Stage4SchemeofWork 2023

Scheme of Work
Cambridge Primary
English 0058
Stage 4
This Cambridge Scheme of Work is for use with the Cambridge Primary
English Curriculum Framework published in September 2020
for first teaching in September 2021.
Version 1
Contents
Contents ..................................................................................................................................................................................................................................................... 2
Introduction ................................................................................................................................................................................................................................................ 3
Unit 4.1 Historical stories ......................................................................................................................................................................................................................... 6
Unit 4.2 Recounts .................................................................................................................................................................................................................................... 15
Unit 4.3 Poems from different times and cultures ............................................................................................................................................................................... 24
Unit 4.4 Explanations .............................................................................................................................................................................................................................. 32
Unit 4.5 Fantasy stories .......................................................................................................................................................................................................................... 41
Unit 4.6 Playscripts that show a range of dramatic conventions ....................................................................................................................................................... 49
Unit 4.7 A range of poetry, including free verse, on a common theme ............................................................................................................................................. 56
Unit 4.8 Stories about issues and dilemmas ........................................................................................................................................................................................ 64
Unit 4.9 Persuasive texts ........................................................................................................................................................................................................................ 74
Sample lesson 1....................................................................................................................................................................................................................................... 83
Sample lesson 2....................................................................................................................................................................................................................................... 85
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Cambridge Primary English (0058) Stage 4 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary English Stage 4.
It contains:
• suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
• at least one suggested teaching activity for each learning objective
• a list of subject-specific vocabulary that will be useful for your learners
• sample lesson plans.
You do not need to use the ideas in this scheme of work to teach Cambridge Primary English Stage 4. It is designed to indicate the types of activities you might use,
and the intended depth and breadth of each learning objective. These activities are not designed to fill all of the teaching time for this stage. You should use other
activities with a similar level of difficulty, for example those from endorsed resources.
The accompanying teacher guide for Cambridge Primary English will support you to plan and deliver lessons using effective teaching and learning approaches. You
can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 150
hours of teaching for English Stage 4. You can adapt the time, units and order of the units based on the requirements of your school and the needs of your learners.
Unit Suggested teaching time
Unit 4.1 Historical stories 20 hours
Unit 4.2 Recounts 20 hours
Unit 4.3 Poems from different times and cultures 10 hours
Unit 4.4 Explanations 20 hours
Unit 4.5 Fantasy stories 20 hours
Unit 4.6 Playscripts that show a range of dramatic

10 hours
conventions
Unit 4.7 A range of poetry, including free verse, on a
10 hours
common theme
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Unit Suggested teaching time
Unit 4.8 Stories about issues and dilemmas 20 hours
Unit 4.9 Persuasive texts 20 hours
Total 150 hours
Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can be turned
into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary English Teacher Guide has information on
creating lesson plans.
Other support for teaching Cambridge Primary English Stage 4

Cambridge Primary centres receive access to a range of resources when they register. The Cambridge Primary support site at
https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the programme.
Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.
Included on this support site are:

• the Cambridge Primary English Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
• grids showing the progression of learning objectives across stages
• the Cambridge Primary English Teacher Guide, which will help you to implement Cambridge Primary English in your school
• templates for planning
• worksheets for short teacher training activities that link to the teacher guide
• assessments provided by Cambridge
• a list of endorsed resources, which have been through a detailed quality assurance process to make sure they are suitable for schools teaching Cambridge
Primary English worldwide
• links to online communities of Cambridge Primary teachers.
Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
• paper, pens and pencils for learners to use
• paper on which learners can record their work
• dictionaries and thesauruses
• access to computers and the internet
• access to a range of paper-based research materials, i.e. in a library
• access to a wide range of fiction, non-fiction and poetry texts that learners can read independently for pleasure.
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Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are available
in your school.
Websites
There are many excellent online resources suitable for teaching Cambridge Primary English. Since these are updated frequently, and many are only available in
some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
Approaches to teaching Cambridge Primary English Stage 4

Repetition of learning objectives
All Stage 4 learning objectives are covered at least once in this scheme of work to demonstrate an example of how it may be taught. It is expected that teachers will
revisit learning objectives multiple times across the year to practise and embed learners’ skills.
Some Stage 4 learning objectives are covered across multiple stages of the Primary programme. Where this is the case, the learning objective is marked by an
asterisk, for example:
4Ri.01 Understand the difference between fiction and non-fiction texts and locate books by classification.*
Organisation of learning objectives into units

The learning objectives have been organised into units. However, it is not mandatory to use these contexts in your own teaching. The learning objectives can be
taught in any order. The contexts of the units given in the scheme of work were chosen to support the breadth of textual contexts that learners should be familiar with
and to create links to Lower Secondary. Within the units, some texts are named, but these are only for exemplification and are not mandatory. You are encouraged
to choose texts that are available, appropriate and relevant to your learners.
Rows of suggested teaching activities within each unit are designed to demonstrate how the Reading, Writing, Speaking and Listening skills can be integrated to
support their mutual development. The rows are not a demarcation of lessons. The activities suggested within one row could take part of a lesson or may need a
series of lessons. Any texts listed in the resources are only indicative, with no requirement to read them. You should choose texts that are relevant to your learners
and their context.
Phonics
The phonics learning objectives are not exhaustive and do not provide a comprehensive approach to teaching phonics. In addition to the Cambridge Primary English
Curriculum Framework, it is recommended that you also follow a systematic phonics scheme.
Spelling
The suggested teaching activities for the spelling learning objectives are not comprehensive; not all possible letters and letter combinations are covered. The
suggested teaching activities are designed to provide an exemplification of one approach that could be taken to teaching the learning objectives. If further support is
required with the teaching of spelling, in addition to the Cambridge Primary English Curriculum Framework, you should also follow a systematic spelling scheme.
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Unit 4.1 Historical stories

Outline of unit:
In this unit, learners will look at historical fiction or, in other words, realistic stories that are set in the past. They will examine stories for explicit details by looking at
texts to find specific information, and will put together information about characters in stories. Learners will keep a notebook of interesting words, including
unfamiliar words from historical stories. They will look at how writers choose words, including adjectives, adverbs and adverbial phrases, that will have an impact
on the reader, and they will begin to use these in their own writing. Learners will look at how to identify viewpoint in a story and investigate how a character and a
setting can be developed, carrying out research in order to create their own character profile and background for writing story.
Recommended prior knowledge:
This unit explicitly builds on the following learning objectives covered in Stage 3:
Reading
Deduce the meanings of unfamiliar words from their context.
Explore and comment on words in texts that make an impact on the reader, including noun phrases and adjectives.
Explore and comment on how a writer’s choice of verbs to introduce and conclude dialogue enhances the meaning.
Explore the different purposes of prepositions.
Understand the difference between fiction and non-fiction texts and locate books by classification.*
Read and explore a range of fiction genres, poems and playscripts, including identifying the contribution of any visual elements or multimedia.*
Explore explicit meanings in a range of texts.*
Explain how settings and characters are developed in a story.
Compare different retellings of the same story, including the influence of when and where they were written (e.g. myths and legends).
Writing
Explore and use different verbs for introducing and concluding dialogue, e.g. said, asked.
Choose and use words and phrases (including noun phrases) to strengthen the impact of writing.
Use own lists of interesting and significant words, dictionaries and thesauruses to extend the range of vocabulary used in written work.*
Use full stops, question marks and exclamation marks correctly in different types of sentences.
Develop creative writing in a range of different genres of fiction and types of poems.*
Develop descriptions of settings and characters when writing stories.
Develop writing for a purpose using language and features appropriate for a range of text types.*
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Speaking and Listening
Use vocabulary appropriate to the situation.
Use non-verbal communication techniques for different purposes.*
Show awareness of an audience, e.g. by adapting language and tone to engage them.*
Use knowledge of punctuation and grammar to read familiar texts with accuracy.
Begin to comment on the ways that meaning can be expressed verbally and non-verbally in different contexts.
Key vocabulary:
the past
historical
similarity
fiction
non-fiction
explicit information
synonym
adverb
adjective
mime
graphic organiser
viewpoint
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Learning objectives Suggested teaching activities Resources

