33
YEAR 4 CURRICULUM GUIDE I am delighted to introduce the Year 4 Curriculum Guide for 2017-2018 and hope that you will find it both helpful and informative. In each subject it sets out in broad terms the syllabus which your child will cover during the year. This is necessarily a general guide, as any syllabus must be adapted to suit each particular teaching group. In Year 4 the children consolidate many of the skills which they have learnt over the previous year. At the same time, we continue to encourage pupils to become more independent in all aspects of their learning and in organising their personal belongings, homework and equipment. Independent research skills are also promoted and developed through project work. In terms of the children’s personal development, the residential trip to an activity centre in the summer term is anticipated with enthusiasm and is, for many, their first trip away from home without their parents. The focus in Year 4 will continue to be on the development of key skills and on the acquisition of important knowledge and understanding to ensure that firm foundations are laid for the future. Although we use ongoing assessment to inform our teaching, the emphasis is not on examinations; our aim continues to be for each child to achieve their best in everything that they do in order to fulfil their individual potential. Following on from Year 3, Year 4 will continue to work from the International Primary Curriculum (IPC). The IPC is a thematic, creative curriculum, allowing us to cover the 2014 National Curriculum for Science, History and Geography in an inspiring way. It offers an international flavour and allows us to incorporate our School Values in our planning. Year 4 will also continue to embark on the Thomas’s Outdoors Programme, starting a new phase called ‘Young Explorers’. Every three weeks, the children will take part in challenging, safe and fun outdoor experiences to allow them to develop the life skills of critical thinking, collaborating, communication and creativity, as well as strengthening their understanding of our School Values. All Year 4 parents will be invited to a formal academic meeting with me by the end of this academic year, with priority given to those parents I have yet to meet. Nationally standardised summative scores and internal summative assessment will be shared, as well as feedback on your child’s daily effort and attainment in class. You should leave with a clear idea of your child’s ability and of our expectations for their potential, ready to start the journey of choosing a senior school for your child. Following this meeting, Year 4 parents will be invited to attend a talk In February and, unless they are considering 11+ boarding, no further parent appointment is necessary in Year 4. Should you be considering registering with an 11+ boarding school, an appointment should be made with Mrs Maclean Bather, Assistant Head 11+, at this point. I hope that Year 4 proves to be a happy and fulfilling time for your child.
Rachel Turpin Head of Middle School
TEACHING AND LEARNING Aims We intend that the children will: ● Enjoy all aspects of school life ● Acquire knowledge, understanding and skills ● Become increasingly independent learners ● Develop broad interests and enthusiasms ● Have the ability to achieve their best in everything that they do in order to fulfil their individual
potential Teaching Groups and Staffing In Year 4 the Form Teacher is responsible for teaching English, Science, History, Geography and PSHCE. The children are taught Maths in ability groups made up from the three classes. In all other subjects they are taught as a class, joining together in gender groups across the year group for Games. Subject specialist teachers are employed to teach French, Computing, Religious Studies, Art/Design Technology, Drama, Music and Physical Education. Accommodation Year 4 pupils have their own form room. Other teaching rooms they will use on site are the Computing suites, the French rooms, the Art rooms and the Pottery room, the Music rooms, the Library, the Great Hall and the Gym. Teaching Methods A range of teaching styles is used, including teacher-directed, whole class work, individual and group work; oral, practical and written tasks. Homework Children in Year 4 are expected to read for at least 15 minutes every night, learn spellings and practise times tables. In addition, the children may be set reinforcement work in English, Maths, Science, French and Humanities, when appropriate and relevant. However, homework in Year 4 must not become burdensome. If, after 30 minutes, the task has not been completed, a note to the teacher should be written in the Pupil Planner to this effect and the homework put away. Please ensure that you check and sign the Pupil Planner every day. Please see the Homework Policy for further details. Inclusion and Learning Support At Thomas’s we are committed to providing a broad and balanced curriculum for all pupils. We recognise that the needs of individuals and groups of pupils are many and varied and can be met through planning to provide opportunities for all pupils to be challenged and included. The Form Teacher liaises with the Head of Learning Support and the Head of Middle School to cater for the needs of children with special needs, and all specialist teachers are made aware of the children’s requirements. These can range from being seated near the board, to lessons with an individual therapist. The Head of Learning Support maintains close links between parents, teachers and therapists.
Assessment and Reporting At Thomas’s we follow the principles and practices of Assessment for Learning in all subjects. The four main elements of Assessment for Learning are:
▪ Effective questioning ▪ Feedback through marking ▪ Peer- and self-assessment ▪ The formative use of summative tests
Teachers assess progress and performance continuously. Both informal assessment methods (questioning, marking, observations, etc) and more formal testing are employed, and individual targets are set to help children to focus on specific areas for improvement. A range of standardised tests is used over the course of the year and the results of these provide us with a wealth of information about the particular strengths and weaknesses of each individual child. Reports for parents are written at the end of the Michaelmas and Summer Terms, and parent/teacher meetings are held in the Michaelmas and Lent Terms.
ENGLISH Introduction The Thomas’s English Syllabus has been written to satisfy the requirements of the 2014 National Curriculum, 11+ and 13+ entrance examinations, both ISEB (Common Entrance) and London Day Schools. Aims In addition its aims for the children are:
● To develop the necessary skills to use the English language confidently, appropriately and accurately.
● To be able to read a range of materials fluently and with understanding for information and enjoyment.
● To be able to write effectively for a range of audiences and purposes using spelling, punctuation and syntax accurately and confidently.
● To be able to speak clearly, fluently and cogently. ● To be able to listen to the spoken word attentively and with comprehension, pleasure and
empathy. ● To be aware of and to feel part of the English language and its literature.
Elements of the subject include reading, writing, and speaking, listening and responding. There is a clear progression in the use of spelling, grammar and punctuation and these elements are taught both in discrete lessons and through creative writing and the study of literature.
