‘Invite, Include, Imagine, Inspire’
Our value this term is: 'Hope'
Rejoice in hope, be patient in tribulation be constant in prayer. Romans 12:12
UN Rights of a Child Article 39: You have the right to help if you've been hurt, neglected or badly treated.
A YEAR 4 SPEAKER
I ask questions to clarify or develop my understanding.
I can sequence, develop and communicate ideas in an organised and logical way, always using complete sentences.
I show that I understand the main point and the details in a discussion.
I adapt what I am saying to the needs of the listener or audience (increasingly).
I show that I know that language choices vary in different contexts.
I can present to an audience using appropriate intonation; controlling the tone and volume so that the meaning is clear.
I can justify an answer by giving evidence.
I use Standard English when it is required.
I can perform poems or plays from memory, conveying ideas about characters and situations by adapting expression and tone.
A YEAR 4 READER
I can apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
I can read further exception words, noting the unusual correspondences between spelling and sound.
I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
I know which books to select for specific purposes, especially in relation to science, geography and history learning.
I can use a dictionary to check the meaning of unfamiliar words.
I can discuss and record words and phrases that writers use to engage and impact on the reader.
I can identify some of the literary conventions in different texts.
I can identify the (simple) themes in texts.
I can prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action.
I can explain the meaning of words in context.
I can ask relevant questions to improve my understanding of a text.
I can infer meanings and begin to justify them with evidence from the text.
I can predict what might happen from details stated and from the information I have deduced.
I can identify where a writer has used precise word choices for effect to impact on the reader.
I can identify some text type organisational features, for example, narrative, explanation and persuasion.
I can retrieve information from non-fiction texts.
I can build on others’ ideas and opinions about a text in discussion.
A YEAR 4 WRITER
I can spell words with prefixes and suffixes and can add them to root words.
I can recognise and spell homophones.
I can use the first two or three letters of a word to check a spelling in a dictionary.
I can spell the commonly mis-spelt words from the Y3/4 word list.
I can use the diagonal and horizontal strokes that are needed to join letters.
I understand which letters should be left unjoined.
My handwriting is legible and consistent; down strokes of letters are parallel and equidistant; lines of writing are spaced sufficiently so that ascenders and descenders of letters do not touch.
I can compose sentences using a range of sentence structures.
I can orally rehearse a sentence or a sequence of sentences.
I can write a narrative with a clear structure, setting and plot.
I can improve my writing by changing grammar and vocabulary to improve consistency.
I use a range of sentences which have more than one clause.
I can use appropriate nouns and pronouns within and across sentences to support cohesion and avoid repetition.
I can use direct speech in my writing and punctuate it correctly.
GRAMMAR AND PUNCTUATION
I can use noun phrases which are expanded by adding modifying adjectives, nouns and preposition phrases.
I can use fronted adverbials.
I can write in paragraphs.
I make an appropriate choice of pronoun and noun within and across sentences.
I can use inverted commas and other punctuation to indicate direct speech.
I can use apostrophes to mark plural possession.
I use commas after fronted adverbials.
Whole School Attendance: