Year 4 - Cross Curricular Water Cycle 3 Week Unit In this 3 week unit you have plans that stretch across your English and Science lessons. In your english you will be writing explanation texts, whilst in Science you will be covering evaporation and condensation, followed by the water cycle. Science Programmes of Study: States of matter: • compare and group materials together, according to whether they are solids, liquids or gases • observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) • identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Notes and guidance: Pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container). Pupils should observe water as a solid, a liquid and a gas and should note the changes to water when it is heated or cooled. Working Scientifically Skills: • Asking relevant questions and using different types of scientific enquiries to answer them. • Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers. • Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions. • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. • Reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions (*English link). • Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions. • Identifying differences, similarities or changes related to simple scientific ideas and processes. English Learning Objectives:

Year 4 - Guided Reading - The Robot and the Bluebird. This two week guided reading plan focuses on The Robot and the Bluebird by David Lucas. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: The Robot and the bluebird Children to have the front cover of the text and complete inference grid: -What can I see? -What might happen? -What questions do I have? Children to read the text in pairs. Content Domain: Identifying, discussing and collecting effective words and phrases which capture the reader’s interest and imagination e.g. metaphors, similes Possible Questions: How has the robot been described? What is he like? How do you feel about him? Which page has the most engaging language? (p19/20) Which words stand out? How do they make you feel? Why? What features has the author used? Activity: Children to have a copy of this page and to highlight/text mark the engaging features. Follow Up Tasks: -Show page as the seasons change (7/8). Questions: What words have already been used to describe him? What words do we like? How does it make us feel? Can we capture the reader’s interest anymore on this page? What language features could we use? Activity: Children to work in pairs to come up with different language features to describe the robot that will engage the reader more. (adverbial phrase/expanded noun phrase/ compound sentence/complex sentence/simile/metaphor) Spelling Focus: [SHORT ACTIVITY] Words ending in (k sound) –que Can you think of any words that end in a –k sound? -ck -k -ke Examples: focus on: unique, antique. Other words: like, leek, meek, week, weak, cake, bake etc Comprehension (differentiated): Based on finding and collecting adjective, metaphors, similes and explaining why the author has used the different phrases. Free reading – any text Free writing – any writing about the text (ideas include description of the robot/bluebird, book review, own story of where the bird came from/journey) Challenge: Can they include any of the spelling words we have focused on?

Year 4 - Guided Reading - George’s Marvellous Medicine This two week guided reading plan focuses on George’s Marvellous Medicine by Roald Dahl. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: George’s Marvellous Medicine Day 1: Introduce book Show some pictures on the board to help give clues as to what book will be reading. TTYP: What do you think? Wat might it be about? Show front cover and discuss. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading CT to read chapter 1-4 on their own. Ch to mark any words unsure of and will discuss after. Response to text Remind ch of the LO I am learning to retrieve answers form a text. On the IWB have a range of questions about the text. What did George need to remember to do when his mum went out? Why was George ‘board to tears’? When did grandma treat George badly? What did she warn George not to eat? Why did George call her ‘beastly?’ Day 2: Recap what had happened in the story. I am learning to ask questions about a character. Activity: Children to be given a sheet with question words on it. They need to think of questions that they would ask the character George. Day 3: Spelling Focus: [SHORT ACTIVITY] See Powerpoint Day 4: Comprehension (differentiated): Ch to read and answer the questions based on the story they have read so far. Ch to mark their answers after. Day 5: Free reading – any text Free writing – Challenge: Can they include any of the spelling words we have focused on?

KS2 Hinduism programme of study In this unit children will be introduced to the topic of Hinduism. This 6 lesson unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Pupils will be taught to:  make connections between stories about eg Krishna and Rama, and the Hindu belief that God descends to earth when evil threatens to overcome good  make connections between Hindu stories (eg Krishna and Sudarma, Krishna dancing with the gopis) and belief in a personal, devotional relationship between God and the individual  make connections between Hindu belief in one God and the diverse forms in which God is worshipped eg Krishna, Rama, Lakshmi, Ganesha  make connections between service (seva) to others and devotion to God  make connections between Hinduism and other religions in relation to, for example, teachings about loving God and a responsibility to care for others, which motivate individuals, communities and Hindu aid agencies (eg Sewa International)  make connections between the existence of well-established Hindu communities in Britain and the building of traditionally-designed mandirs in London and other cities  make connections between devotion to God and how this is expressed in worship in the Hindu home and mandir eg puja, arti, prashad  make connections between the belief that God is in everyone and everything and the implications for how Hindus should live their lives  make connections between the themes of Hindu narratives about the gods and the parallel experiences for humans trying to live a good life eg the struggles to overcome evil in the Ramayana, Ganesha helping to overcome obstacles Teaching and learning should involve pupils in developing the skill of:  using specialist vocabulary in communicating their knowledge and understanding of Hindu beliefs, teachings, practices and symbols Teaching and learning should involve pupils in using and interpreting:  a range of sources including the Hindu scriptures, stories from the Hindu tradition, murtis, the mandir, artefacts, pictures and symbols, songs and music, festival food; the media and ICT/the internet, to gain knowledge and understanding of Hindu beliefs, teachings and practices

This activity focuses on tally charts, pictograms and block diagrams. Learning Outcome: To interpret and construct simple tally charts, pictograms and block diagrams. First they must create a tally chart using the information given, then turn this tally chart into a pictogram. Part of this also requires them to create a key which links a symbol to represent 2 sandwiches. Next they use the block diagram and tally chart to create a block diagram. Lastly there are some questions that help them to interpret the data.