Reading The programmes of study for reading at Key Stage 2 consist of 2 dimensions: word reading and comprehension (both listening and reading). Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. In Year 4, greater emphasis is placed on comprehension as a child’s decoding skills should, by this stage, have become secure. Children are encouraged to develop the breadth and depth of their reading, with the aim of helping children to become independent, fluent and enthusiastic readers who read widely and frequently. Children are encouraged to read stories, poetry, plays and non-fiction. Year 4 pupils continue to take part in Big Reading. It is not a scheme but rather a model for teaching the key elements of reading, namely reading, retrieving, exploring, analysing and deducing and inferring. At its core, is ‘reading for pleasure’ and being able to discover the treasures that lie beneath the words themselves. Talk, collaboration and fun are essential ingredients for any Big Reading lesson. Each class has a one-hour lesson each week and pupils will be set ‘Mini Missions’, activities, games or exercises. As set out in the Homework Policy, pupils are expected to read regularly at home as part of their daily routine. The Pupil Planners are used to record independent reading. Pupils should comment daily on what they have read, have this signed by a parent or carer, and bring their Pupil Planner into school each morning to be signed by the Form Teacher. When a book has been completed, children should record this in the table of books read in the Pupil Planner.
Writing The programmes of study for writing at Key Stage 2 also consist of 2 dimensions: transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech in writing). By Key Stage 2, children should be able to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. Writing skills are consolidated and children are taught to develop as writers by increasing their competence as well as teaching them to enhance the effectiveness of what they write. Children are taught how to plan, revise and evaluate their writing and they are beginning to understand the differences between spoken and written English, including the place of Standard English. In order for pupils to become secure at joining and able to use joined up writing for most of their work, they are taught to use the diagonal and horizontal strokes that are needed to join letters. Pupils will be experimenting with sloping their writing and using different joins for a more mature and comfortable style. They are encouraged to ensure that the downstrokes of letters are parallel and equidistant and that the lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. Pupils are encouraged to develop speed and fluency in writing. There are also opportunities to practise handwriting for different purposes in projects. These include:
▪ Note-making – quick writing. ▪ Fast and fluent writing – neat and legible to all readers. ▪ ‘Best’ writing – writing for presentations.
During Year 4, pupils will be told when they are ready to make the transition from pencil to fountain pen. Speaking, Listening and Responding The National Curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Emphasis is placed on developing pupils’ confidence and competence in spoken language. Children are encouraged to explain their understanding of books and other reading, and to prepare their ideas before they write. They are assisted in making their thinking clear to themselves as well as to others. Discussion is used help children clarify their understanding of topics and to probe and remedy misconceptions. Spelling, Grammar and Punctuation Pupils are taught to control their speaking and writing consciously through the study of spelling, grammar and punctuation. As well as being taught specific spelling patterns and rules (including the many exceptions) as set out in the Medium Term Plans, children will also be given the opportunity to focus on patterns, rules and words that they find particularly difficult to master and are therefore of specific relevance to them personally. Each class has a dedicated Spelling lesson each week but, as far as possible, spelling will be taught in the context of reading and writing, building on a child’s knowledge of phonics, and importance will be placed on the etymology and morphology of the English language. The study of root words, prefixes and suffixes is used to assist with this. Explicit knowledge of grammar is very important as it gives children more conscious control and choice in their language use. Grammar is mainly taught within the teaching of reading, writing and speaking, but grammar-specific lessons are also taught from time-to-time to reinforce more challenging concepts. In Year 4, children are expected to have a relatively secure understanding of basic sentence punctuation and be able to use it accurately most of the time in their writing. They will use inverted commas to punctuate direct speech, apostrophes to mark singular and plural possession and commas after fronted adverbials.
MATHEMATICS
Introduction The Thomas’s Mathematics Syllabus has been written to satisfy the requirements of the 2014 National Curriculum (updated in September 2016), 11+ and 13+ entrance examinations, both ISEB (Common Entrance) and London Day Schools. Aims In addition its aims are: - ● To create in pupils favourable attitudes towards Mathematics and to stimulate interest in the subject. ● To develop in pupils a sound understanding of mathematical concepts, processes and strategies and
the capacity to use these in problem-solving. ● To develop in pupils the ability to recognise Mathematics in everyday situations. ● To develop in pupils the ability to apply their Mathematics to analyse situations and solve real life
problems. ● To develop in pupils appropriate language for the effective communication of mathematical ideas
and experiences. ● To develop in pupils an appreciation of the application to Mathematics of technology, including
calculators and computers. ● To challenge pupils to achieve at a level of accuracy and excellence appropriate to their stage of
development. Pupils are set into three main teaching groups across the three classes (a More Able Set and two Middle Sets) and a further Booster Set. The Booster Set is small and taught by a Maths specialist to allow those who are struggling to be given more support. All sets follow the same learning objectives. The sets are flexible and may change accordingly to pupils’ strengths and needs in different topics. A range of teaching strategies is used, with an emphasis on practical Maths, investigating, discussing and analysing to ensure sound understanding of underlying concepts. Maths topics are revisited throughout the year. Problem solving is incorporated into all lessons, and children are taught to use and apply their knowledge across a range of mathematical and nonmathematical topics. They experience a variety of problems and investigations, and are taught different strategies to help them work through these systematically.
A typical lesson will follow the pattern of: -
● Oral work and mental calculation with the whole class. ● The main teaching activity either in groups or with the whole class. ● A plenary session with the whole class. Syllabus “The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make
connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.” 2014 National Curriculum The objectives for Mathematics are organised by strands.
Number – number and place value
Pupils should be taught to
● count in multiples of 6, 7, 9, 25 and 1,000
● find 1,000 more or less than a given number
● count backwards through zero to include negative numbers
● recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
● order and compare numbers beyond 1,000
● identify, represent and estimate numbers using different representations
● round any number to the nearest 10, 100 or 1,000
● solve number and practical problems that involve all of the above and with
increasingly large positive numbers
● use inverse operations to check their answers
● read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.
Number – addition and subtraction
Pupils should be taught to:
● add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
● estimate and use inverse operations to check answers to a calculation
● solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.
Number – multiplication and division
Pupils should be taught to:
● recall multiplication and division facts for multiplication tables up to 12 × 12
● use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
● recognise and use factor pairs and commutativity in mental calculations
● multiply two-digit and three-digit numbers by a one-digit number using formal written layout
● solve problems involving multiplying and adding, including using the distributive law
● to multiply two digit numbers by one-digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Number – fractions (including decimals)
Pupils should be taught to: ● recognise and show, using diagrams, families of common equivalent fractions ● count up and down in hundredths; recognise that hundredths arise when dividing an object by
one hundred and dividing tenths by ten. ● solve problems involving increasingly harder fractions to calculate quantities, and fractions to
divide quantities, including non-unit fractions where the answer is a whole number ● add and subtract fractions with the same denominator ● recognise and write decimal equivalents of any number of tenths or hundredths ● recognise and write decimal equivalents to ¼, ½, ¾ ● find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the
digits in the answer as ones, tenths and hundredths ● round decimals with one decimal place to the nearest whole number ● compare numbers with the same number of decimal places up to two decimal places ● solve simple measure and money problems involving fractions and decimals to two decimal
places.
Measurement Pupils should be taught to:
● Convert between different units of measure (for example, kilometre to metre; hour to minute) ● measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and
metres ● find the area of rectilinear shapes by counting squares ● estimate, compare and calculate different measures, including money in pounds and pence
● read, write and convert time between analogue and digital 12- and 24-hour clocks ● solve problems involving converting from hours to minutes; minutes to seconds; years to
months; weeks to days. Geometry – properties of shapes Pupils should be taught to:
● compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
● identify acute and obtuse angles and compare and order angles up to two right angles by size ● identify lines of symmetry in 2-D shapes presented in different orientations ● complete a simple symmetric figure with respect to a specific line of symmetry.
Geometry – position and direction
● describe positions on a 2-D grid as coordinates in the first quadrant ● describe movements between positions as translations of a given unit to the left/right and
up/down ● plot specified points and draw sides to complete a given polygon.
Statistics Pupils should be taught to:
● interpret and present discrete and continuous data using appropriate graphical ● methods, including bar charts and time graphs. ● solve comparison, sum and difference problems using information presented in bar ● charts, pictograms, tables and other graphs.
SCIENCE Introduction Science is taught through the International Primary Curriculum (IPC). The Science Syllabus is based on the National Curriculum and the requirements of ISEB (Common Entrance) at 11+ and 13+. Pupils will explore, investigate and learn the necessary skills through some exciting themes within their IPC lessons. Aims The aims of Science teaching are for children to: - ● Learn about a wide range of living things, materials and phenomena. ● Begin to make links between ideas and to explain things using simple models and theories. ● Apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday life
and their personal health. ● Carry out more systematic investigations, working alone and with others. ● Use a range of reference sources. ● Talk about their work and communicate ideas using a range of scientific language, diagrams, charts
and graphs. ● Develop scientific skills of predicting, investigating and recording. ● Develop a favourable and questioning attitude to the subject. Elements of the subject include scientific enquiry, life processes and living things, materials and their properties and physical processes. Syllabus Michaelmas Term IPC Topic: Scavengers and Settlers
● Types of teeth and their functions. ● Fossils. ● Skeleton and joints. ● Muscular system in humans. ● Antagonistic muscle pairs.
IPC Topic: Bright Sparks
● Constructing circuits. ● Identifying and naming the components in a series circuit. ● Drawing circuit diagrams. ● Conductors and insulators. ● Working safely with electricity.
Lent Term IPC Topic: Inventions that Changed the World
● Gravity and its impact on our lives. ● Forces acting on an aeroplane in flight.
Summer Term IPC Topic: Do You Live Around Here?
● Classification keys. ● Ways animals and plants are suited to different environments. ● Food chains. ● Identifying producers, predators and prey. ● The terms carnivore, herbivore and omnivore. ● Processes and conditions that have an effect on living things and their habitats. ● Protecting living things.
Trips Week workshop
● Digestive system. ● Balanced diet.
COMPUTING
Introduction The core of Computing is Computer Science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.
Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
Computing is taught to all children from Reception to Year 8, with Years 7 and 8 also using technology within their other subjects. The children are taught in their form groups by a Computing specialist teacher, and supported by their Form Teacher. All their work is saved in their own ‘folder’ which allows for easier file management and assessment of their work. From Year 3 each pupil has their own internal school email address, which allows pupils to learn email skills in the safe controlled environment of an internal email system.
Aims There are three distinct, but inter-related aspects of the computing curriculum: Computer Science (CS), Information Technology (IT) and Digital Literacy (DL). The aims below reflect this distinction: Computer Science:
All pupils can understand and apply the fundamental principles and concepts of Computer Science, including abstraction, logic, algorithms and data representation.
All pupils can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
Information Technology:
All pupils can evaluate and apply Information Technology, including new or unfamiliar technologies, analytically to solve problems. Digital Literacy:
All pupils are responsible, competent, confident and creative users of Information and Communication Technology.
Syllabus Pupils will:
● investigate the consequences of cyberbullying and explore a range of online safety websites
● learn how to locate information online by skimming through websites critically and
understanding how they can check the reliability of a website.
● plan an algorithm using symbols and then translate it into a program to control zebra crossing and traffic lights.
● use conditional statements of “If” and “Else” and arithmetic operators, such as = + and x using the Scratch programming language to make an interactive Maths quiz, following on from the introduction to sensors in Year 3
● learn how an Internet search actually works
● use sensors in a datalogger to detect changes in the environment. They will then collate information onto a spreadsheet and present this information clearly to an audience as a graph
● take screenshots of weather charts and share them in Google slides with their peers to enable them to compose a weather report script
● film and edit the reports using cameras or ipads
FRENCH Introduction Pupils in Year 4 are allocated one lesson of French per week. They are taught French in their form group and lessons are differentiated according to ability. Aims To encourage pupils to understand and respond to simple spoken and written French. Building upon the French that pupils have learned so far, lessons this year seek to develop a greater understanding of written French, particularly in terms of spelling and syntax. Pupils will have spellings to learn and by the summer term be reading and producing structured sentences. A focus on good pronunciation will be reinforced with the use of rhymes and songs . Syllabus Topics ▪ Meetings and Greetings ▪ Introducing yourself and colours ▪ Revision of numbers 0 – 31 ▪ Time ▪ Numbers 10-100 ▪ Days and months ▪ Christmas and Epiphany ▪ Food and drink ▪ Likes and dislikes ▪ Animals and Pets ▪ Action verbs ▪ Directions ▪ Clothes ▪ Adjectives to describe clothes ▪ Civilisation
RELIGIOUS STUDIES Introduction Religious Studies encompasses two main objectives: learning about religion and learning from religion. During the four years of KS2 (Y3-6), pupils will study the six main world faiths: Christianity (Y3), Hinduism, Sikhism (Y4), Judaism (Y5), Islam, Buddhism (Y6). Pupils in Year 4 are allocated one lesson of Religious Studies (R.S.) per week. Building on their existing knowledge, pupils learn more about Hinduism in the first two terms and Sikhism in the third and final term, exploring contemporary Hindu and Sikh beliefs and practices in greater depth. Where possible, festivals will be learnt about as they are celebrated during the course of the year. Pupils will visit a Hindu mandir and a Sikh gurdwara during the year. In addition, all Middle School pupils will – with their Form Teacher – prepare a Church service once in the year. Aims Religious Studies actively promotes respect for all. It places specific emphasis on pupils valuing themselves and others and on the celebration of diversity in society through understanding similarities and differences. We strive to promote in our pupils an understanding of and respect for their own and other religions and cultures. We seek to develop in them an appreciation that the freedom to choose and hold other beliefs is protected in law and that other people having different faiths or beliefs to oneself (or having none) should be accepted and not the cause of prejudicial or discriminatory behaviour. The specific aims of R.S. teaching in Year 4 are for pupils to: ● Develop their knowledge and understanding of Hinduism and Sikhism, considering the beliefs,
teachings, practices and ways of life central to them ● Develop the attitudes of: self-awareness, respect for all, open-mindedness, and appreciation and
wonder ● Be familiar with some Hindu and Sikh stories ● Be able to consider and discuss moral issues. Syllabus Michaelmas Term Themes:
● When and where did Hinduism begin? ● How do Hindus perceive God? – One God in many forms ● A focus on selected key Hindu deities ● How and why do Hindus celebrate Diwali?