4Ri.02 Read and explore a Tell learners that they will be reading and thinking about a story that is set in the past. Ask Photographs and pictures of
range of fiction genres, poems questions to assess learners’ understanding of what the past means, such as: scenes from long ago.
and playscripts, including • What did you do yesterday or last week?
identifying the contribution of • Where did your parents live when they were children? A historical story, e.g. The Last
any visual elements or • Have you watched any television programmes or films that were set in the past? Viking by Terry Deary, Anne of
multimedia.* • How do you know they were set in the past? Green Gables by L. M.
• Did you learn anything about history from them? Montgomery, The Wolves of
4Ra.04 Comment on how Willoughby Chase by Joan
fiction reflects the time or Show photographs and pictures of scenes from long ago to encourage ideas and discussion. Aiken, Swallows and Amazons
context in which it is set. Ask learners, in pairs, to discuss: by Arthur Ransome, Princess of
• how they know the scenes are from a long time ago Egypt: an Egyptian girl’s diary
4SLp.02 Read aloud with • the main differences between then and now. 1490 BC by Vince Cross,
accuracy and fluency, showing Egyptian Diary: the journal of
awareness of punctuation. Ask learners to work in pairs to make a table with two columns, showing the similarities and Nakht by Richard Platt, Tertius
differences between now and the time shown in one of the pictures. Compare and discuss and the Horrible Hunt by Ann
4Ri.01 Understand the these as a whole class. Jungman, Beowulf by Rob Lloyd
difference between fiction and Jones or Michael Morpurgo.
non-fiction texts and locate
Read part of your chosen story that contains information about life in the time the story is set.
books by classification.* Examples of historical non-fiction
Support learners in their reading aloud to the class by occasionally modelling reading, paying
texts covering the same period
attention to punctuation. Pause before any words learners may be unfamiliar with and write
in history as your chosen story.
them on the board. Ask learners:
• How do you think this word should be pronounced? Why? Access to a library.
If learners do not know the meaning of a word, write a sentence containing the word on the
board to give learners some context to understand its meaning.
Ask pairs of learners to find and discuss any information that shows differences between
times then and now. Ask learners to find and read aloud extracts that contain evidence of the
story being set in the past, noting the page and line numbers. Learners should practise
reading these passages to each other in preparation for reading them fluently to the rest of
the class.
Ask learners how they can find out more information about life in the time of your chosen
story. Show learners non-fiction texts about the period to prompt suggestions.
In a library, look at how books are classified as either fiction or non-fiction, and ask why they
are grouped like this. Discuss the differences between the non-fiction texts and the historical
story set in about the same period in history. Talk about the differences between historical
facts and information invented in stories, and how historical stories contain some factual
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information about life and events in the past as well as fictitious details. Ask learners to find
examples of each in the story.
Ask learners, in pairs, to make notes about what they found out about life in the time of your
chosen story and give them opportunities to share their findings with the whole class.
4Ri.06 Explore explicit Tell learners that they are going to find out more about the main character of your chosen Your chosen historical story.
meanings in a range of texts.* historical story. Tell them that they will look only for explicit information. Clarify the meaning of
explicit information as information that is obvious and stated clearly in the book, not hidden Learners’ notebooks.
4Wv.06 Use own lists of details. Model examples of this for learners, e.g. the sky was a deep grey does not mean that
interesting and significant it was raining, but the rain poured down does.
words, dictionaries and
thesauruses to extend the As learners read, ask them to make a note of important and interesting information about the
range of vocabulary used in main character. Tell them that they will use this information later when they write about the
written work.* character and their daily life. Ask them to record the information in their notebooks. To guide
learners, model the sort of information needed and ask questions such as:
4Rv.01 Use context to suggest • When does the story take place?
synonyms for unfamiliar • Where is it set?
words. • Who is the main character?
• Where does the character live?
4Wc.08 Develop writing for a • What does the character look like?
purpose using language and • How does the character spend their time?
features appropriate for a
range of text types.* Ask learners to tell you when they come across an unfamiliar word in the story. Ask them to
suggest how they could work out the meaning of the word (e.g. thinking of similar words or
4Wg.01 Consistently use words that may be linked to it, looking in a dictionary, looking at the rest of the sentence and
accurate end-of-sentence trying to work out what it means).
punctuation.
Model strategies to work out the meaning of a word from its context, e.g. working out the
meaning of exceedingly in the sentence The hat and gloves he was given were exceedingly
useful in the ice-cold weather. Ask learners:
• When you look at the word in the context of the sentence, do you think it is describing
a feeling or a place?
• Is the word saying something about how powerful a statement is?
• Can you guess the meaning of the word from the rest of the sentence?
Discuss the effects of any ‘old fashioned’ words in a story, and whether they make it more
realistic. Ask learners to think of synonyms of these words, or find some in a thesaurus. Ask
them to rewrite some of the sentences, replacing the old-fashioned words with modern
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synonyms and seeing how this changes the picture they have in the head of the story. Tell
them to record interesting, unfamiliar or old-fashioned words in their notebooks
When learners have read enough of the historical story to have gathered plenty of information
about the main character, ask them to plan and write a factual account of the main character
and their life at that time. Tell them that their account is for someone who has not read the
story but is interested in that period in history. Remind learners to use words they recorded in
their notebooks, and to punctuate their sentences correctly with a full stop, exclamation mark
or question mark.
4Rv.05 Explore and comment Show examples of everyday objects and describe them in a simple, factual way, for example: An extract from your chosen
on how a writer’s choice of historical story with the powerful
words, including verbs, This book has pages with words on them. verbs replaced with overused
strengthens the impact on the ones.
reader, e.g. rushed instead of Ask learners what they think of the description. Then describe the object again with more
went. interesting vocabulary, for example: Sentences with plenty of
powerful verbs and adverbs
4Wv.04 Choose and use This book is the doorway to a world of adventures, with every page containing treasures that taken from story.
words (including verbs, e.g. will enrich your imagination.
rushed instead of went) to An extract from your chosen
strengthen the impact of Ask learners: historical story containing
writing. • Which description do you prefer and why? adverbs.
• How does the second description make you feel about books?
4Rg.08 Identify adverbs in • What effect is created by using these words?
texts.
Organise learners into small groups and give them an extract from your chosen story from
4SLm.04 Use non-verbal which you have removed all the powerful verbs and replaced them with overused, less
communication techniques for interesting verbs. After they have discussed suitable vocabulary, ask learners to comment on
different purposes.* the impact of the rewritten extract and to suggest more interesting, powerful words, e.g.
acquired or obtained instead of got, proceeded or departed instead of went, uttered or
declared instead of said.
Ask learners to write their improved version of the extract. They could use a dictionary or
thesaurus to find alternatives to the overused words and extend their vocabulary. Show
learners the original version of the extract so that learners can compare their own version
with it.
Display sentences taken from your chosen text containing powerful verbs and adverbs.
Revise the term adverb and as a class find all the adverbs in the sentences. After modelling
an example, ask learners to describe the adverb’s purpose in each of the sentences,
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encouraging learners to look at how it modifies the verb and makes it more interesting.
Discuss how the verb adds to the meaning of a sentence.
Show examples of the three kinds of adverbs on the board:

• adverbs of manner, saying how something was done (e.g. quietly, loudly, quietly)
• adverbs of time, saying when something was done (e.g. afterwards, tomorrow, later)
• adverbs of place, saying where something was done (e.g. upstairs, down, behind).
Ask learners to find all the adverbs in an extract from the text. Ask them to replace the more
powerful adverbs with overused, less interesting ones (e.g. slowly, nicely). Discuss how this
affects the atmosphere created and character of the writing.
The same activity can be repeated with a focus on adjectives, replacing powerful adjectives
with overused words such as big, good and nice.
For further practise at identifying and using more interesting, powerful vocabulary, give
individual learners an ordinary, unexciting word to mime and get the rest of the class to
suggest a more interesting, powerful word for it, e.g. shout, cry, yell, scream instead of call;
icy, chilly, freezing instead of cold.
Display learners’ suggestions in the form of spider diagrams around the classroom. Learners
will be able to refer to and draw on these useful word banks for their own writing.
4Rv.06 Explore and comment As learners read your chosen historical story, ask them to find words that show degrees of Your chosen historical story.
on how a writer’s choice of intensity, e.g. chilly, freezing; old, ancient. Ask learners whether they know any other words
words, including adjectives that mean the same thing. Explain that there are many words for the same thing, but some Sets of adjectives and adverbs
and adverbs, enhances the have a more precise or more powerful meaning than others. Ask: showing shades of meaning.
meaning (shades of meaning). • Why do you think the writer chose to use this word here?
• Which other words could the writer have used? A washing line or string.
4SLm.03 Use vocabulary • Why is … better than …?
precisely to make the meaning • Does the word … mean the same as …? Clothes pegs.
clear. • What is the difference in meaning?
Gapped sentences with the
4Wv.03 Explore shades of Provide learners with sets of adjectives and adverbs that show shades of meaning, such as: adjectives and adverbs missing
meaning in adjectives and • overjoyed, delighted, happy from them.
adverbs (e.g. tepid, warm, • sad, miserable, disappointed
hot), and use them
• very, really, completely.
appropriately in own writing.
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Ask learners to discuss the words and their shades of meaning, and to put them in order of
intensity. Invite their feedback, with reasons for their opinions, and together decide on an
order of intensity for each set. Hang the words in order on a washing line using clothes pegs.
Give learners some gapped sentences with the adjectives and adverbs missing from them.
Invite learners to suggest words to fill the gaps. Ask them where the words would fit on the
washing line. Invite other learners to comment on the suggestions and to say whether they
agree or disagree. If they disagree, ask them to justify their opinion and to suggest an
alternative word.
Organise learners into small groups and give each group an unordered list of adjectives
covering the spectrum from least to most (e.g. temperature adjectives from freezing to
roasting; adjectives describing degrees of interest from bored to enthralled). Ask learners to
put the adjectives in order from least to most.
Write some gapped sentences on the board, with missing adjective, e.g. Mia was … about
her school report; They were … that they could not play outside. Ask learners to complete
each sentence with a suitable word, e.g. overjoyed, disappointed, but tell them that they can
use each new word only once. Learners can think of their own words, or you could provide a
list of options for them to choose from.
Ask learners to write a short story using some of the adjectives and adverbs reflecting shades
of meaning that they have looked at. Remind learners to use appropriate end-of-sentence
punctuation. Ask learners to peer-assess each other’s work. Tell them to ask themselves:
• Has my partner used interesting adjectives and adverbs?
• If not, can you suggest a different, more interesting adjective or adverb to make the
meaning more precise?
Give learners the opportunity to amend their short stories in light of the feedback they
receive.
4Ri.08 Explain how settings Tell learners that they are going to create a graphic organiser to show how an idea for a An extract from the start of your
and characters are developed, character and a setting in a story can be built up. If necessary, explain that a graphic chosen historical story that
identifying key words and organiser is a map or chart with words and pictures that shows connections between facts or describes a scene and a
phrases from the story. ideas, and show learners a completed example of a graphic organiser. character (or characters).
4SLr.02 Comment on the Tell learners to close their eyes, listen, and imagine the scene as you read aloud. Read an Non-fiction history books or
ways that meaning can be extract from the start of your chosen historical story that describes a scene and a character or access to the internet for
expressed verbally and non- characters. After reading, tell learners to describe the scene, character(s) and life at that time learners to carry out research in
verbally in different contexts. by writing important words and drawing pictures on their graphic organisers. Encourage to life in the time your chosen
story was set.
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4Rg.07 Explore in texts learners to share the information they have gathered about the scene, character(s) and life at
examples of adverbs and the time. Sentences from the story with
adverbial phrases, including interesting adverbs and
their purposes. Organise learners into small groups and ask them to research clothing, housing or transport. adverbial phrases.
Make non-fiction books available for this, or give learners access to the internet. Tell them to
4Wc.04 Develop descriptions add the information they find out to what they already have on their graphic organisers about
of settings and characters to life in the time your chosen story was set. Tell learners to add this information to their graphic
capture the reader’s organisers, with references to pictures or photographs from the internet or non-fiction books.
imagination.
As you read the rest of the story as a class, learners should continue to add to their graphic
organisers. Learners should make sure that their graphic organiser has enough detail to show
how the character(s) and setting develop over time. Put learners into pairs, and ask them to
swap their graphic organisers to check whether they have adequately explained by means of
words and pictures how the character(s) and setting develop.
To prepare learners to turn their graphic organisers into descriptive writing, look at some
sentences from the story with interesting adverbs and adverbial phrases. Display these for
the whole class and highlight the examples using a different colour for each. Ask learners:
• What is the difference between adverbs and adverbial phrases?
• What is their purpose?
Ask learners to take turns to read the sentences, leaving out the highlighted words, and
discuss the difference this makes to the description.
Look at the sentences with adverbs and adverbial phrases again and ask questions about the
extra information that the adverbs and adverbial phrases give.
Ask learners to use the information on their graphic organisers to write about what could
happen to the character and setting at a later point in the story. Remind learners to:
• include information gathered from the original extract
• show how the character and setting progress from the original description
• include information they found from their research
• use descriptive language such as adverbial phrases to trigger the reader’s
imagination and give more detail.
4Ri.17 Identify the viewpoint To understand from whose viewpoint a story is told, read aloud some descriptive extracts Extracts from your chosen
from which a story is told. from your chosen historical story. Ask learners to identify whose viewpoint they just heard. historical story that contain
Ask learners to discuss with a partner which character’s opinions, thoughts and feelings descriptive passages.
feature most in your chosen story. Support them in finding examples from the text and list
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4Wc.06 Begin to express a their suggestions. Explain that these are the opinions, thoughts and feelings of the character A character profile sheet
viewpoint in fiction through a from whose viewpoint the story is told. Tell learners that they can refer to this list when doing containing five boxes labelled
character’s opinions about a their own writing. name, picture, home,
setting or other characters. description, voice.
Organise learners into pairs and tell them that they are going to imagine themselves in the
4Wc.01 Develop creative story. Learners take turns to close their eyes and picture themselves as a character in the An extract from a historical story
writing in a range of different story. They should tell their partner what they can see, hear, smell and touch while in written in the first person, e.g.
genres of fiction and types of character. Mill Girl by Sue Reid, Princess of
poems.* Egypt: an Egyptian girl’s diary
Tell learners that they are going to write a descriptive historical scene from the viewpoint of a 1490 BC by Vince Cross,
4SLm.05 Show awareness of character they will create who lived at that time. Ask them to complete a character profile Egyptian Diary: the journal of
an audience, e.g. by adapting consisting of separate boxes for: Nakht by Richard Platt.
language and tone to engage • the name of the character
them.* • a drawing of the character An extract from a historical story
• a description of where the character lives written in the third person, e.g.
• a description of the character The Last Viking by Terry Deary,
• a description of the character speaks. Anne of Green Gables by L. M.
Montgomery, The Wolves of
Ask learners to draw the historical setting for their new character. Their picture could be of a Willoughby Chase by Joan
town or a country scene; it could include buildings, other characters and forms of transport. Aiken.
Tell learners to label objects and write brief descriptions on their drawing.
Ask learners to use their character profile and their labelled picture of the setting to create a
descriptive piece of writing from the viewpoint of their new character. Ask learners:
• Whose viewpoint will you use?
• Will you write in the first person or the third person?
• What is the reason for your choice?
Show learners short extracts from historical stories using each of these viewpoints. Ensure
learners understand what they need to do to write in the first or third person. Remind them of
the examples they looked at from your chosen story about how to express a character’s
viewpoint.
Organise learners into small groups and tell them that they are going to role-play their
characters. As preparation, ask learners to suggest what would make their performance
entertaining for their audience to watch. Look for suggestions such as adopting the posture
and gestures of their character; using their voice to mimic the character’s accent; using words
their character would use and making comments that they would make; dressing up in
clothes suitable for the period.
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Unit 4.2 Recounts
Unit 4.2 Recounts

Outline of unit:
In this unit, learners will explore non-fiction texts that recount events. Learners will read and discuss a range of recount texts, and understand that they can be
about everyday things as well as significant events. Learners will develop their awareness of punctuation and its importance with regard to reading and
understanding. They will look at how books are classified and how to find information in non-fiction books. They will study verb forms and use them correctly and
consistently, and they will work at improving their vocabulary and avoiding overused words in their writing. They will give each other feedback on using the correct
word and grammar. Learners will gain practise at retrieving information from texts in order to develop their own writing and at sequencing their own writing. They
will plan and write their own recount text based on recounts they have studied, paying attention to subject-verb agreement.
Reading
Use the initial two letters to organise words in alphabetical order, and to locate words in dictionaries and glossaries.
Use knowledge of punctuation and grammar to read familiar texts with understanding.
Explore in texts, and understand, the grammar of multi-clause sentences, including conditional sentences.
Explore and identify past and present verb forms in texts, including irregular verbs.
Identify common irregular verb forms in the past tense and relate them to the present tense.
Understand the difference between fiction and non-fiction texts and locate books by classification.*
Read and explore a range of non-fiction text types.*
Identify, discuss and compare the purposes and features of different non-fiction text types, including how texts engage the reader.
Locate relevant information in texts, including using an index.
Writing
Use paper-based and on-screen tools to find the correct spelling of words; keep and use spelling logs of misspelt words, and identify words that need to be
learned.*
Explore and use synonyms for high frequency words, e.g. big, little, good.
Use regular present and past verb forms accurately and consistently across a text.
Develop writing of a range of text types for a specified audience, using appropriate content and language.*
Complete a table or diagram to record information drawn from a text.
Evaluate own and others’ writing, suggesting improvements for sense, accuracy and content.*
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Unit 4.2 Recounts