Year 4 - Computing - E-safety This 5 Week plan focuses on E-safety, a core issue highlighted in our current National Curriculum. Objective: Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. LO: I can understand how to keep myself safe when using technology LO: I can understand how to keep myself safe when using technology LO: I can use technology safely, respectfully and responsibly

Year 4 - Guided Reading - The Hodgeheg This is a weekly guided reading plan for a year 4 class. Text: The hodgeheg by Dick King Smith Book introduce Show ch the front cover on the IWB. What do you think the book will be about? Discuss with tables. Ge feedback. What type of book do you think it is? Why do you think this? Show ch the blurb and read together. Does this change what you think the book might be about? Share LO: I am learning to retrieve information from a text. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading Children to read the extract by them selves. Response to text Remind ch of the LO. On the IWB have a range of questions about the text. Explain to them what the word retrieval means and how we answer these types of questions. Discuss the answers as a class once they have disussed with partner. Where do the hedgehogs live? What did they have to do to get to the park? What were the baby hedgehogs named after? Find one word that means the food was delicious. Other activities include a comprehension, comprehensive lessons plans and powerpoint.

Year 4/5 - Fantasy Narrative - 3 week unit - The Dreamgiver. In this 3 week unit your class will write a character description in week 1, then over the next two weeks write the opening, build-up (week 2), problem, resolution and ending (Week 3). This 3 week unit is based on The Dreamgiver video created by The Literacy Shed website, who provide amazing animations to use in your lessons. This unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.) End of Unit (Big Writing) I am learning to/ I can: I am learning to write a story with a fantasy setting. Wk1: Character description: Using expanded noun phrases, figurative language, pronouns (he/she/it) Wk2: Writing the opening and build-up: Using above features, plus fronted adverbials, variety of sentence lengths (simple, compound, complex sentences) Wk3: Writing problem, resolution and ending

Year 4 - PSHE - Researching different celebrations and cultures. In this lesson you will give your class the opportunity to research different prominent celebrations from around the world There are 6 celebrations but you could add more. I have used Eid, Chinese New Year, The Sabbath, Thanksgiving, Diwali and Easter. An example of the type of questions asked are below: What celebration am I researching? Eid Who celebrates it? Where is it celebrated? How do people celebrate it? What do I need to join in the celebration? When is it celebrated? What feelings are felt during this celebration? Happiness Thoughtfulness Sadness Hope Remembrance Why?

Year 4 - Recommended Reading List This list could be used in the back of a Reading Record, or in a guided reading book. The list lays out 60 books that children in year 4 should be aiming to read.

In this unit children will be introduced to the topic of the digestive system and teeth. This 7 lesson unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Pupils will be taught to: • Describe the simple functions of the basic parts of the digestive system in humans • identify the different types of teeth in humans and their simple functions • construct and interpret a variety of food chains, identifying producers, predators and prey Working Scientifically Skills: • asking relevant questions and using different types of scientific enquiries to answer them • setting up simple practical enquiries, comparative and fair tests • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions • identifying differences, similarities or changes related to simple scientific ideas and processes • using straightforward scientific evidence to answer questions or to support their findings.

Guided Reading - Fantastic Mr Fox 6 Week Plan This 6 week guided reading plan focuses on The Fantastic Mr Fox by Roald Dahl. This plan follows group-based guiding reading approach meaning that each /table or group will complete a different activity on each day. This package includes a detailed plan that lays out the schedule for the whole 6 weeks, alongside this there are follow-up tasks that relate to each weeks activities. Example Plan: Book Intro/ recap: (5 mins) Introduce new text (chn should have listened to ebook Chapters 1 The Three Farmers and 2 Mr Fox prior to session) Read chapters 1 and 2 to the children. What were the farmers’ name? Challenge pwb: Collect all the adjectives and adverbs that describe the farmers. What kind of an impression do these words make together? Which farmer would you rather work for? Explain your answer. Strategy Check: (5 mins) Explain that when reading you will always encounter new words. What can we do if we find a word we don’t understand? Elicit use a dictionary. How will this help us when reading a text? State LO. Explain that today we will learn to use a dictionary accurately to look up tricky words and find their definitions. Independent reading: (5 mins) Chn read extract/ area of focus. Response to the text: (10 minutes) Model process thinking aloud using alphabetical order to find a tricky word. Read the meaning. Discuss. Put into a sentence. Ask chn to put inot a sentence of their own (using context in book to help them) In pairs, chn to repeat for another word. Then independently when reading the text. Feedback at end. Was it useful? How did it help you to understand the text? Do you like the text so far? Introduce follow up task.