Lent Term Themes:
● What do Hindus believe and how does this affect their everyday lives? ● How and why do Hindus worship at home and in the mandir? ● How and why do Hindus celebrate Holi? ● Gandhi: Hindu belief in action
Summer Term Themes:
● When and where did Sikhism begin? ● What do Sikhs believe and how does this affect their everyday lives? ● What is the Khalsa and why is it important to Sikhs? ● How and why do Sikhs worship at home and in the gurdwara?
HISTORY AND GEOGRAPHY History and Geography are taught through the International Primary Curriculum (IPC). Children explore, investigate and learn the necessary skills through some exciting themes within their IPC lessons.
HISTORY Aims The aims of History teaching are for children to: ● Learn about characteristic features of periods studied (ideas, beliefs, attitudes and experiences of
people in the past). ● Gain knowledge of the influences of these civilisations in the world today. ● Learn facts about the period studied, including significant events and individuals. ● Gain an understanding of ideas and attitudes different from our own. ● Be able to interpret historical sources. ● Understand the difference between a fact and a point of view. ● Develop enquiry/research skills.
GEOGRAPHY Aims The aims of Geography teaching are for children to: ● Learn and use specific geographical vocabulary. ● Describe and explain how and why places are similar to and different from other places in the world. ● Understand that geographical factors (climate, landscape) affect the way of life in a locality. ● Develop a range of map skills and fieldwork skills. ● Understand that human beings can use our environment with positive and negative effects. ● Develop an awareness of the world around them. ● Develop enquiry/research skills.
TOPICS Syllabus Michaelmas Term: ● Scavengers and Settlers - Stone Age, Bronze Age and Iron Age ● Bright Sparks – Electricity, both the History and the Science Lent Term: ● Inventions that Changed the World – Mayan Civilisation & Islamic Golden Age of Invention Summer Term: ● Do You Live Around Here? – Homes & local study (social history), environment localities & mapping
ART/DESIGN TECHNOLOGY Introduction Each class has an hour of Art/DT each week. In Art, practical skills are developed to enable the pupils to approach tasks with creative confidence. Pupils are taught to look with care and record their observations and reactions to the world around them in line, tone, texture, colour, shape and form using a variety of two and three dimensional media. Studies are supported by looking at and discussing other artists’ work both from reference in school and visits to galleries and museums. The Art Department actively encourages cross-curricular links wherever possible and relevant tasks are structured to complement work in other subjects. Design Technology skills and knowledge are incorporated into the Art Syllabus or taught in discrete projects which range from textiles, to small scale construction in resistant materials.
Aims The aims of the Art/Design Technology department include:
● The exploration of a wide variety of art materials. ● The encouragement of new ideas and creative thinking through planning and making. ● Appreciation of other artists’ work. ● Problem solving in Design Technology. ● Self-evaluation and discussion of project outcomes. ● Confidence with the use of basic tools and equipment.
Syllabus ● Still life drawing. Cross curricular links to their IPC topics beginning with ‘Do you live around here?’ –
landscape drawing and painting from direct observation and imagination. ● 3D: Clay. Modelling, hollowing and joining with slip. ● DT: Structures project - Alien shelter.
DRAMA Introduction Drama is taught as a discrete subject by a specialist teacher in one lesson per week. Aims Our aims in teaching Drama are that all children will enjoy the subject and learn: ● Creativity ● Sensitivity ● Confidence ● Listening ● Communication – verbal and non-verbal ● Physical awareness ● Spatial awareness ● Leadership ● Teamwork and interaction ● A knowledge and understanding of Drama forms ● Appraisal skills of appreciation and evaluation ● Opportunities to create performances and develop a practical understanding of the production
process and the actor’s craft ● The appreciation of Poetry and Poetry speaking ● Lasting enjoyment of Drama
Productions Theatre skills are developed through working from stories, scripts, actor’s exercises and improvisation. All Year 4 pupils are involved in a year-group production. A Choral Poetry Festival, theatre visits, visiting theatre groups and links with the study of play scripts in English all help to enrich the subject. Other performance opportunities include Extra Drama (Years 4 to 8). In Year 4, this is a club and takes place during a lunch time.
