Twitter

30/11/20

Year 3 using technology to design their own clothes! Order yours ready for Christmas! https://t.co/oE3kjTNxoZ

26/11/20

Our School Council setting up the Christmas decorations! It’s beginning to look a lot like Christmas!🎄 https://t.co/7sl9TJDLI8

23/11/20

Year 3 Seedling update 2 Our seeds have germinated and begun to grow! https://t.co/I3nzS1r1X0

20/11/20

Year 3 Seedling update 1 - Condensation already beginning to take place creating a continuous supply of moisture for our seeds. https://t.co/E26DH5ycnn

20/11/20

Year 3 making their own greenhouses! Stay tuned for daily seedling updates. https://t.co/I71tUdacda

19/11/20

Year 6 magpie-ing ideas from each other in preparation for their big write 🖌 https://t.co/DU8VbFlGYp

18/11/20

✍️ Celebrating Writing ✍️ https://t.co/CWb4gstWrn

18/11/20

🎶🎵Learning to read music 🎵 🎶 https://t.co/efjGp9Jw5D

18/11/20

This term, we are studying collage in art lessons - beautiful work Year 3 🖼 https://t.co/Qq6BjPgZLw

11/11/20

Watch our virtual tour. Enjoy! https://t.co/75ge6Tphmm

08/11/20

Our core values https://t.co/AzkMbajehU

08/11/20

Harris Primary Free School Peckham Virtual Tour. Enjoy! https://t.co/LlcyQjtmbc

07/11/20

Inspiring! https://t.co/hr4NmgxL2m

07/11/20

Year 3 Sone Age tools ⚒️ DT project https://t.co/kZIqdlk3Mr

06/11/20

Year 2 DT projects - designing and building a slide 🧱 🌉 https://t.co/BBfbb3nhKa

05/11/20

Year 4’s DT project was to design and create biscuit packaging. There were bonus points for anyone who also made biscuits! What eye-catching packaging! 👁 🍪 https://t.co/mwsQ3sdQ1b

05/11/20

Year 6 researching facts to help them create their hybrid animal#NonChronologicalReport#creativity https://t.co/YuDT5vpKKy

02/11/20

Autumn 2 pedagogical focus - accountable talk partners. Our teachers are looking at the research practising the strategy with each other. https://t.co/vtBwXdhjKE

30/10/20

Pictures of the half-term Design Tech projects are making us hungry! Yum 🥣 🍞 Well done! https://t.co/IdOgdzBC0v

17/10/20

Martinez reception class enjoyed exploring the pumpkin and vegetables this week! 🎃 https://t.co/iIY4mouGOO

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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Year 4

Year 4 Curriculum Overview

Term

Content

Half-Term 1

Half-Term 2

Aut

Literary Themes

Freedom and Captivity

Invention and Innovation

Texts

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

Genres and Outcomes

Character descriptions, short news report, letter of advice, menu (using descriptive devices), poetry, mystery narrative

Character descriptions, formal letter, book review, dialogue (direct speech), retellings, own version narrative (written as a playscript)

Retellings, recounts (postcards), setting descriptions, diary entries, explanation texts, sequel story

Letters, posters, explanations

NC Coverage

Vocabulary, Grammar & Punctuation

- Add clarity and detail to sentences by adding fronted adverbials.
- Expand noun phrases by the addition of modifying adjectives, nouns and prepositions (e.g. the teacher expanded to the strict teacher with curly hair)
- Inverted commas for direct speech and using a comma after the reporting clause e.g. The conductor shouted, ‘Sit down!’)

 

Writing (Composition)

- Plan their writing by discussing the structure, vocabulary and grammar of a range of writing and by discussing and recording ideas.
Draft and write by:
- Creating settings, characters and plots

- Assessing their own and others’ writing so as to improve meaning and effectiveness
- Propose changes to grammar and vocabulary to improve consistency
Proof read for spelling and punctuation
Read aloud their own writing to a group or whole class using intonation and controlling tone and volume so that their meaning is clear.

 

Vocabulary, Grammar & Punctuation

- Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]

- Introduction to paragraphs as a way to group related material
- Introduction to inverted commas to punctuate direct speech
- Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
- Fronted adverbials [for example, Later that day, I heard the bad news.]
- Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names] - Use of commas after fronted adverbials

 

Writing (Composition)

Plan their writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
Draft and write by:
- Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
- Organising paragraphs around a theme
- In narratives, creating settings, characters and plot
Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing and suggesting improvements
- Reading aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Vocabulary, Grammar & Punctuation

- Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
- Using conjunctions, adverbs and prepositions to express time and cause
- Using fronted adverbials

- Introduction to paragraphs as a way to group related material - Use of paragraphs to organise ideas around a theme

 

Writing (Composition)

Plan their writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Draft and write by:
- In narratives, creating settings, characters and plot
- Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
Evaluate and edit by:
- Assessing the effectiveness of their own and others’ 
writing and suggesting improvements

 

 

 

Vocabulary, Grammar & Punctuation

- Formation of nouns using a range of prefixes [for example super–, anti–, auto–] (Y3)
- Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] (Y3)
- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of] (Y3)
- Headings and sub-headings to aid presentation (Y3)
- The grammatical difference between plural and possessive –s
- Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
- Fronted adverbials [for example, Later that day, I heard the bad news.]
- Use of paragraphs to organise ideas around a theme
- Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
- Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]
- Use of commas after fronted adverbials

