St Peter's CE School
St Peter's CE School
‘Invite, Include, Imagine, Inspire’ Our values this term are 'Joy and Love' The fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness. Galatians 5:22 Love your neighbour as yourself. Mark 12:31 Article 31 You have the right to play and rest.

Year 4


  • 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.




  • 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.





  • 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.




  • 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.
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RRSA STARS EQualities Eco-Schools Award RRSA RRSA Healthy Schools Silver Healthy Schools London