MUSIC
Introduction Music forms an integral part of the curriculum at Thomas’s. Each form in the school, up to the end of Year 4 has two periods of Music each week and Years 5 - 8 have one period. Around 90% of pupils receive individual instrumental tuition. We run orchestras, choirs, groups and ensembles which perform at recitals, concerts and Church Services throughout the year. The Music Department also works alongside the Drama Department to produce musical productions for each of the year groups within the School every year. Class Music At Thomas’s Battersea the children follow a programme linked to the National Curriculum scheme of work for Key Stages 1, 2 and 3. In addition to this we have introduced a music skills programme that contains a clear list of the musical elements which need to be experienced and developed for each year group. These skills are progressive and are listed under the titles Pitch, Duration, Tempo, Texture, Dynamics, Structure, Timbre and Silence. Topics covered in class by Year 4 over the course of the year include:
● Preparation for the Year Four Show ● Christmas Carol Service ● World Music: India ● Music Theory ● Handel, Vivaldi, Bach and the Baroque era ● Recorder
Singing Throughout the whole of Thomas’s Battersea, Singing is a very important feature of the child’s musical development and experience. These skills are developed and honed as the children progress through the school. A greater level of technical ability is achieved through appropriate vocal exercises and group singing becomes more complicated with the introduction of complex part singing and use of foreign languages. Therefore the Middle and Upper School ongoing singing skills programme is as follows:
● balanced stance and posture ● basic breath management ● note accuracy, sense of pulse and rhythmic awareness ● intonation and consistency of pitch, particularly in part singing ● tone quality ● clear articulation ● phrasing, sense of style and atmosphere ● expressive interpretation with clear communication, facial expression and appropriate physical
actions ● memory skills ● sense of occasion when performing ● rounds in several parts ● part singing with two/three individual vocal lines ● Foreign language songs ● Acting through song
Choirs Choirs are a strong feature of the musical life at Thomas’s. Phoenix Choir caters for Years 3 and 4 and operates on a “come and sing” basis with no audition, seeking to foster a love and enjoyment of singing within the individual child. The Centaur Choir is open to children in Years 5-8. During the past years the choirs have performed in the Carol Service as well as at various concerts and school events. Auditions are held for places in Boy Choristers and Girl Choristers as and when spaces become available. The Choristers meet three times each week and aim for a high standard of singing. The Choirs sing at the weekly Church service as well as at special events such as the Remembrance Service and the Carol Service, when the trebles are augmented by adult singers to provide alto, tenor, and bass parts. Individual and Group Instrumental Tuition Individual and group instrumental tuition is offered for a broad range of instruments during the school day. Instrumental lesson opportunities currently include violin, viola, cello, double bass, harp, guitar, recorder, fife, bagpipes, flute, oboe, clarinet, saxophone, bassoon, trumpet, trombone, French horn, tuba, piano, keyboards and organ, percussion and voice. Lessons take place during the School day and rotate week by week in order to minimise disruption to the academic timetable. Pupils are encouraged to take Associated Board music exams as well as performing at music recitals and weekly lunchtime concerts. Parents are encouraged to meet the instrumental teachers and be involved in helping with practice! If you would like your child to learn an instrument, please collect an application form from Miss Vanessa in the Music School. Applications are considered by the Director of Music, in conjunction with the child’s Form Teacher. Orchestra, Groups/Ensembles Orchestras, groups and ensembles exist for the benefit of children learning instruments at Thomas’s and all receiving lessons in and out of school are encouraged to play with others , as appropriate to their ability. There are group opportunities for most instruments (strings, woodwind, brass and percussion) which rehearse either at 1600 or during lunchtimes and breaks throughout the week. Performing opportunities also exist for these groups and parents are very welcome to attend. General Information For general information about the Department please contact the Director of Music, Mr John Haythornthwaite on 020 7978 0631 or at [email protected] . Mr Haythornthwaite is very happy to meet with parents to discuss any aspect of their child’s musical development.
PHYSICAL EDUCATION Introduction The Physical Education curriculum aims to inspire all pupils to succeed and excel in sport and physically demanding activities. It provides opportunities for pupils to develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequence movements. Pupils should enjoy communicating, collaborating and competing with each other. The curriculum helps pupils develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success. Aims Our aim is to ensure pupils develop fundamental movement skills, become increasingly competent and confident and can access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils are taught to: - Use running, jumping, throwing and catching in isolation and in combination - Play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending - Develop flexibility, strength, technique, control and balance (through athletics and gymnastics) - Take part in outdoor and adventurous activity challenges both individually and within a team - Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Games Michaelmas Term Netball and Football
- Response and leadership games - Spatial awareness - Passing and receiving - Opposition and invasion games, defending, dodging and marking. - Frequent competitive matches and tournaments - Develop an understanding of the rules, techniques and tactics required for each sport. - 100% pupil participation, all pupils will be actively involved in matches. - Continual development of sportsmanship and knowledge of the game
Lent Term Hockey and Rugby
- Large ball skills – bouncing and rolling - Hand/Eye/Foot co-ordination - Frequent competitive matches and tournaments - Develop an understanding of the rules, techniques and tactics required for each sport. - 100% pupil participation, all pupils will be actively involved in matches. - Continual development of sportsmanship and knowledge of the game - Curriculum Change-Over – 2 week period at the end of the term when boys in Y’s 3-6 get the
opportunity to try hockey and girls get the opportunity to try football.
Summer Term Cricket
- Small ball skills – bat and ball - Hand-eye co-ordination, catching and throwing - Frequent competitive matches and tournaments - Develop an understanding of the rules, techniques and tactics required for each sport. - 100% pupil participation, all pupils will be actively involved in matches. - Continual development of sportsmanship and knowledge of the game
Focus Developing core skills required to play team games, as well as developing team participation and sportsmanship.
Gymnastics ● Co-ordination, control, agility, movement activities. ● Individual, partner and group work. ● Michaelmas Term - Safety, shapes, balance, flight, rolling, weight-bearing, equipment exploration ● Lent Term - Weight-bearing, partner work, group work, movement exploration, sequences and motif
development in Dance ● Summer Term - Athletics – running, jumping and throwing events
Swimming Michaelmas Term Stroke development
- Water Safety - Increase strength of kicking front and back - Stroke development of front crawl and backstroke with bilateral breathing - Development of breaststroke and introduction of butterfly kick - Distance badges according to ability
Lent Term Stroke reinforcement / Distance Badges - Stroke development of front crawl, backstroke and breaststroke and butterfly - Endurance swimming in preparation for distance badges - Distance badge testing - Timing of front crawl for Inter House Gala - Starts and finishes Summer Term Survival skills - Survival skills practice and testing - Preliminary Safety award (lower ability) - Level 1 Personal Survival (higher ability)
Extra-curricular opportunities ● Fixtures - Inter-school fixtures are arranged throughout the year. ● Clubs - Pupils in Year 4 may attend two after school clubs.
