, structure and presentation contribute to meaning
Predict what might happen from details stated and implied. | Reading and discussion Identifying themes Making comparisons performing poetry to an audience Using questions to improve understanding
Justifying inference with evidence Predicting Discuss and evaluate use of language - including figurative language, consider impact on reader challenge views | Reading (Comprehension): Maintain positive attitudes to reading and understanding of what they read by: reading books that are structured in different ways and reading for a range of purposes identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books | Reading: (Word reading / Comprehension) Develop positive attitudes and understanding of reading by: Listening to and discussing a wide range of fiction Increase familiarity with a range of books Identify themes Discuss words and phrases that capture readers’ interest and imagination Explaining the meaning of words in context Ask questions to improve understanding of the text Draw inferences and justify inferences with evidence Identify how language contributes to meaning | Develop their understanding and enjoyment of stories and non-fiction. Developing knowledge and skills in reading non-fiction about a wide range of subjects. Justify their views about what they have read with increasing independency Listen to and discuss a wide range of non-fiction and reference books or textbooks Retrieve and record information from non-fiction Use dictionaries to check the meaning of words | |
National Curriculum Vocabulary, Grammar, Punctuation (and Spelling) |
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Language Competency: through reading, talk and writing | To engage children with a story with which they will empathise. To explore themes and issues, and develop and sustain ideas through discussion. To develop creative responses to the text through drama, storytelling and artwork. To write in role in order to explore and develop empathy for characters. To write with confidence for real purposes and audiences. | To develop an insight and appreciation of the challenges of refugee experiences. To support the understanding of empathy and develop empathy skills. To explore the concept of the entitlement of fundamental human rights and freedoms for all. | mixture of voices and visual imagery respond to illustrations explore themes and issues compose writing for a wide variety of purposes write in role in order to explore and develop
Participate actively in collaborative Select and use appropriate registers for effective communication build their vocabulary use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
identifying the audience for and purpose of the writing selecting the appropriate form drawing on reading
selecting appropriate grammar and vocabulary describing settings, characters and atmosphere using further organisational and presentational devices to structure text and to guide the reader assess own effectiveness and edit proof read | To explore themes and issues, and develop and sustain ideas through discussion To develop creative responses to the text To write with confidence for real purposes and audiences | To enjoy a story and discuss its meanings. To understand the themes of a text. To broaden understanding of writers' use of language and build a varied vocabulary. To write narratives from a character's perspective. Use relevant strategies to build their vocabulary Listen and respond appropriately to adults and peers Articulate and justify answers and opinions Maintain attention and participate actively in collaborative conversations, responding to comments Use spoken language to develop understanding through exploring ideas Participate in discussions, role-play and improvisations
| To explore tales from different countries through storytelling To examine and discuss the events and characters through reading, writing, drawing and drama To discuss the morals and lessons that the tales teach us, through talk activities and debate Articulate and justify answers, arguments and opinions; Use spoken language to develop understanding through imagining and exploring ideas in role play drama; Select and use appropriate registers for effective communication | |
Extended Writing Outcome | Writing in role Diary writing Newspaper writing Persuasive writing Letter writing | Postcard Scripted News Report Critique Poster Picture Book and Non-fiction book Discussion Notes Free Verse Poetry Persuasive Poster Pamphlet | Free Verse Poetry Instructions Poetry Writing in Role Free Writing Opportunity Letter Writing News Report Script Poetry: Odes or Elegies Narrative: Character Description Persuasive and Explanatory Presentation Persuasive Speech Extended Narrative and Book Making
| Notes Presentation Leaflet/Booklet Poster TED talk script Poem Instruction Manual | Poetry Thought bubbles Letter in role Narrative from a character's perspective
| Poetry Story maps Fact files Instructions Writing in role Narrative descriptions Book making Diary entry
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Reading for Pleasure text | I was a Rat | Phillip Pullman books | Roman Myths -archaic | The Velveteen Rabbit by Margery Williams – Non-Linear | Legends – Fynn MacCool for e.g. see Civitas | Woof by Alan Ahlberg – Complexity of narrator | |