Our Curriculum

English

 (including reading lists)

Timetable

Music Timetables

PGL Trip

Thank you for completing the medical information form. Below is a link to the PGL website so you can see the activities the children will be taking part in (Orienteering, Aeroball, Buggy Building, Raft Building and the Sensory Trail) and the accomodation, canteen and grounds. 

PGL Parent Guide

Relationship lessons in Summer Term

During the summer term, our RSHE lessons will focus on relationships across the school. As part of this, RSE (Relationships and Sex Education) lessons will be included in the summer term curriculum. 

Relationships lessons are a statutory part of the curriculum and are taught in an age-appropriate and respectful way. Pupils in Years 4–6 will be split by gender for some topics, such as puberty and menstruation. The content for each year group will be shared on year group noticeboards.

There is one non-statutory elements within our RSE curriculum: 

• Female Genital Mutilation (FGM) – Covered in Year 4 and Year 6 in an age-appropriate single lesson.  

Parents are welcome to view the lesson resources beforehand and discuss any concerns with their child’s class teacher. 

• Year 4: FGM will be taught during the week beginning 10th June. 

If you have any questions or concerns, please speak to your child’s class teacher, who will be happy to share the lesson materials with you. 

 
Find out more about our RSHE lessons here. 

Writing Assessments

Dear Parents,

Below are key indicators we are using in Year 4 to assess your child's writing. Please read the bullet points if you would like to support your child's writing at home.

Key indicators include:

• Record, discuss and use vocabulary and grammar from books that have been exposed to me to inspire my writing.
• Use individual story map to plan the order of a story.
• Plan the order of the writing, begin to understand the importance of cohesion and make notes under appropriate sections.
• Decide appropriate paragraph breaks for work.
• Modify a noun phrase with an adjective, noun or preposition.
• Use ambitious adjectives to enhance the nouns in the writing.
• Use more sophisticated similes to describe things in my writing.
• Choose the most appropriate verbs to accurately describe to the reader what is being described.
• Extend sentences to add more detail by using a variety of subordinating conjunctions (All of Year 3 + during, since) at the start and in the middle of a sentence.
• Use the acronym FANBOYS to help me remember coordinating conjunctions (All of Year 3 + for, nor).
• Use a comma after a fronted adverbial.
• Use prepositions as fronted adverbials and include an adjective to give the reader more information.
• Know the difference between the plural and possessive ‘s’.
• Use an apostrophe for plural possession with regular plurals.
• Use the Standard Form of English, drawing on my knowledge of Subject Verb Agreement.
• Identify the difference between simple past and simple present tense.
• Include direct speech in stories but change where the reporting clause is in the sentence (beginning and end).
• Mark the reporting clause (who said it) with a comma when it is not at the end of the sentence.
• Use a consistent and efficient style of handwriting
• Retrieve information in note form from a non-fiction text and begin to group similar information using appropriate subheadings.
• Adverbs to show how (manner) root word spelling change
• Use a simile as a sentence opener.
• Use more sophisticated metaphors to describe things in my writing.
• Short sentences to move events on quickly in a story.
• Start a new paragraph when the setting, action or time change in narrative writing.
• Use a fluent, consistent style and write at speed
• Beginning to use personification to describe things in my writing.
• Use a mixture of short sentences, simple sentences, compound and complex sentences.
• Use fronted adverbials followed by a comma. When (Frequency) and How (Degree).
• Include complex sentences in my writing which start with a subordinating conjunction and marking the subordinating clause with a comma.
• Add an ‘s’ to show plural and use irregular plural noun forms of plural (children, women)
• Add an ‘s’ to show plural and use irregular plural noun forms of plural. -es words (foxes, boxes).
• Understand the difference between the use of conjunctions, adverbs and prepositions and can explain this.

Cooking and Gardening:

We are very proud to continue to provide a fantastic opportunity for our pupils to attend cooking sessions. These sessions take place with their class teacher, within the School House kitchen, during the school day.

An annual voluntary contribution of £13.00 has been added to MCAS to cover the cost of ingredients, required to supplement the fresh ingredients provided from the school garden. This fee covers sessions for the whole school year, from September 2024 until July 2025.

This fee is voluntary, however, without the support of our parents, we will be unable to provide an opportunity such as this for our pupils.

To make payment, please log into your MCAS account. The fee, located within the Clubs section, is now available to be added to your basket. Thank you!

The Borrowers, Mary Norton

ISBN: 0141354860

The Borrowers, Mary Norton

ISBN: 0141354860

 Eye Witness, Ancient Greece

ISBN-10: ‎ 1409343650

ISBN-13: ‎ 978-1409343653

 Eye Witness, Ancient Greece

ISBN-10: ‎ 1409343650

ISBN-13: ‎ 978-1409343653

The Land of Roar, Jenny McClachlan
ISBN-10: ‎1405293675

ISBN-13: 978-1405293679

The Land of Roar, Jenny McClachlan

ISBN-10: ‎1405293675

ISBN-13: 978-1405293679

Reading and talking about their reading to an adult for at least 20 minutes, 5 times a week.

Please do ensure that you allocate time to to talk about what you have read with your child during each session. So if you set aside 20 minutes for reading, spend 10 minutes reading and 10 minutes asking your child questions about what they have just read.  Look at the 'KS2 Reading Prompts' document at the bottom of the page for help with questioning.

Complete your child’s reading record each time they read and sign at the end of the week. Remember it doesn’t always have to be their school book. Reading records and reading books should be sent into school daily.

Updated recommended reading list for Year 4 can be found here.

Children should log on and practise TT Rock Stars 4 times per week. All children are expected to be able to fluently recall their times tables by the end of Year 4 and will take the Multiplication Times Table Check in the Summer term. Regular practise at home will go a long way in ensuring your child can meet this National Curriculum goal.

This half-term we are practising all times tables in preparation for the Multiplication Check.

Have a read of the TTRS Parents Guide  and the MTC preparation schedule at the bottom of the page.

This half-term we are learning about decimals

Our spelling words are updated every other week. There will be 6 words based on the spelling pattern of our spelling program. 
Children will now be using their Read, Write Inc Spelling Log Books to record the new words. Please practise the spelling words at home ready for our dictation lesson.

In addition to Read, Write Inc Spellings, children should know how to spell the following words in order to be considered "AT" in writing by the end of year 4:

accident    accidentally     although

believe      bicycle    business

caught      centre     century       certain       circle

difficult      disappear

eight         eighth     enough       experience

famous     favourite

grammar   guard     guide

height

knowledge

length       library

material    medicine     mention      minute

naughty    notice

occasion   occasionally     opposite     ordinary

particular   peculiar     position    possess    possession     potatoes pressure    probably    purpose

sentence   separate    special     strength    suppose

therefore   though       thought 

various

weight      woman

New spelling will be continued after our trip to Liddington. In the meantime we will be reviewing previously learnt spelling patterns.