PSHCE Please note that the PSHCE syllabus is under review and so is likely to change during the course of 2016-17. Introduction Thomas’s Battersea recognises that the school ethos and the learning environment influence a child’s personal, social and academic development. The National Curriculum states that school must provide a curriculum which is balanced and broadly based, which;
- promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society
- prepares pupils at the school for the opportunities, responsibilities and experiences of later life National Curriculum 2014
All staff are committed to the belief that the level of a pupil’s self- esteem is closely linked to his/her attainment and achievement. They recognise their responsibility to contribute to the wider education of pupils, preparing them for life beyond school. This includes:
● Developing confidence and responsibility and making the most of their abilities ● Preparing to play an active role as citizens ● Developing a healthy, safer lifestyle ● Developing good relationships and respecting the differences between people
At Thomas’s Battersea we have adopted the Rainbow Scheme of work. The ‘Every Child Matters’ initiative provides the backdrop for this scheme. Much research and many initiatives, including the National Healthy Schools Programme, have brought increased recognition to personal well-being as a key factor in enabling learning. The Rainbow teaching materials are organised into 7 themes: New Beginnings, Getting On and Falling Out, Say No to Bullying, Going for Goals, Good to be Me, Relationships, SRE. These are sequenced, progressive and developmental, to be taught from the beginning of the academic year through to the end of it. Each theme is intended to be introduced through a Rainbow assembly and then the lessons taught to every year group from Reception to Year 6 simultaneously, thus engendering a cross school approach. The social skills and emotional literacy developed in this way permeate across the curriculum, enabling learning to be better accessed. Aims
● To help our pupils understand and value themselves as individuals and as responsible and
caring members of society. ● To encourage self-awareness, self-esteem and self-confidence. ● To encourage respect, sensitivity and tolerance to the needs and values of others. ● To promote good relationships within the school and between the school and the wider
community. ● To promote understanding about, and respect for, both common and diverse features of
society. ● To understand that we live in an interdependent world and that our actions can affect
individuals, communities and the sustainability of the environment.
Syllabus PSHCE Michaelmas Term Lent Term Summer Term All Middle School year-groups
New Beginnings Getting on and falling out
Say No to Bullying Going for Goals Good to be me
Relationships SRE
SCHOOL COUNCIL The School Council is a pupil-led, democratically elected body, which provides a forum for discussion and decision-making in order that every pupil has the opportunity to make a positive contribution to the school and the way it is managed. Aims
● Create a feeling of belonging; encourage listening to others and develop self-confidence. ● Pupils learn about roles, rights and responsibilities within the school system and community. ● Pupils grow in self-esteem and enjoy having the opportunity to contribute positively to their
class and school. Education for Sustainable Development Education for sustainable development enables pupils to develop the knowledge, skills, understanding and values to participate in decisions about the way we do things individually and collectively, both locally and globally, that will improve the quality of life now without damaging the planet for the future. There are opportunities for pupils to develop their understanding of sustainable development within the school curriculum, in particular their work in PSHCE and as a Green Unicorn. FOOTPRINTS During the Lent Term Year 4 will start Stage Two of their FOOTPRINTS programme, having completed Stage One in Year 3. FOOTPRINTS is designed to support the social, emotional and learning development of children. It involves a taught curriculum, delivered through PSCHE lessons, along with an interactive online platform. Pupils learn about three aspects of themselves: how they are developing their own sense of self as a person (what FOOTPRINTS calls their SPACE), how they are impacting on other people’s spaces through their behaviour (their FOOTPRINT), and finally, how they are accessing and learning about the world through their brains (their HANDPRINT).
A central premise of the FOOTPRINTS programme is that children at this age are open and still developing aspects of themselves, which may in later life become more rigid. Key aims of the programme are to develop resilience, self-awareness, reflective skills and social responsibility - qualities which we believe will be increasingly valued in a sustained and successful career in the future. The programme has helped us to understand more carefully what kinds of patterns of thinking, learning and acting our children are forming. This in turn has enabled us to know how best to support each child pastorally and in their lessons. Our aim is to use the FOOTPRINTS programme to continue to improve our teaching and learning, specifically with the aim of providing the highest quality educational environment for our children.
THOMAS’S BATTERSEA
Middle School Homework Policy 1. INTRODUCTION
The place and purpose of homework changes and develops as a pupil moves through the school. If it is correctly understood and managed by teachers, pupils and parents, homework will contribute to the learning experience and instil good work habits for the future
We intend to offer a manageable and effective programme of homework to our pupils. We recognise that at the end of a long school day (often extended by after-school clubs) children of Middle School age should be given the opportunity for adequate rest and play and that this ensures that they can start the following day refreshed and ready to work.
2. PURPOSES OF HOMEWORK
● To give children the opportunity to ‘show-off’ at home what they have learnt in school. ● To reinforce learning which has already taken place in the classroom, i.e. to allow practice and
consolidation of classwork. ● To assess children’s understanding of classwork. ● To develop and build foundation skills and knowledge. ● To develop independent study and research skills. ● To involve parents in their children’s learning and keep them informed of their progress, building
constructive home/school partnerships and providing opportunities for home/school dialogue. 3. TYPES OF HOMEWORK
● Reading (recorded in Pupil Planner). ● Learning/memorising – in order for spellings/vocabulary/ tables, etc to be learnt properly, it is
necessary for learning and reinforcement to take place over a period of time – this will help to commit them to memory. For example, spellings ‘learnt’ the night before a test are unlikely to be retained; instead a few minutes should be spent on them each night, using the ‘Look, Say, Cover, Write, Check’ method.
● Reinforcement tasks. ● Research and project work. It is essential that teachers provide clear written guidelines which
inform parents and children about what is expected and of the timescale involved. ● Practical tasks/problem solving. ● Redrafting classwork. ● Revision.
The type of homework set will depend on the subject concerned. For example: English
● Reading (every night – in addition to the set homework allocation – see below). ● Use of the reading record – this requires children to keep a record of their reading. Pupils may
also wish to undertake optional tasks, inspired by the books they have read. ● Learning spellings/reinforcing spelling patterns and rules. ● Checking, correcting and redrafting classwork.
Maths ● In order to assess children’s understanding of a concept or method, it is sufficient to give them
only two or three sums. Children will be encouraged to go home and ‘teach’ their parents/carers how to do the calculations. In this way, children will either be able to show off their knowledge, or it will be evident that the child has not retained what they were taught in the lesson and needs further consolidation in class (in which case this information needs to be relayed to the teacher in the form of a note either on the work in the Pupil Planner).