Select appropriate information, with appropriate detail, as needed.
Extend a discussion by contributing relevant comments.
Take turns in a discussion, acknowledging what others have said.
Read aloud with expression appropriate to the meaning and sound of the words.
Begin to evaluate own and others’ talk, including what went well and what could be improved next time.*
Key vocabulary:
non-fiction
historical
alphabetical order
initial
connective
chronological order
tense
singular
plural
index
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4Ri.04 Read and explore a Show learners a range of recount texts and establish that recounts tell us about people’s lives A range of recount texts, e.g.
range of non-fiction text or events in the past. autobiographies and
types.* biographies, news reports,
Organise learners into groups and ask them to think of people in the past or events that have school magazines, textbooks.
4SLg.03 Extend a discussion happened that they would like to read about, or that they have read about, e.g. sporting
by contributing relevant events, news reports, events from history, biographies of famous people such as sports stars A paragraph from a recount text
comments and questions. or historical figures. Discuss anything of interest or significance that has happened in school that contains a variety of
or locally, encouraging learners to ask questions if they are not familiar with the details. punctuation, including speech
4Rg.01 Use knowledge of marks.
punctuation and grammar to Display a paragraph from a recount text that contains a variety of punctuation, including
read unfamiliar texts with speech marks. Draw learners’ attention to the different punctuation marks and ask: A paragraph from a recount text
understanding. • What is the function of each punctuation mark? with the punctuation removed
• How does the punctuation mark affect the way you read the text? and grammar altered, and the
4SLp.01 Read aloud with • How do punctuation marks help us understand the meaning a sentence? same paragraph with the correct
expression, adapting the pace punctuation in place and correct
and volume appropriate to the Display a paragraph from a recount text with its punctuation removed and grammar altered. grammar.
content. Ask learners to read it in small groups. Ask questions such as:
• Is the meaning clear?
• How have the missing punctuation and bad grammar affected your understanding of
the information?
Show learners the same paragraph with the correct punctuation and grammar and ask them
to read it. Ask learners to discuss:
• whether the paragraph was read clearly, fluently and with understanding
• whether the reader paid proper attention to the punctuation, pausing when necessary
and emphasising the right words
• what difference the punctuation and good grammar made to how easy it was to read
the paragraph well.
As they discuss, encourage learners to add relevant comments and to ask questions to clarify
what they heard and to elicit further information.
Make copies of a variety of recounts available in the classroom for learners to read. Set aside
time for learners to read the recounts aloud to the class in the role of the writer or the subject
of a biography, e.g. a sports commentator or historical figure. Discuss how learners could
deliver the recount, for example:
• How would a sports commentator recount an exciting football match?
• How would a king or a famous general read a recount of a battle he had won?
17

4Ri.01 Understand the Ask learners to name some books that they have read recently. Write these on the board in Access to the school library, or a
difference between fiction and two columns, one for fiction and one for non-fiction. Add some books you have in the range of fiction and non-fiction
non-fiction texts and locate classroom to ensure that there are books listed in both columns. Ask learners: books.
books by classification.* • Why is the list of books organised like this?
• What are the differences between fiction and non-fiction writing? A recount text that contains an
4Rv.04 Use as many initial index.
letters as necessary to Visit the school library together and ask learners to add to what you have already discussed
organise words in alphabetical about the differences between fiction and non-fiction texts. Ask them to find evidence, such
order, and to locate words in as pointing to the contents page, different chapters or pictures with captions.
dictionaries and glossaries.
Ask learners to explain how they would find a book in a library on a particular topic, e.g. life
4Ww.09 Use paper-based and under the sea, forms of transport. As an answer is suggested, challenge learners to find a
on-screen tools to find the book on a given topic to check whether the suggestion works.
correct spelling of words; keep
and use spelling logs of Check learners’ understanding of alphabetical order with activities such as:
misspelt words, and identify • reciting the alphabet
words that need to be • saying what letter comes next in the alphabet
learned.* • locating words in dictionaries as quickly as possible
• ordering words that begin with different letters
• ordering words that begin with the same letter.
Ask learners to look at the index at the back of a recount text and ask learners how the topics
are organised. Challenge learners to find words you give them in the index as quickly as
possible.
Ask learners regularly to share any strategies they may have for remembering difficult
spellings. If they do not already have one, encourage learners to try a strategy that helps
them remember spellings they frequently get wrong, such as:
• using a different colour to highlight the tricky letter combinations
• writing the word on lots of pieces of paper and sticking them around at home.
Encourage learners to use on-screen spellcheckers when produce word-processed pieces of

writing. In addition, make sure that they also keep a spelling log containing their handwritten
and on-screen spelling errors. Remind them to use their spelling logs whenever they
encounter a new word in their reading and to use words from their list in their writing.
4Rg.09 Explore and Share texts containing a range of verb forms, ensuring that past, present and future forms are A range of short texts containing
understand how past, present all represented. Ask learners to identify all the verbs in the texts and to organise them into past, present and future verb
three categories: past, present and future. Ask learners:
18

and future verb forms are used • What is the purpose of verbs in a sentence? forms. Some of the texts should
in texts. • How did you recognise whether the verb was past, present or future? be recounts in the past tense.
4Wg.06 Use past, present and Look at and discuss the different forms of past tense verbs and participles. Introduce the term Examples of irregular verbs in
future verb forms accurately. irregular verbs and share examples. For each example, ask learners: the past, present and future
• Is this a past, present or future verb form? tense.
4SLg.04 Take turns in a • How do you know?
discussion, making links with Extracts from non-fiction texts
what others have said. Look at some extracts from recount texts and ask learners to identify the tense (past). Look at with all verbs removed and
other types of text to see what tense they are written in (e.g. instructions and information texts replaced with the infinitive form
4Wv.02 Explore and use – present tense; fiction, persuasive texts – possibly a mixture of tenses). with to.
alternatives for overused
words and phrases. Give learners extracts from non-fiction texts with the verbs removed and replaced with the A video of an event such as a
infinitive form with to, e.g. ran replaced with to run, plays replaced with to play, will teach sports match or educational trip,
4Wp.04 Evaluate own and replaced with to teach. Ask learners to choose the correct form of the verb each time for the or an extract from a biographical
others’ writing, suggesting sentence to make sense. film about a well-known person.
improvements for sense,
accuracy and content.* When you are sure that learners understand tense and which one to use in recount texts, Dictionaries and thesauruses.
show them a video of an event. Tell learners that they are going to write a recount of it. Let
learners watch the video once all the way through, then watch it again, pausing the video
regularly to give learners time to make notes. Show the video again with pauses if necessary.
Organise the learners into groups and ask them to take turns talking about the content of the
video. Every learner should contribute a piece of information. Monitor the discussions and
support learners to make sure they have made notes on all the important points.
Ask learners to plan and write their recount individually. To encourage them to use a wide
range of vocabulary in their writing:
• get them to use a thesaurus to find alternatives for overused words and phrases such
as said, it was a good book, I had a nice time
• model alternative, interesting vocabulary when you talk
• when reading, point out and discuss interesting, less common vocabulary and how it
increases the appeal of the text for the reader.
Provide some success criteria for their writing, such as:

• Write in the past tense and use the correct verb forms.
• Make sure the information is accurate.
• Arrange the information in a logical order so that it makes sense.
• Use some interesting, less common words and phrases.
19

When learners have finished writing, ask them to swap recounts with a partner to read and
comment on their text. They should refer to the success criteria as they evaluate their
partner’s writing.
4Ri.14 Locate and use Hand out extracts from a variety of recount texts recalling an exciting, important or Extracts from a variety of
relevant information from a momentous event, e.g. an extreme weather event. Display one of the extracts and a question recount texts recalling an
text to answer questions. that can be answered from it, such as: exciting, important or
• How many days did it last for? momentous event (e.g. an
4Wp.02 Make short notes to extreme weather event).
record information from a text Model how to scan the relevant paragraph(s), focusing on the specific information without
and use them to inform writing. reading the whole text. Give learners more questions to answer in a similar way for them to An enlarged version of a text
practise finding relevant information in a text. and questions, either displayed
4Rg.05 Identify connectives in onscreen or handwritten on a
texts. Organise learners into groups and give a different topic to each group. Tell learners that they whiteboard.
are going to research their topic (using texts you provide or from a library) then present a
4SLm.02 Sequence relevant short talk to the rest of the class on it. Prepare questions for learners to answer using A list of topics with questions to
information to aid the listener’s information from the books. Display the questions they need to find the answers to, such as: answer on it.
understanding. • Where and when was … born?
• What is their most famous achievement? Texts that contain information on
• What was their biggest problem? your chosen topics. The
information should be in the form
Remind learners to use the contents page and index to help them to find the answers. Tell of recounts of people’s lives or
them to make notes on the information they find. When groups have recorded all the events in chronological order in
information they need for their talk, ask them if there were any other organisational features the past tense, e.g.
that they used to find the information, e.g. headings and subheadings. autobiographies and
biographies, or textbooks giving
As groups begin to plan their presentations, ask: recounts of events such as
• Should the information be in chronological order? severe weather, natural
• Which verb form should you use? disasters and holidays.
Refer learners to the recount texts they have looked at to answer these questions.
Ask learners what they know about connectives. Elicit that they are words we put between
sentences and paragraphs to show a link. Referring to a text learners are familiar with, ask
them to identify the connectives the writer has used to link the ideas, then ask:
• Why do writers use connectives?
• Are all connectives interchangeable? Why not?
• What is the purpose of this connective?
20

Ask groups to draw a flow chart of the information in their notes to show a sequence of
events, for example:
He made his discovery in 1900. → He didn’t publish his

results for five years. → He wanted to carry out more
experiments.
Ask learners to add appropriate connectives to link the information in the flow chart. For
example:
He made his discovery in 1900 although he didn’t publish his

results for five years because he wanted to carry out more
experiments.
Ask learners to write the script for their presentation using their flow chart. Encourage them to
use diagrams, arrows, boxes and pictures to help listeners understand the information more
easily. Ensure that learners appreciate that they must present their information clearly so that
their audience understands it.
Invite groups to deliver their presentations to the class. At the end of each presentation,
listeners should be able to answer the original questions you gave each group.
4Rg.10 Explore in texts, and Remind learners about verbs and their purpose in a sentence. Display some sentences with Example sentences, some with
understand, subject-verb the verbs underlined and make sure learners know what verbs are and their purpose in a the verbs underlined and others
agreement. sentence. Show learners some sentences with no underlining and ask them to identify the with no underlining.
verbs. Then ask learners what the subject of a sentence is. Display a few sentences with the
4Wg.08 Use the verb to be subject underlined and then some where learners have to identify the subject. Ask learners to Example sentences, some with
accurately, including identify the verbs too. the subject underlined and
subject-verb agreement for others with no underlining.
different verb forms. Display a pair of similar sentences, one with a third-person singular subject and a singular
verb, and the other with a plural subject and a plural verb, for example: A familiar recount text with
singular and plural verb options
The boy sings in the choir. / The boy and girl sing in the choir. for learners to choose from.
The child goes to school. / The children go to school.
She was excited about the trip. / They were excited about the trip. Sticky notes.
Ask learners:
• What is the difference between the sentences?
• Why are they different?
21
After showing learners plenty of examples ask them to identify the rules for subject-verb
agreement, such as:
• Singular subjects need singular verbs; plural subjects need plural verbs.
• For regular third-person verbs in the present tense, add -s to the end of singular
verbs but not to plural verbs.
Ask learners to make a note of irregular verbs that do not follow the ‘adding -s’ rule in the
normal way, e.g. I am, she is, we are, you are, they are; I was, he was, you were; I have, he
has. Ask them to write these on sticky notes and put them on a wall as they find examples.
Explain that the matching of subject and verb is known as subject-verb agreement: the
subject and verb have to agree with each other for the sentence to be grammatically correct.
Ask learners to explain what happens to the sentence when they do not agree, for example:
The boy sing in the choir. / The boy and girl sings in the choir.
The child go to school. / The children goes to school.
She were excited about the trip. / They was excited about the trip.
Give learners a recount text they are familiar with in which you have replaced verbs with verb
options, such as, The goalkeeper [was/were] wearing a new shirt. Ask learners to choose the
correct form of the verb from the two options.
To practise using the verb to be, ask learners to take all the verb forms they have written on
the sticky notes and write sentences using each one, making sure that the subject-verb
agreement is correct in each sentence.
4Ri.05 Identify, discuss and Explain to learners that they are going to identify the key features of recount texts. Hand out Copies of recount texts, e.g.
compare the purposes and two or three recount texts to small groups so that they can identify the features of this text autobiographies and
features of different non-fiction type. Ask for suggestions from all the groups. Discuss and agree on a list of the features of biographies, news reports,
text types, including how texts recounts, and display it for all learners to see, such as: school magazines, textbooks.
persuade the reader. • They are written in the past tense.
• There is a third-person narrator and third-person verbs (or first-person in
4Wc.09 Develop writing of a autobiographies).
range of text types for a • Events are in chronological order, linked by time connectives.
specified audience, using • News reports and textbooks have an impersonal style.
appropriate content and
language.* Tell learners that they are going to plan and write a recount text for a school magazine. Tell
them that, when they have finished their recount, they will also explain to the class how and
22

4SLr.01 Begin to evaluate own where they included the features of a recount text in their writing. Give learners a topic to
and others’ talk, including what write about, or they could choose their own, e.g. a recount of a recent school trip or visit to
went well and what could be the school by a speaker, a recount of a day that went badly.
improved next time.*
Give learners the following questions and ask then to discuss them in groups:
• Can recount texts include personal views, or should they only contain facts?
• What is the purpose of the recount text?
• What are the advantages of writing a recount text based on your own experiences?
• Which text types could include recounts?
Once learners have chosen the type of recount text they will write, ask them to read
examples of this type, noting down examples of interesting words and time connectives to link
events. Give learners time to research their chosen topic and make notes.
Ask learners to begin writing their recounts, referring to the list of features you made as a
class and their own lists of interesting words and connectives. When they have written an
introduction, ask them to swap with a partner in order to get some feedback about whether
they are including all the features of recount texts on the checklist.
Before learners prepare to present their recounts, ask them to check they have included the
features of this text type. Learners may wish to include video clips and photographs in their
presentations. Learners can get into the character of the person retelling the event if it is not
from their own point of view. Invite learners to present their recounts to the class. Ask the
audience to give their feedback in the form of two stars and a wish: the stars to show two
things the speaker did well, and a wish for one area the learner could do better next time.
23
Unit 4.3 Poems from different times and cultures

Outline of unit:
In this unit, learners will continue to extend the range of reading materials they are familiar with. They will read and discuss poems from different times and
cultures, and comment on the differences and similarities between their own culture and the cultures described in the poems. Learners will discuss the feelings the
poems create in the reader and consider the writer of the poem, in particular the problem of moving from one culture to another. They will examine in detail the
language used in poems, commenting on the figurative language and working out meanings from suggestions and not just from facts. They will increase their
vocabulary by looking at root words and practise spelling words with the same letter strings. Learners will analyse the text features of poems, plan and write a
poem based on one they have read, and put together a presentation on their own culture as if to describe it to learners from another time or culture.
Reading
Identify and record interesting and significant words, and synonyms, from texts to inform own writing.*
Identify simple figurative language in texts, including sound effects and simple onomatopoeia.
Explore and recognise the key features of text structure in a range of different fiction and non-fiction texts, including poems and playscripts.*
Explore implicit meanings in a range of texts.*
Recognise the theme of a text, and common themes in different texts.
Enjoy independent and shared reading of fiction genres, poems, playscripts and non-fiction texts.*
Share a review of a text, summarising what it is about and expressing opinions about it.
Writing
Use simple figurative language, including sound effects and simple onomatopoeia.
Plan and record main points and ideas before writing.
Develop writing for a purpose using language and features appropriate for a range of text types.*

Speak fluently and confidently in a range of familiar contexts.
Listen and respond appropriately, including following a sequence of instructions to carry out an activity.
Begin to take an assigned role within a group.*
Respond politely to another point of view with a personal point of view.*
24

Plan and deliver a presentation independently on a familiar subject in a familiar context.
Key vocabulary:
culture
implicit
stanza
root word
prefix
suffix
figurative language
simile
metaphor
alliteration
synonym
25

4Ra.01 Enjoy independent and Throughout the unit, make time to share poetry with learners. Encourage them to make their A range of poems from different
shared reading of fiction own choices about reading poetry in addition to reading class poems. times and cultures, such as
genres, poems, playscripts Windrush Child by John Agard,
and non-fiction texts.* Tell learners that they will be looking at poetry from different times and cultures. Choose a A-la-ba-ma by Khe-Tha-A-Hi,
poem to read to the class. Before you read, ask learners what they think ‘culture’ is, showing Island Man by Grace Nichols,
4SLm.01 Speak with accuracy the title of the poem and asking learners to suggest what the poem might be about. Read the Childhood by Margaret Walker, I
and sometimes at length in a poem, then explore learners’ ideas about other cultures and any traditions that they associate Want to Write by Margaret
range of familiar contexts. with them. Ask learners what they think makes their own culture different from the ones in the Walker, Presents from my Aunts
poem: in Pakistan by Moniza Alvi,
4Ra.02 Express personal • Is culture where you come from? Blessing by Imtiaz Dharker.
responses to texts, including • Is culture your friends?
linking characters, settings and • Is culture the way you dress? Photographs showing scenes
events to personal experience. • Is culture your celebrations? from the culture described in the
poem you read.
4SLs.01 Listen and respond Encourage learners to explore these ideas, showing them photographs of scenes from the
appropriately, including asking relevant culture. A recording of a poem.
and answering questions to
develop ideas. If possible, listen to a recording of a poem from a different culture being read. Ask:
• How does hearing the poem make you feel?
• How does the person whose point of view is given in the poem feel?
• How can you tell?
• What would you feel in the same situation?
To help learners to get a better understanding of the main character in a poem, set up a ‘hot-
seating’ role-play activity with an adult in the hot seat. Encourage learners to ask them
questions about the character and poem.
4Ri.16 Recognise, compare Read and discuss a poem on the theme of moving from one culture to another, e.g. Windrush Copies of two poems from
and contrast the themes and Child by John Agard or Island Man by Grace Nichols. Discuss the culture described in the different times and cultures for
features of texts. poem and give learners any extra information about the culture to help them to understand learners to compare. If possible,
the background of the poem. find two poems on the theme of
4Ri.09 Explore implicit moving from one culture to
meanings in a range of texts.* Organise learners into small groups and give each group another poem on the theme of another, e.g. Windrush Child by
moving from one culture to another. Once learners have read their poem, ask questions such John Agard and Island Man by
4SLg.02 Respond politely to as: Grace Nichols.
another point of view with a • What words and phrases tell us that the poem is from different times and cultures?
personal point of view.* • What information does the poem give about life in that culture? Background information on the
• How are the themes different to the poem we read earlier? cultures described in your
• How do the settings differ? chosen poems.
26

• What do you notice about the poem’s rhythm and rhymes?
Explore learners’ understanding of implicit meaning by questioning them and modelling

examples. Together, look for information in the poem that is implicitly given: first ask learners
what facts they can find in the text, then, after they have identified the facts, ask learners to
be detectives and work out more information from clues that the writer gives. Support this
process by asking questions about specific details, for example, looking at John Agard’s
Windrush Child, you could ask questions such as:
• What do the palm trees do in the first verse?
• What sort of birds does the writer mention in the second verse?
• What is ‘rolling by’ in the third verse?
• What can you work out from this information? Where is the child? What is the child
looking at? What are they doing?
Encourage learners to share their ideas and say whether they share the same opinions about
the implicit details in the poem. Ensure that learners use evidence from the poem to support
their view and that they consider others’ views. Remind learners that we all have our own
opinions, and if we disagree about something, it does not always mean that the other person
is wrong.
4Rs.02 Explore and recognise Discuss the structures of the poems that learners have been looking at in this unit. Ask them Poems from different times and
the key features of text to compare this to what they know about the structure of stories. Ask learners what features cultures that learners have read
structure in a range of different of text structure they can identify in the poems they have looked at, such as: in this unit.
fiction and non-fiction texts, • lines
including poems and • stanzas A poem from a different time or
playscripts.* • order of events / sequencing. culture.
4SLg.01 Begin to take an Organise learners into groups. The number of learners in each group should be the same as
assigned role within a group.* the number of structural features you have identified together. Give learners a copy of one of
the poems and assign a different structural feature to each learner in the group to look at in
your chosen poem. Ask them to make notes on what they find. When they are ready, ask
group members to share what they have noticed about their particular feature to the rest of
the group.
Invite groups to share what they have learned about the structure of the poem. Ask learners
to share their findings individually with the class.
27

4Rv.02 Explore words with Explain what root words are to learners, showing examples and explaining that root words Dictionaries.
common roots and compare have a meaning of their own. Explain that this meaning can be altered by adding a prefix or a
their meanings. suffix to make a new word, for example: A poem that contains root words
with prefixes and suffixes.
4Ww.06 Spell words with GRAM = letter, written
common letter strings but Large pieces of paper.
different pronunciations, e.g.
tough, through, trough, plough.
grammar grammatical diagram telegram Instagram
Root words can prove helpful in working out what an unknown word means. Challenge
learners to work out the meaning of unknown words if they know what the root word means.
Model dividing the words into the root and the prefix or suffix. This can also help learners to
spell the words, e.g. dis-comfort, anti-social, sub-standard.
Challenge learners to find other words with the same prefix in dictionaries and to compare
their meanings, e.g. disobey, disbelief; antifreeze, antiperspirant.
Read a poem with the class. Ask learners to look for any root words in the poem and ask
them questions such as:
• Which words have prefixes?
• Which words have suffixes?
• What does the root mean?
• What does the prefix/suffix tell you about the word?
• What does the whole word mean?
• Do any of the words have the same root?
Either at the start or end of the activity, write one of the root words on the board, e.g. thing,
mother, friend, nation. Ask learners to work in groups to create spider diagrams of all the
words they can think of that share that root word. Display the diagrams around the classroom.
Ask learners to write sentences containing the root words that make the meaning of the root
word clear.
Display some words containing the same letter string, e.g. -ough, but which have different
pronunciations, e.g. though, through, plough, cough, tough. As a class, compose a short
rhyming poem. The poem should contain words with the same letter string but different
pronunciations, and words that rhyme with these words but which have different spellings, for
example:
28

I told my brother, ‘Get out of my room!’
I’d had enough
of him taking my stuff!
I broke my sister’s favourite toy –

I never thought
that I’d ever get caught!
Ask learners to think of more words with the same letter string. Support them as they write
pairs of rhyming lines to add to the poem. You can try this activity again on another occasion,
choosing a different letter string.
4Rv.07 Identify and recognise Ask learners to identify the difference between two sentences, for example: Images to use as prompts for
meaning of figurative language writing similes.
in texts, including alliteration He is very tall.
and similes, e.g. as … as … He is as tall as a giraffe. A poem from a different time or
culture that contains similes.
4Wv.05 Use simple figurative Elicit that the second sentence is using figurative language, and specifically a simile, to
language, including alliteration compare the person to something else that is tall. Discuss the structure of the simile, i.e. as Thesauruses.
and similes. … as …, and ask learners to suggest alternative similes for the sentence, for example:
4Rv.08 Comment on the He is as tall as a skyscraper.

impact of figurative language He is as tall as a sunflower.
in texts, including alliteration
and similes. Explain that similes can also start with the word like, and give an example:
4Rv.03 Identify and record He is tall like a giraffe.

interesting and significant
words, and synonyms, from Learners often get confused with like in similes. Ensure that they can distinguish between like
texts to inform own writing.* the verb and like when it introduces a simile. Clarify the difference between, say, I like giraffes
and tall like a giraffe with learners.
Ask learners to write their own similes. This can be free association, or you could show
learners a picture and ask them to describe what they can see using similes.
Ask learners to find examples of similes in a poem from a different time or culture that they
are familiar with. Once learners have found some similes, ask them to consider each one in
turn to answer the following questions:
• What image does the simile create in your head?
• Why do you think the writer chose to compare these two things like this?
29