 

Writing (Composition)

- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
- Organising paragraphs around a theme

- In non-narrative material, using simple organisational devices [for example, headings and sub-headings]
- Assessing the effectiveness of their own and others’ writing and suggesting improvements - Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

Proof-read for spelling and punctuation errors
Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

 

Spelling Rules and Word List Words

See Attached Overview

 

 

 

Spr

Literary Themes

Darkness and Light

Taking Courage

Texts

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

Genres and Outcomes

Postcard (recount), dialogue, setting description as a letter, retelling, fantasy story sequel

Diary entries, informal letters, dialogue, adverts, limericks and other poetry forms, own version mythical tale

Narrative recount, character and setting descriptions, letters, short explanations, retelling - alternative perspective

Dialogue, diary entry, re-telling (oral dictation), mini-autobiography, ship’s log, non-chronological report

NC Coverage

Vocabulary, Grammar & Punctuation

- Introduction to paragraphs as a way to group related material
- Introduction to inverted commas to punctuate direct speech
- Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
- Fronted adverbials [for example, Later that day, I heard the bad news.]
- Use of paragraphs to organise ideas around a theme
- Use of inverted commas and other punctuation to indicate direct speech

 

Writing (Composition)

- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
- Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)

- Organising paragraphs around a theme
- Assessing the effectiveness of their own and others’ writing and suggesting improvements

 

Vocabulary, Grammar & Punctuation

- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)

- Fronted adverbials [for example, Later that day, I heard the bad news.]
- Use of paragraphs to organise ideas around a theme
- Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
- Use of inverted commas and other punctuation to indicate direct speech

 

Writing (Composition)

Plan their writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Draft and write by:
- Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
- Organising paragraphs around a theme
- In narratives, creating settings, characters and plot
Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing and suggesting improvements
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
- Proof-read for spelling and punctuation errors
- Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

 

Vocabulary, Grammar & Punctuation

- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Fronted adverbials [for example, Later that day, I heard the bad news.]

- Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)

 

Writing (Composition)

Write sentences by:
- Discussing and recording ideas
Draft and write by:
- In narratives, creating settings, characters and plot
- Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
- Organising paragraphs around a theme
Evaluate and edit by:
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

 

Vocabulary, Grammar & Punctuation

- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Introduction to paragraphs as a way to group related material

- Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]
- Introduction to inverted commas to punctuate direct speech
- Headings and sub-headings to aid presentation

- Use of paragraphs to organise ideas around a theme
- Use of commas to clarify meaning or avoid ambiguity (Y5)

 

Writing (Composition)

Plan their writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
Draft and write by:
- In non-narrative material, using simple organisational devices [for example, headings and sub-headings]
Evaluate and edit by:
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

 

 Spelling Rules and Word List Words

See Attached Overview

 

 

 

Sum

Literary Themes and Cross Curricular Links

Exploration and Discovery

Fantasy Worlds

Texts

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

Genres and Outcomes

Packing lists (justifications), letters (formal and informal), interviews, diaries, newspaper report

Non-chronological reports, instructions, character descriptions, diary entry, newspaper reports and posters, Biography of Tutankhamun

Poem, eyewitness report, an imaginary conversation, writing in role, own version narrative (set in another world)

Performance poetry, explanatory descriptions, nonsense poem

NC Coverage

 

 

 

 

Vocabulary, Grammar & Punctuation

- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Introduction to paragraphs as a way to group related material

- Headings and sub-headings to aid presentation
- Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play
- Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
- Fronted adverbials [for example, Later that day, I heard the bad news.]
- Use of commas after fronted adverbials
- Introduction to inverted commas to punctuate direct speech

 

Writing (Composition)

Plan their writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Draft and write by:
- Organising paragraphs around a theme
- In non-narrative material, using simple organisational devices
Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing and suggesting improvements
- Proof-reading for spelling and punctuation errors

 

Vocabulary, Grammar & Punctuation

-Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
-Introduction to paragraphs as a way to group related material

-Headings and sub-headings to aid presentation
-Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play
-Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
-Fronted adverbials [for example, Later that day, I heard the bad news.]
-Use of commas after fronted adverbials

 

Writing (Composition)

Plan their writing by:
-Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Discussing and recording ideas
Draft and write by:
- Organising paragraphs around a theme
- In non-narrative material, using simple organisational devices [for example, headings an subheadings]
Evaluate and edit by:
- proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

 

Vocabulary, Grammar & Punctuation

- Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions
- Headings and sub-headings to aid presentation
- Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]

- The grammatical difference between plural and possessive –s
- Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]
- Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
- Fronted adverbials [for example, Later that day, I heard the bad news.]
- Use of paragraphs to organise ideas around a theme
- Use of inverted commas and other punctuation to indicate direct speech
- Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]

 

Writing (Composition)

- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)

- Organising paragraphs around a theme
- In narratives, creating settings, characters and plot
- Assessing the effectiveness of their own and others’ writing and suggesting improvements - Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

 

Vocabulary, Grammar & Punctuation

- Expressing, soon, therefore], or prepositions [for example, before, after, during, in, because of]
- Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)

- Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

Writing (Composition)

Plan their writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
Draft and write by:
- Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
- In narratives, creating settings, characters and plot
Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing and suggesting improvements
- Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

 

Spelling Rules and Word List Words

See Attached Overview