● Learning/practising tables and number bonds. ● Maths games. ● Practice in telling the time, working out time durations, etc (eg: start time, end time and length of
TV programmes; cooking times, etc). ● Children may be required to compile a word problem or two (to be solved by a classmate the
next day) on a topic/method covered in class. The compiler must have solved the problem first, in order to ensure that it is (a) solvable and (b) to enable them to mark their friend’s work. In this way children’s understanding of concepts (and of word problems themselves) is both reinforced and assessed.
● On occasions, children may be given a practical problem to solve. ● Encouraging your child to use Maths in every-day real-life situations is also of huge benefit (eg:
weighing and measuring when cooking or making something; working out change when shopping, etc).
Science
● Research and project work. ● Practical activities – children may be asked to carry out a simple experiment at home or to bring
an item into class for a lesson (at least a week will be given for this). ● To assess children’s understanding of what they have learnt from an experiment, they may be
required to write a brief conclusion. They may also be asked to design an experiment to test a hypothesis.
● Learning scientific vocabulary and spellings. Languages
● Latin and French prep will mainly consist of learning vocabulary and grammar. ● French prep will only occasionally be set in Years 3 and 4.
Humanities (History/Geography)
● Humanities preps will mainly consist of research and enquiry/project work, but may also be set to supplement and reinforce classwork in these subjects.
4. TIMING AND QUANTITY ● The timings below provide a guideline for parents and children about how long should be spent
on homework on average each night. Pupils are expected to work for no longer than the allotted time. If work is not completed within this time it is strongly suggested that parents/carers ask the child to stop working and that a note be put in the Pupil Planner.
● Teachers will inform children of the date/day by which homework should be completed. Where possible, homework in the Middle School will be set a few days before it is due to be completed, to allow children to manage their homework around after-school commitments. Where homework is set to assess children’s grasp of a skill or concept taught in class, it will, of necessity, follow on from a lesson; in these cases teachers will give children at least two nights to complete the work.
● Homework should be set to meet a need and to fulfil a specific purpose. There may be times when it is not appropriate and on these occasions pupils should write ‘None Set’ or ‘NS’ in their planners.
Homework allocation Year 3 ONE extra task per week of 30 minutes in length (usually
alternating between Maths and English/Topic) Year 4 TWO extra tasks per week of 30 minutes in length (usually Maths
and English/Topic) Year 5 Maths, English and Science tasks each week (45 mins in length)
with occasional French and Latin homework
● In addition, it is very important that pupils read at home daily (and record this in the Pupil Planner) for a minimum of 15 minutes in Years 3 and 4 and 20 minutes in Year 5.
● No holiday or half-term prep (apart from reading/tables/ number bond practice) will be set in the Middle School. Year 5 will be set light revision practice in the lead up to Assessment Weeks.
5. PUPILS’ RESPONSIBILITIES ● Read every night (and record in the Pupil Planner). ● Ensure that the Pupil Planner is brought to every lesson in which homework is to be set. ● Write down in the Pupil Planner the necessary details about homework set. ● Request a parent/carer to sign the Pupil Planner every day. ● Hand the Pupil Planner in to their form tutor first thing every morning. ● Take home everything required to complete the homework. ● Concentrate and persevere for the required amount of time. ● Hand in completed homework (when required to do so) at the appropriate time. ● Act upon feedback from the teacher. ● Ensure that all exercise books are returned to school the next day, so that they may be used in
class.
6. TEACHERS’ RESPONSIBILTIES ● Adhere to the Middle School homework policy. ● Set homework tasks which are relevant and appropriate. ● Ensure that children are clear about what is expected of them and that they have time to write
homework into their planners. ● Ensure that the quantity of homework set is in line with the guidelines above and is reasonable in
terms of the time allocation. ● Provide children with relevant feedback. ● Form tutors will check and sign Pupil Planners daily.
7. PARENTS’ RESPONSIBILITIES ● Ensure that children are given the opportunity to carry out their homework in a suitable
environment, free from distractions. ● Encourage and promote independent work habits and a regular routine. ● Sign the Pupil Planner daily and communicate with the teacher if problems arise and if there
were difficulties completing the task within the allotted time. ● Check that children return exercise books to school. ● If your child is very tired, leave homework for that evening. ● Help your child to plan their work for the week ahead, discussing what needs to be done and
deciding on a timetable for the week (this then needs to be adhered to as far as is possible, so that homework does not ‘pile up’).
● The term ‘homework’ should be taken in its widest sense. Visits to museums, galleries and places of interest are encouraged to supplement the work that your child does in school.
We hope that the approach outlined above will help to make the experience of homework a more positive one for parents and children. If, however, for any reason homework is becoming problematic, avoid confrontation with your child and seek advice from your child’s form teacher.
Word list – Years 3 and 4
accident(ally) actual(ly)
address
answer
appear
arrive believe bicycle breath breathe build
busy/business calendar
caught centre century certain
circle complete consider continue decide describe different difficult
disappear
early
earth
eight/eighth
enough
exercise
experience experiment extreme
famous
favourite
February
forward(s)
fruit
grammar
group guard guide heard heart height history imagine increase important interest
island
knowledge
learn
length library material medicine mention minute
natural naughty
notice occasion(ally) often opposite ordinary particular peculiar perhaps popular position possess(ion) possible potatoes pressure probably
promise
purpose quarter question recent regular reign remember sentence separate special straight strange strength suppose surprise therefore
though/although thought
through various weight
woman/women
Middle School Recommended Reading List The Middle School recommended reading list has been grouped into two sections with the books on List 2 being slightly more difficult or more sophisticated in content. A word of warning: the groupings are based both on age and on level of difficulty/suitability of content, so, although a child may be able to read the text of a more difficult book, the content may be unsuitable or beyond them. This is by no means an exhaustive list, nor should it be regarded as a list to be worked through from beginning to end. Its intention is to be a helpful guide to take along to a bookshop/library to aid in the selection of books.