• How does it make you feel or think about the thing that is being compared?
As learners identify similes in the poem, ask them to make a note of any that they find
particularly interesting and that they would like to use in their own writing. Learners can look
in a thesaurus for interesting synonyms to use too and add these to their list.
4Wc.02 Explore and use Explain to learners that they are going to prepare a group presentation about their own Access to information about
different ways of planning to culture as if to describe an aspect of it to learners from a different time or culture. Tell them learners’ culture, including
inform writing for particular that they are going to include a poem as part of their presentation. clothes, food and photographs.
purposes.
Organise learners into groups and ask them to discuss a suitable way to plan their
4Wc.08 Develop writing for a presentation. Tell them to produce a list of what they need to include. This may include:
purpose using language and • key facts about their culture
features appropriate for a • key words and phrases
range of text types.* • images
• food that is typical of their culture
4SLp.04 Plan and deliver a • costumes.
group presentation on a
familiar subject, including to a For the poem, learners will need to consider:
wider audience. • using a poem they have read as a model
• examples of similes they could use
• words that produce feelings
• descriptive words and phrases.
Tell learners that they are going to discuss and plan the vocabulary they will use in their
poem. One possible way of doing this is with a graphic organiser, for example:
Senses Similes
What can you:
• touch
• smell
• hear
• see
• taste
Descriptive words Words from our culture
30
Ask learners to plan how to present the information about their culture. When writing the
poem, remind them to use words and synonyms from the list they made in the previous row.
Learners can also design a poster or collage about their culture to show during their
presentation.
When they have assembled everything they need, let learners practise giving their
presentations before they deliver them to the class. Invite learners to give their presentations,
sharing the poem they have written and any visual material they have prepared.
31
Unit 4.4 Explanations

Outline of unit:
In this unit, learners will examine explanation texts. They will read explanation texts and retrieve information from them. Learners will look at the structure of
explanation texts and incorporate features of them into their own writing, especially connectives. Learners will continue to develop their reading, listening and
discussion skills throughout the unit. They will practise using adverbs, adverbial phrases and quantifiers in their writing and use a variety of connectives in multi-
clause sentences to improve the structure of their explanation texts. Learners will write an explanation text and present it to others in a group.
Reading
Explore in texts, and understand, the grammar and purpose of different types of sentences (statements, commands/instructions, questions and exclamations).
Explore the purpose and grammar of nouns, verbs and adjectives in sentences.
Explore the different purposes of prepositions.
Explore and describe how events or ideas in a text relate to earlier or later events or ideas.
Explore and recognise how sentence openings in texts establish links between sentences, e.g. Later that day …
Scan a text to find and use specific information to answer a question.
Answer questions with some reference to single points in a text.*
Writing
Write multi-clause sentences using simple connectives of time, place and cause.
Write a logical sequence of events or ideas, e.g. to develop the plot of a story.
Use sentence openings that establish links between ideas in different sentences, e.g. Later that day …
Develop writing of a range of text types for a specified audience, using appropriate content and language.*
Begin to write legibly and fluently.
Explore and use different ways of laying out and presenting texts to suit the purpose and audience (handwritten, printed and onscreen).*
32

Key vocabulary:
explanation texts
opinions
intonation
introduction
conclusion
time connective
sequence
multi-clause
complex sentence
adverb
adverbial phrase
quantifier
explicit meaning
33

4Ri.04 Read and explore a Tell learners that they will be looking at explanation texts, or texts that explain how and why An assortment of explanation
range of non-fiction text something happens or how and why something works. Give learners a range of explanation texts on different topics, e.g. the
types.* texts to read, e.g. texts giving information about recycling, texts explaining the water cycle. water cycle, how chocolate is
Discuss the different explanation texts with learners and ask them what topics they would like made, how a space rocket is
4SLg.02 Respond politely to to learn about. built, how pyramids were built,
another point of view with a how an earthquake happens.
personal point of view.* Encourage learners to offer their own ideas about the type of non-fiction books they like to
read. Ask learners to discuss in groups, and encourage plenty of discussion and make
4SLm.01 Speak with accuracy frequent opportunities for learners to express their opinions about the books they read.
and sometimes at length in a
range of familiar contexts. Encourage learners to show respect for and appreciation of other people’s views. After one
member of a group has said what they like/dislike about a text, giving an example from the
text to support their ideas, the next member of the group can say if they agree or not. They
should also offer their opinion and ideas, supported by examples from the text. Encourage
learners to continue the discussion around the group until everyone has expressed their point
of view.
4SLp.02 Read aloud with Make available to learners an assortment of explanation texts on different topics (e.g. crafts, An assortment of explanation
accuracy and fluency, showing simple science, sports and games, video games). Over the course of the unit, ask each texts on different topics for
awareness of punctuation. learner to choose an explanation text on a topic that is of interest to them. Ask learners to learners to each choose one that
take turns to read their chosen explanation text to a small group, aiming to read fluently, with interests them.
4Ri.13 Skim to gain an overall correct intonation and paying attention to punctuation, so that other learners understand what
sense of a text. is read. Questions about the explanation
texts.
4Ri.15 Answer questions with Give members of the group a copy of the information text they have heard. Model skimming
some reference to single the text in order to understand the gist. Ask learners to practise skimming (not reading the
points in a text.* whole sentence or skipping some sentences). To make this more motivating for learners, put
them into teams and ask questions which require them to find specific information as quickly
as possible. Tell them to put up their hand when they have found the correct answer. Repeat
this activity regularly to give learners plenty of practice at finding information in texts.
4Rs.01 Explore and describe Organise learners into small groups and look at an explanation text. Ask learners to point out An explanation text for display.
the main stages in a text from features of explanations, e.g. paragraphs, diagrams and pictures, glossary, and discuss these
introduction to conclusion. as a class. Two sets of prepared cards: one
set in one colour for the names
4Rs.04 Explore and recognise Look at the explanation text together in more detail, working through the text from beginning of the features, one feature per
how points are sequenced and to end and identify the features and structure of the text, including the heading, introduction, card; the other set in another
linked to develop ideas within stages of the explanation divided into paragraphs, time connectives, subject-specific colour for definitions of the
and between paragraphs. vocabulary, diagrams and pictures, conclusion, glossary. Annotate the features as you features, one definition per card.
34

identify them together. Ask learners to decide which features refer to the text structure or
4Ws.01 Develop a logical order in which the information is presented. An unfamiliar explanation text
sequence of ideas, making with all of the time connectives
relationships between them To help them become familiar with the features of an explanation text, learners can play a changed to next or then.
clear. matching game, where they have to match the features with their definitions. Give pairs of
learners two sets of cards: one set in one colour for the names of the features, with one An explanation text including a
4Ws.03 Use connectives to feature written on each card; the other set in another colour for definitions of the different heading, introduction,
establish links between features, with one definition on each card, for example: paragraphs linked by time
paragraphs, e.g. if, although. connectives and conclusion, but
with these components in the
4SLm.02 Sequence relevant Time wrong order.
Introduction
information to aid the listener’s connective
understanding. Scissors.
Links paragraphs and helps

Tells you what the
you know when the action
explanation will be about.
happened.
Ask learners to identify all the time connectives in the text, noting their order, e.g. first, next,
then, after that, finally. They may also identify other connectives such as so and in order to.
So that learners understand how ideas are linked together in explanation texts, give them a
text that they are not familiar with in which you have previously changed all the time
connectives to next or then. Ask pairs of learners to read the text to each other and discuss:
• Was it easy to understand?
• Was it as easy to follow as the explanation we looked at together?
Discuss the difference that a wider range of time connectives makes to how easy an
explanation is to understand.
Ask learners to discover what happens when the order of an explanation gets mixed up. Give
pairs of learners an explanation text including a heading, introduction, paragraphs linked by
time connectives and conclusion, but with these components in the wrong order. Ask
learners:
• Can you understand this explanation?
• Why not?
35

