Twitter

12/05/21

We loved our parachute games at lunchtime today 💕 https://t.co/0ZX8UOwh1j

19/04/21

Year 5 have made some brilliant bird boxes for their Easter DT project! https://t.co/OTnL2qr68O

12/03/21

A massive thank you to and for "visiting" HFSP this week - nothing beats meeting and talking to an author about their experiences to inspire our own reading and writing! https://t.co/wxpMcXarDp

12/03/21

Happy belated World Book Day 2021 from HFSP! (2/2) https://t.co/NnfG3CrVsY

12/03/21

Happy belated World Book Day 2021 from HFSP! (1/2) https://t.co/VFrWSeGqtx

08/03/21

Year 4 Meet the Author - Jenny Pearson 📚 https://t.co/ikLIwiepkm

08/03/21

Welcome back KS2 👨‍💻 ✍️ 😃 https://t.co/Lm5DMBMyqO

08/03/21

Welcome back Key Stage 1 📚 🧮 https://t.co/oDlDLZPaEW

08/03/21

Welcome back Early Years 🦕 🦖 https://t.co/rd1NtggzjU

04/03/21

Happy world book day! Look at our amazing crayons 🖍 📚 https://t.co/W8S4WayFsf

26/02/21

The final push! One-to-one Phonics tutoring for our pupils learning online. https://t.co/b9rHt8oB7E

24/02/21

How does a holiday to Mount Etna sound? Year 4 learning about volcanoes in Geography. https://t.co/tCHRatC5lP

12/02/21

Year 4 carrying out a Science experiment learning about the harmful effects certain liquids can have on our teeth. science https://t.co/iD2jilnPSD

11/02/21

Porridge making in Agra Deedy https://t.co/BXTSyBaVV2

11/02/21

Reception are getting ready for Chinese New Year 🧧 🍜 https://t.co/z8vdxN7VxF

11/02/21

Securing those number bonds 🧮 https://t.co/4AG0r09qt2

09/02/21

Key Stage One took part in their Speech Bubbles session today. Children from home and from school participated 🙂 https://t.co/WbiYu9W07X

01/02/21

Year 4 have created their very own Roman God Trump cards this week! Who’s the strongest? 💪 https://t.co/qQVrim5pRn

22/01/21

Year 4 have created some fantastic diagrams of the digestive system for Science! https://t.co/2hUQr0PnuR

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Year 4

Year 4 Curriculum Overview

NC Reading (Y3/4)

Reading - Word Reading

Pupils should be taught to:

  • apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in - see English appendix 1 (https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_- _Spelling.pdf) , both to read aloud and to understand the meaning of new words they meet
  • read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

 

Reading - comprehension

Pupils should be taught to:

  • develop positive attitudes to reading, and an understanding of what they read, by:
  • listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read
  • increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
  • identifying themes and conventions in a wide range of books
  • preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry]
  • understand what they read, in books they can read independently, by:
  • checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context
  • asking questions to improve their understanding of a text
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning
  • retrieve and record information from non-fiction
  • participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

 

Term

Content

Half-Term 1

Half-Term 2

Aut

Planning Sequence*

The Iron Man by Ted Hughes and Laura Carlin

Tar Beach* by Faith Ringgold

FaRther by Grahame Baker Smith

Until I Met Dudley by Roger McGough and Chris Riddell

Texts

How Does a Lighthouse Work? by Roman Belyaev

Overheard in a Tower Block* Poems by Joseph Coelho

The Story of Flight by Jakob Whitfields

(ordered x4)

The Story of Inventions by Anna Claybourne and Adam Larkum^

(not ordered)

NC and Content Domain Coverage

 

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text

Spr

Linked Planning Sequence

Winter’s Child by Angela McAllister and Grahame Baker Smith

Cinnamon* by Neil Gaiman and Divya Srinivasan

Odd and the Frost Giants by Neil Gaiman and Chris Riddell

The Matchbox Diary* by Paul Fleischman and Bagram Ibatoulline

Texts

I Am the Seed That Grew the Tree: A Nature Poem for Every Day of the Year (Poetry Collections) by Fiona Waters^

(not ordered)

The Firework Maker's Daughter* by Philip Pullman

Who Let the Gods Out by Maz Evans

 

(ordered x64)

NC and Content Domain Coverage

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text

Sum

 

 

 

 

Linked Planning Sequence

Shackleton’s Journey by William Grill

The Story of Tutankhamun*by Patricia Cleveland-Peck

The Lion the Witch and the Wardrobe by C.S. Lewis

Jabberwocky by Lewis Carroll and Joel Stewart

Texts

The Polar Bear Explorers' Club by Alex Bell

 

(ordered x4)

The Lion the Witch and the Wardrobe by C.S. Lewis

 

(not ordered)

The Dictionary of Difficult Words by Jane Soloman^

 

NO PLANNING SEQUENCE

NC and Content Domain Coverage

 

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text