Consolidation Unit Plan

Planning
An image of the Consolidation Unit Plan Resource


Are you planning on revising and revisiting your GPS teaching from the year? Then let us help you with this Year 4 Consolidation Unit Plan, which also recaps vital steps from Year 3.

With twelve small steps in total, this planning document provides you with notes and guidance to help you revisit all of the objectives taught in Lower Key Stage 2. Whether you follow each small step in turn, or choose objectives which the children may need more work on, the hard work has been done for you!

Each of the small steps has been fully resourced with a teaching PowerPoint for your whole class as well as a series of worksheets suitable for independent work either in class or at home.


Curriculum Objectives

  • Terminology for pupils: subordinate clause
  • Develop their understanding of the concepts set out in English appendix 2 by: Using the present perfect form of verbs in contrast to the past tense / Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]
  • Develop their understanding of the concepts set out in English appendix 2 by: Using conjunctions to express time and cause / Express time, place and cause using conjunctions [for example, when, before, after, while, so, because] / Terminology for pupils: conjunction
  • Develop their understanding of the concepts set out in English appendix 2 by: Using adverbs to express time and cause / Express time, place and cause using adverbs [for example, then, next, soon, therefore]
  • Develop their understanding of the concepts set out in English appendix 2 by: Using prepositions to express time and cause / Express time, place and cause using prepositions [for example, before, after, during, in, because of] / Terminology for pupils: preposition
  • Use the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box] / Terminology for pupils: consonant / Terminology for pupils: consonant letter / Terminology for pupils: vowel / Terminology for pupils: vowel letter
  • Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] / Terminology for pupils: word family
  • Introduction to inverted commas to punctuate direct speech / Terminology for pupils: direct speech / Terminology for pupils: inverted commas (or ‘speech marks’)
  • Terminology for pupils: clause
  • Develop their understanding of the concepts set out in English appendix 2 by: Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition / Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition / Terminology for pupils: pronoun
  • Develop their understanding of the concepts set out in English appendix 2 by: Using fronted adverbials / Indicate grammatical and other features by: Using commas after fronted adverbials / Fronted adverbials [for example, Later that day, I heard the bad news.] / Use commas after fronted adverbials
  • Indicate grammatical and other features by: Indicating possession by using the possessive apostrophe with plural nouns / The grammatical difference between plural and possessive –s / Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]
  • Indicate grammatical and other features by: Using and punctuating direct speech / Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, "Sit down!"]
  • Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
  • Terminology for pupils: determiner
  • Terminology for pupils: possessive pronoun
  • Terminology for pupils: adverbial
  • Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]

Tags

Consolidation

Summer

3G3.4

3G4.1b

3G1.4

3G1.6

3G1.7

3G1.8

3G6.4

3G5.7

3G3.1

4G1.5

4G5.6b

4G5.8

4G5.7

4G3.2

4G1.8

4G1.5a

4G1.6a

4G7.1

Guidance

Year 4 Guidance