Year 4/5 - Beowulf - 5 week unit Year 4/5 - Historical - 5 week unit - Beowulf In this 5 week unit your class will write a character description in week 1, then over the next two weeks write the opening, build-up (week 2), problem, resolution and ending (Week 3). In week 4 and 5 the class will write two newspaper articles, the first will be a joint-composition explaining the events that surround the character Beowulf, the second a similar re-telling but for a different audience. This 5 week unit is based on the poem Beowulf and provides a great cross-curricular link for any schools who also study the Anglo-Saxons and Vikings. This unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.)

In this unit children will be re-introduced to the topic of electricity. This 7 lesson unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Pupils will be taught to: • identify common appliances that run on electricity • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers • identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery • recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit • recognise some common conductors and insulators, and associate metals with being good conductors. Working scientifically skills to be worked on: • asking relevant questions and using different types of scientific enquiries to answer them • setting up simple practical enquiries, comparative and fair tests • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions • identifying differences, similarities or changes related to simple scientific ideas and processes • using straightforward scientific evidence to answer questions or to support their findings.

Year 4 - Guided Reading - The Reluctant Dragon This two week guided reading plan focuses on The Reluctant Dragon by David Lucas. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: The Reluctant Dragon Day 1: Children to have the front cover of the text and first page and complete table What techniques can you see? Is the Reluctant Dragon going to be a villain or a hero? What tells you this? Children to read pages 1 - 11 in pairs. Content Domain: Identifying, discussing and collecting effective words and phrases which capture the reader’s interest and imagination e.g. metaphors, similes Making predictions based on information stated and implied Possible Questions: pp2-5 What is the difference between “terrible” and “terrified”? Does the shepherd’s wife look frightened? What about his son? p8 The boy says “Don’t worry.” Do you think his parents are: very worried – a little bit worried – not at all worried? p11 What kind of questions would you ask a dragon? Activity: Make a prediction about what might happen in the story Day 2: Follow Up Task Content Domain: Identifying main ideas drawn from more than one paragraph and summarising these Children to read pages 12 - 30 in pairs. Activity: Look at pages 12- 30 in pairs. Write down any figurative language. Pick out similes, metaphors adjectives that evoke the scene. e.g I suppose the Earth sneezed or shook itself. Day 3: Spelling Focus: [SHORT ACTIVITY] See Slides on IWB Day 4: Comprehension Children to read pages 31 - 40 in pairs. Content Domain: Analysing and comparing a range of plot structures. Activity: Children to complete a range of questions using different skills. True/False, matching different sentence starters and endings, ordering the story. Day 5: Free reading – any text Free writing – writing a new introduction to The Reluctant Dragon. Challenge: Can they include any of the spelling words we have focused on?

English - Persuasive Letter Year 4/5 - Persuasive Letter - 1 week unit. In this 1 week unit your class will write a persuasive letter to Horrid Henry about the benefits of reading. Lesson LO’s: Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.) Familiarisation with text: I am learning to understand the purpose and styles of a persuasive text Analysing Text, language features and organisation: I am learning to understand the language and structural features of a persuasive text Capturing ideas: I am learning to role-play, plan, orally rehearse a persuasive text Demonstration/Shared/Supported/Joint Construction Writing: I am learning to jointly construct a persuasive text End of topic (Big Writing) I can write a persuasive text independently This unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class.

English - Creative Writing - Rivers In this 2 week unit your class will write two descriptive pieces of writing, one about a clean, beautiful river, and one about a dirty, polluted river. Lesson LO’s: Familiarisation with text: I am learning to plan and write an explanation text Capturing ideas: I am learning to gather information from a range of sources Analysing Text, language features and organisation: I am learning to think about how information is arranged in an explanation text. Demonstration/Shared/Supported/Joint Construction Writing: End of topic (Big Writing) I am learning to/ I can: Write an creative description. This unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class.

Year 4 - PSHE - Needs and Wants. In this lesson the class will learn about the difference between needs and wants. I recommend using a circle time to discuss how there are things in life that we cannot do without (air, food, shelter etc) and there are those things in life we want (Xbox, Macdonalds etc). This worksheet then provides a table for children to write down a list of needs and wants, and then reflect on the difference between the two. This is a perfect opportunity to assess whether they have truly understood.

LO: I can identify the differences between rights and responsibilities. This activity has the class using a Venn diagram to show the responsibilities they had when in year 1 vs year 4. Then they mind map the different rights they have as both a student and a young person. Lastly they reflect on the difference between rights and responsibilities.