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| Narrative, plays and scripts 16-17 weeks |
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| Non-fiction 13-15 weeks |
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| Poetry 4 weeks |
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| Numbers of weeks identified for each unit are suggestions only |
* Where the unit title is asterisked, detailed planning exemplification has been produced and can be accessed by clicking on the title.
The combined content of these units, together with continuous and discrete work at word and sentence level, carries the learning that children can be expected to achieve in Year 4. Further work on presentational skills and speaking and listening will be ongoing throughout the year. Literacy learning in Year 4 is summarised in the objectives in the twelve strands. The year divides into 16-17 weeks on narrative, plays and scripts, 13-15 weeks on non-fiction and 4 weeks on poetry but these timings and the ordering of many of the units can be flexible. This flexibility means that schools can position the units to create purposeful links across the curriculum. However care must be taken to maintain the progression in learning at text, sentence and word levels if these units are taught in a different order from the one suggested.
It is expected that the non-fiction units will take place before, after or alongside units from across the curriculum that will provide the content and purpose for speaking, listening, reading and writing. Many schools will also wish to link narrative, plays and poetry units across the curriculum.
See pages 29-36 of Learning and teaching in the primary years: Designing opportunities for learning (Ref: 0521-2004) to see how curriculum maps can be used to align units of study across curriculum areas.
See the Qualifications and Curriculum Authority's opportunities for and examples of embedding aspects of English in art and design, design and technology, geography, history, music, science and mathematics at Key Stages 1 and 2 (http://www.qca.org.uk/qca_5226.aspx).
The two poetry units are relatively free-standing and could be used at any stage of the year and in any order. Whenever their timing, the level of reading and writing expected and the word level and presentation skills integrated within them must clearly build on from previous learning and towards end-of-year expectations.
Although these units do not simply repeat the exemplified planning previously published, this remains relevant, and in some instances may be drawn upon for materials and approaches. The relationship between the two is shown in one of the tables below.
The poetry block addresses the following learning objectives.
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Poetry |
UNIT 1 |
UNIT 2 |
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1. Speaking |
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Offer reasons and evidence for their views, considering alternative opinions |
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Respond appropriately on the contributions of others in light of differing viewpoints |
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Tell stories effectively and convey detailed information coherently for listeners |
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Use and reflect on some ground rules for sustaining talk and interactions |
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2. Listening and responding |
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Listen to a speaker, make notes on the talk and use notes to develop a role-play |
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Compare the different contributions of music, words and images in short extracts from TV programmes |
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Identify how talk varies with age, familiarity, gender and purpose |
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3. Group discussion and interaction |
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Take different roles in groups and use the language appropriate to them, including roles of leader, reporter, scribe and mentor |
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Use time, resources and group members efficiently by distributing tasks, checking progress, making back-up plans |
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Identify the main points of each speaker, compare their arguments and how they are presented |
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4. Drama |
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Create roles showing how behaviour can be interpreted from different viewpoints |
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Develop scripts based on improvisation |
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Comment constructively on plays and performances, discussing effects and how they are achieved |
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5. Word recognition (objectives covered by the end of Year 2) |
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6. Word structure and spelling |
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Use knowledge of phonics, morphology and etymology to spell new and unfamiliar words |
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Distinguish the spelling and meaning of common homophones |
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Know and apply common spelling rules |
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Develop a range of personal strategies for learning new and irregular words |
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7. Understanding and interpreting texts |
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Identify and summarise evidence from a text to support a hypothesis |
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Deduce characters' reasons for behaviour from their actions and explain how ideas are developed in non-fiction texts |
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Use knowledge of different organisational features of texts to find information effectively |
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Use knowledge of word structures and origins to develop their understanding of word meanings |
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Explain how writers use figurative and expressive language to create images and atmosphere |
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8. Engaging with and responding to texts |
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Read extensively favourite authors/genres and experiment with other types of text |
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Interrogate texts to deepen and clarify understanding and response |
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Explore why and how writers write, including through face-to-face and online contact with authors |
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9. Creating and shaping texts |
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Develop and refine ideas in writing using planning and problem-solving strategies |
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Use settings and characterisation to engage readers' interest |
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Summarise and shape material and ideas from different sources to write convincing and informative non-narrative texts |
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Show imagination through language used to create emphasis, humour, atmosphere or suspense |
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Choose and combine words, images and other features for particular effects |
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10. Text structure and organisation |
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Organise texts into paragraphs to distinguish between different information, events or processes |
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Use adverbs and conjunctions to establish cohesion within paragraphs |
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11. Sentence structure and punctuation |
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Clarify meaning and point of view by using varied sentence structure (phrases, clauses, adverbials) |
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Use commas to mark clauses and the apostrophe for possession |
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12. Presentation |
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Write consistently with neat, legible and joined handwriting |
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Use word processing packages to present written work and continue to increase speed and accuracy in typing |
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Poetry 2006 |
UNIT 1 |
UNIT 2 |
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National Literacy Strategy 2003 |
Poetry Y4 T1 |
Poetry Y4 T3 |
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