Y4 English Curriculum Guide | Hands-On Education

National Curriculum of England	Hands-On Education Activity
En4/1 Spoken Language	The objectives of Spoken Language are common across Key Stages 1 and 2.
En4/1a listen and respond appropriately to adults and their peers
En4/1b ask relevant questions to extend their understanding and knowledge
En4/1c use relevant strategies to build their vocabulary
En4/1d articulate and justify answers, arguments and opinions
En4/1e give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
En4/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
En4/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
En4/1h speak audibly and fluently with an increasing command of Standard English
En4/1i participate in discussions, presentations, performances, role play/improvisations and debates
En4/1j gain, maintain and monitor the interest of the listener(s)
En4/1k consider and evaluate different viewpoints, attending to and building on the contributions of others
En4/1l select and use appropriate registers for effective communication
En4/2.1 Word Reading
En4/2.1a apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
En4/2.1b read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
En4/2.2 Comprehension
En4/2.2a develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry	Olympics - Activity 5
En4/2.2b understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning	Olympics - Activity 5
En4/2.2c retrieve and record information from non-fiction	Olympics - Activity 5
En4/2.2d participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say	Olympics - Activity 5
En4/3.1 Spelling
En4/3.1a use further prefixes and suffixes and understand how to add them (English Appendix 1)
En4/3.1b spell further homophones
En4/3.1c spell words that are often misspelt (English Appendix 1)
En4/3.1d place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals
En4/3.1e use the first 2 or 3 letters of a word to check its spelling in a dictionary
En4/3.1f write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
En4/3.2 Handwriting and Presentation
En4/3.2a use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined
En4/3.2b increase the legibility, consistency and quality of their handwriting
En4/3.3 Composition
En4/3.3a Plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar discussing and recording ideas
En4/3.3b Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See English Appendix 2) organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices
En4/3.3c Evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
En4/3.3d proofread for spelling and punctuation errors
En4/3.3e read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
En4/3.4 Vocabulary, grammar & punctuation
En4/3.4a develop their understanding of the concepts set out in Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although using the present perfect form of verbs in contrast to the past tense choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition using conjunctions, adverbs and prepositions to express time and cause using fronted adverbials learning the grammar for years 3 and 4 in Appendix 2
En4/3.4b indicate grammatical and other features by: using commas after fronted adverbials indicating possession by using the possessive apostrophe with singular and plural nouns using and punctuating direct speech
En4/3.4c use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading.

National Curriculum of England

Hands-On Education Activity

En4/1 Spoken Language

The objectives of Spoken Language are common across Key Stages 1 and 2.

En4/1a listen and respond appropriately to adults and their peers

En4/1b ask relevant questions to extend their understanding and knowledge

En4/1c use relevant strategies to build their vocabulary

En4/1d articulate and justify answers, arguments and opinions

En4/1e give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

En4/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

En4/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

En4/1h speak audibly and fluently with an increasing command of Standard English

En4/1i participate in discussions, presentations, performances, role play/improvisations and debates

En4/1j gain, maintain and monitor the interest of the listener(s)

En4/1k consider and evaluate different viewpoints, attending to and building on the contributions of others

En4/1l select and use appropriate registers for effective communication

En4/2.1 Word Reading

En4/2.1a apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet

En4/2.1b read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

En4/2.2 Comprehension

En4/2.2a develop positive attitudes to reading, and an understanding of what they read, by:

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
using dictionaries to check the meaning of words that they have read
increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
identifying themes and conventions in a wide range of books
preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
discussing words and phrases that capture the reader’s interest and imagination
recognising some different forms of poetry

Olympics - Activity 5

En4/2.2b understand what they read, in books they can read independently, by:

checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
asking questions to improve their understanding of a text
drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
predicting what might happen from details stated and implied
identifying main ideas drawn from more than 1 paragraph and summarising these
identifying how language, structure, and presentation contribute to meaning

Olympics - Activity 5

En4/2.2c retrieve and record information from non-fiction

Olympics - Activity 5

En4/2.2d participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Olympics - Activity 5

En4/3.1 Spelling

En4/3.1a use further prefixes and suffixes and understand how to add them
(English Appendix 1)

En4/3.1b spell further homophones

En4/3.1c spell words that are often misspelt
(English Appendix 1)

En4/3.1d place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals

En4/3.1e use the first 2 or 3 letters of a word to check its spelling in a dictionary

En4/3.1f write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

En4/3.2 Handwriting and Presentation

En4/3.2a use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined

En4/3.2b increase the legibility, consistency and quality of their handwriting

En4/3.3 Composition

En4/3.3a Plan their writing by:

discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
discussing and recording ideas

En4/3.3b Draft and write by:

composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
(See English Appendix 2)
organising paragraphs around a theme
in narratives, creating settings, characters and plot
in non-narrative material, using simple organisational devices

En4/3.3c Evaluate and edit by:

assessing the effectiveness of their own and others’ writing and suggesting improvements
proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

En4/3.3d proofread for spelling and punctuation errors

En4/3.3e read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

En4/3.4 Vocabulary, grammar & punctuation

En4/3.4a develop their understanding of the concepts set out in Appendix 2 by:

extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
using the present perfect form of verbs in contrast to the past tense
choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
using conjunctions, adverbs and prepositions to express time and cause
using fronted adverbials
learning the grammar for years 3 and 4 in Appendix 2

En4/3.4b indicate grammatical and other features by:

using commas after fronted adverbials
indicating possession by using the possessive apostrophe with singular and plural nouns
using and punctuating direct speech

En4/3.4c use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading.

Hands-On Education's approach to English Activities in the National Curriculum

Hands-On Education is an innovative approach to teaching English in the National Curriculum for England. The program focuses on providing students with practical, hands-on activities that engage them in the learning process. This approach is designed to help students develop their language skills in a fun and interactive way, while also providing them with a deeper understanding of English language and literature.

One of the key features of the Hands-On Education approach is its emphasis on creativity. Students are encouraged to use their imagination and creativity to explore different aspects of the English language. This can include activities such as writing their own stories, creating their own poems, or even putting on their own plays.

Another important aspect of the program is its focus on real-world applications. Students are encouraged to use their language skills in practical situations, such as writing letters or emails, or even giving presentations. This helps to reinforce the importance of language skills in everyday life, and helps students to see the relevance of what they are learning.

Finally, the Hands-On Education program is designed to be inclusive. It recognizes that students have different learning styles and abilities, and provides opportunities for all students to participate and succeed. This can include activities such as group work, peer tutoring, or differentiated instruction.

Overall, the Hands-On Education approach to English activities in the National Curriculum for England is an effective and engaging way to help students develop their language skills. By providing practical, creative, and inclusive activities, the program helps students to become confident and competent communicators, both in and out of the classroom.

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