List 1 Author Titles Bond, Michael A bear called Paddington; Tales of Olga da Polga: and others Carpenter, Humphrey Mr Majeika; and others Dahl, Roald Fantastic Mr Fox; Matilda; The Twits; George’s Marvellous Medicine;
The BFG; and others Huges, Ted How the Whale Became, The Iron Man Jansson, Tove Finn Family Moomintroll; Tales from Moomin Valley; and others Jones, Terry and Foreman, Michael (illus)
Fairy Tales and Fantastic Stories
King-Smith, Dick Lady Daisy; The Hodgeheg; George Speaks; Harry’s Mad; Fat Lawrence; The Sheep Pig; and others
Lively, Penelope Dragon Trouble McCall Smith, Alexander Akinbo and the Crocodile Man; and others McCaughrean, Geraldine and Chichester Clark, Emma (illus)
The Orchard Book of Greek Myths
Milligan, Spike Silly Verse for Kids (poems) Brown, Jeff Flat Stanley Fine, Anne Bill’s New Frock, Diary of a Killer Cat Strong, Jeremy The Hundred Mile an Hour Dog Morpurgo, Michael Dancing Bear; Dear Olly; Sam’s Duck; Colly’s Barn; The Butterfly Lion;
The Marble Crusher; and others Cowell, Cressida How to Train Your Dragon Dr Seuss Oh, the Places You’ll Go! Kipling, Rudyard Just So Stories Pullman, Phillip Puss in Boots Arkle, Phyliss The Railway Cat Reid Banks, Lynne Harry the Poisonous Centipede Murphy, Jill The Worst Witch; A Bad spell for the Worst Witch; and others Strong, Jeremy The Hundred Mile an Hour Dog Tomlinson, Jill The Owl who was Afraid of the Dark Ure, Jean Fruit and Nutcase; Skinny Melon and Me; and others White, E.B Stuart Little Whybrow, Ian Little Wolf’s Book of Badness Williams, Margery The (Original) Velveteen Rabbit Arnold, Nick Horrible Science series Breslin, Theresa Dream Master; Gladiator Gleitzman, Morris Water Wings; Belly Flop; Worry Warts; Toad Rage; Puppy Fat; & others Scieszka, Jon and Smith, Lane Squids will be squids; The True Story of the Three Little Pigs Sleigh, Barbara Carbonel; and others Ibbotson, Eva The Abominables; and others Adele Geras Picasso Perkins Griffith, Andy The 13 Storey Treehouse
List 2 Author Titles Moray Williams, Ursula The Adventures of the Little Wooden Horse; Gobbolino the Witch’s
Cat Storr, Catherine Clever Polly and the Stupid Wolf; and others Wilson, Jacqueline Glubbyslime, The Suitcase Kid; Vicky Angel; The Story of Tracy
Beaker; Double Act; and others Burford, Shelia The Incredible Journey Byng, Georgia Molly Moon’s Incredible Book of Hypnotism Carroll, Lewis Alice’s Adventures in Wonderland Cowell, Cressida How to be a Pirate Crompton, Richmal Just William stories Cross, Gillian The Demon Headmaster; The Prime Minister’s Brain, The Great
Elephant Chase Deary, Terry Horrible History series Di Camillo, Kate The Tale of Despereaux, The Magician’s Elephant Eliot, T. S Old Possum’s Book of Practical Cats ( poems ) Ganeri, Anita Horrible Geography series Goudge, Elizabeth The Little White Horse Kastner, Eric Emil and the Detectives; and others Lewis, C.S The Lion, The Witch and the Wardrobe; and others McCaughren, Geraldine and Brassey, Richard
Britannia:100 Great Stories from British History
O’Brien, Robert Mrs Frisby and the Rats of NIMH Pearce, Philippa Tom’s Midnight Garden Pullman, Philip I was a Rat; Clockwork; Count Karlstien; Thunderbolt’s Waxwork; The
Gas-Fitter’s Ball (Not the ‘His Dark Materials’ trilogy, which is written for much older readers – i.e. teens)
Reid Banks, Lynn The Indian in the Cupboard series Saint-Exupery, Antoine de The Little Prince Serrailler, Ian The Silver Sword Smith, Dodie 101 Dalmatians; Twilight Barking Steward, Paul and Riddell, Chris
The Edge Chronicles, Beyond the Deep Woods; and others
Sutcliff, Rosemary The Wanderings of Odysseus White, E.B Charlotte’s Web Wilde, Oscar The Selfish Giant; The Happy Prince Ingalls Wilder, Laura Little House in the Big Woods; Little House on the Prairie series esp.
The Long Winter Williams, Marcia Tales from Shakespeare King, Clive Stig of the Dump Blackman, Malories Operation Gadgetman! Boston, Lucy M The Children of Green Knowe Foreman, Michael War Game Horowitz, Anthony I Know What You Did Last Wednesday, Granny, Stormbreaker, The
Diamond Brothers Jones, Terry Fairy Tales Gleitzman, Morris Give Peas a Chance, Once ( Series – Once, Now, Then, After) Corder, Zizou Lion Boy Byars, Betsy Midnight Fox Cottrell Boyce, Frank Millions, Desirable
Author Titles Norton, Mary The Borrowers Laird, Elizabeth Oranges in No Man’s Land Morpurgo, Michael Shadow Breaker; Running Wild; Why the Whales Came Palacio, R.J Wonder Barrie, J. M Peter Pan Dickens, Charles Oliver Twist (adbridged version) Dahl, Roald Danny the Champion of the World Funke, Cornelia Dragon Rider Sachar, Louis There’s a Boy in the Girl’s Bathroom Spyri, Johanna Heidi Colfer, Eoin Artemis Fowl Ibbotson, Eva Dial A Ghost Hunter, Norman The Incredible Adventures of Professor Branestawm Lively, Penelope The Ghost of Thomas Kempe Gavin, Jamila Grandpa Chatterji Rowling, J.K Harry Potter – first 3 books to begin with Smith, Dodie The Hundred and One Dalmations Ridley, Philip Scribbleboy Kerr, Judith When Hitler Stole Pink Rabbit Cresswell, Helen Moondial Nesbit, E The Phoenix and the Carpet Snicket, Lemony A Series of Unfortunate Events series Wallace, Karen Raspberries on the Yangtze Ahlberg, Allan Woof! Norris, Andrew Aquila Walliams, David Billionaire Boy Hoyen, Polly Boy in the Tower Rundell, Katherine The Wolf Wilder Ellis, Deborah The Breadwinner Le Guin, Ursula K. A Wizard of Earthsea Sutcliff, Rosemary The Eagle of the Ninth Aitken, Joan The Wolves of Willoughby Close