Give learners scissors and ask them to try to put the text back in the correct order. Then
‘snowball’ the activity by putting each pair with another pair to compare results. Ask the group
of four to work together and agree on the best order for the text.
Ask pairs of learners to practise writing explanations in a logical order. Give them a simple,
familiar topic, e.g. Explain how … works, that they can write about in the form of an
explanation using three paragraphs. Ask them to plan their explanation in the form of a flow
chart: First … Then … Finally …
Remind learners to use time connectives in a suitable order, and tell them that they should
write a short paragraph for each stage. When they have written their explanations, learners
can read them to each other in pairs and get feedback on their writing, and you can snowball
the activity again by putting pairs to evaluate their work together.
4Rg.04 Explore in texts the Tell learners that they can improve their writing by using a variety of connectives in multi- Examples of a simple, a
use of different connectives in clause sentences. Ask learners what they remember about the different sentence types. compound and a complex
multi-clause sentences. Write three sentences on the board: a simple sentence, a compound sentence and a complex sentence.
sentence, and explain the different parts of each to remind learners.
4Wg.05 Write multi-clause Copies of an explanation text
sentences using a range of Display an explanation text. Highlight all the multi-clause sentences and ask learners to that contains multi-clause
connectives. identify what makes them a multi-clause sentence (two or more clauses joined by a sentences.
connective). Ask learners to identify the connectives. Give learners more examples of
4Wp.01 Write legibly, fluently connectives in multi-clause sentences until you are sure they understand. Some clauses for learners to join
and with increasing speed. into multi-clause sentences.
Ask learners to suggest alternatives for the connectives in the sentences on the board. For
each new sentence created, ask learners: A list of connectives.
• Does the sentence still make sense?
• Does it mean something different now that we have changed the connective?
• What is the difference?
Organise learners into groups and give them some questions about connectives in multi-
clause sentences to discuss, such as:
• Why do writers add connectives to sentences?
• Why don’t they just use simple sentences?
• Does the meaning of the sentence change if we use a different connective?
As learners discuss the questions in their groups, go around and monitor their discussions,
checking that they are taking turns to speak and listening to others’ opinions.
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You can provide learners with further practice at forming multi-clause sentences by giving
some clauses to join with a suitable connective. Model some examples first, such as:
They didn’t know where to go next. / They had left their map in the car. →
They didn’t know where to go next because they had left their map in the car.
They had plenty of water to drink. / They were getting hungry. →

They had plenty of water to drink although they were getting hungry.
They knew they would be all right. / They kept warm. →

They knew they would be all right as long as they kept warm.
Give learners a list of connectives and ask them to use them to join two clauses in compound
and complex sentences.
Take this opportunity to draw learners attention to their handwriting. Soon after they have
begun a writing task, ask learners to look at their handwriting so far and to identify something
that is good about it and something that they need to work on in the next sentence or
paragraph. If their handwriting is good, challenge them to write slightly quicker in the next
writing task.
4Rg.07 Explore in texts Find out how familiar learners are with the term adverb. Look at examples of three types of Copies of explanation texts,
examples of adverbs and adverb together and check that learners understand that: either displayed or as individual
adverbial phrases, including • adverbs of manner tell you how something happens (e.g. loudly, slowly, carefully) copies.
their purposes. • adverbs of time tell you when something happens (e.g. tomorrow, later, weekly)
• adverbs of place tell you where something happens (e.g. everywhere, outside, Examples of three types of
4Wg.10 Use adverbs and nearby). adverb: manner (e.g. loudly,
adverbial phrases slowly, carefully), time (e.g.
appropriately. Challenge learners to find adverbs in an explanation text they are familiar with, asking them tomorrow, later, weekly) and
to identify which type each one is an example of. place (e.g. everywhere, outside,
nearby).
Learners may identify adverbial phrases, where a group of words function as an adverb but
still answer the questions how, when and where. Give learners examples, e.g. as slowly as An explanation text with no or
possible – manner; at the end of the day – time; on the roof – place. few adverbs or adverbial
phrases in it, or that has had
Ask learners to find examples of adverbial phrases in the explanation text, and to identify the them removed.
type as manner, time or place.
Demonstrate adverbs and adverbial phrases, for example, walk quietly around the classroom,
then ask learners to suggest adverbs to describe the way you are moving. Organise learners
37

into groups to repeat the activity with different actions. Challenge learners to mime when and
where adverbs, as well as how adverbs, for others to guess.
Ask learners to think about how adverbs add to the meaning of a sentence, and their effect
on readers. Find examples of adverbial phrases in explanation texts to help learners explain
their effect. Ask them to comment on the same sentence with and without adverbs, e.g. You
can get there in a day because the train goes very fast and You can get there in a day
because the train goes.
To give practice at using adverbs and adverbial phrases, provide learners with a copy of a
plain explanation text that has no or few adverbs or adverbial phrases. Ask learners to rewrite
the text, adding suitable adverbs and adverbial phrases.
4Rg.06 Explore in texts a Explain to learners that they will be looking at quantifiers, such as either, neither and both, An explanation text containing
range of examples of and that these words come before a noun to show the amount or quantity. Ask learners to quantifiers such as either,
quantifiers, e.g. either, neither, identify examples of these quantifiers in an explanation text. Explain to learners that: neither and both.
both. • either refers to one or other of two people or things (e.g. either of us, on either side)
• neither means ‘not either’ (e.g. neither of them, in neither direction) Sentences with the quantifiers
4Wg.09 Use a range of • both refers to two people of things together (e.g. both girls, both texts) either, neither and both
quantifiers appropriately for removed.
the context, e.g. either, On the board, write the quantifiers along with definitions of them. Challenge learners to match
neither, both. the quantifiers to their definition, for example:
4Ww.02 Explore and use either NOT this and NOT that
spelling patterns for
pluralisation, including -s, -es, both this AND that
-y/-ies and -f/-ves. neither this OR that
4SLm.03 Use vocabulary

Give learners some sentences with the qualifiers either, neither and both removed and ask
precisely to make the meaning
them to complete the sentences with the correct quantifier.
clear.
Give learners a topic for them to read about and explain, e.g. How are volcanoes formed?,
How do you tell the time? or How do bees make honey? Ask them to use quantifiers in their
explanations. Model some sentences first as examples.
Explain to learners that most words change when they become plurals. Ask learners to find
as many examples of plurals as they can in the explanation text. Using these examples,
challenge learners to make up rules for forming plurals, listing the plurals that follow that each
rule, for example:
38

• For most nouns, just add -s, e.g. cars, animals, donkeys.
• For nouns ending in ch, sh, s, x or z, add -es, e.g. bunches, buses, boxes.
• For nouns ending in a consonant plus y, drop the y and add -ies, e.g. diaries,
poppies.
• For nouns ending f, drop the f and add -ves, e.g. halves, leaves.
Some plurals are exceptions to the rules and need to be learned individually, for example,
write child on the board and ask learners:
• What is the plural form?
• Do any of the rules work for making it into a plural?
• What happens to the pronunciation when it becomes a plural?
Ask learners to find more plurals that do not use any of the rules they identified, e.g. women,
sheep.
Ask learners to work in groups to explain the rules to each other, using appropriate language
and examples. Check how well the other learners understand the explanations.
4Ri.06 Explore explicit Explain to learners that they are going to write their own explanation text on a topic of their An assortment of explanation
meanings in a range of texts.* choice that will be suitable for a school magazine. texts, such as The water cycle,
How chocolate is made, What is
4Wc.09 Develop writing of a Remind learners about the content and organisation of explanation texts. Give learners the a space rocket?, How to build a
range of text types for a explanation texts you have been reading in class and tell them that they are going to look at pyramid, Why an earthquake
specified audience, using how writers include explicit information. Model some examples from an explanation text for happens.
appropriate content and learners, then encourage them to talk about the explicit information they found with a partner.
language.* Ask pairs to feed back to the whole class to make sure everyone has understood what explicit
information is.
4Wp.03 Explore and use
different ways of laying out Give learners a list of success criteria, including features covered in the unit, before they
and presenting texts to suit the begin to plan their own text, such as:
purpose and audience • Use appropriate vocabulary.
(handwritten, printed and • Use paragraphs to organise the information.
onscreen).* • Write in the present tense.
• Include multi-clause sentences, adverbs, time connectives and quantifiers.
4SLg.01 Begin to take an • Spell plural words correctly.
assigned role within a group.*
Organise learners into groups of five, and ask them to suggest items for a checklist of
features to help them to plan, write and present their explanation texts to their group:
• a catchy heading that says what it is about and grabs attention
39

• an introduction
• paragraphs sequenced from start to finish
• diagrams
• a conclusion.
Discuss how learners could plan their explanation text. Model setting out ideas in a flow chart,
with the introduction in the first box and the conclusion in the last, and adding time
connectives between the boxes, for example:
Introduce the
First the sun heats Next Finally
topic e.g. The the water …
water cycle up …
Learners can use an explanation text they have read as a model for their writing. Give them
time to research their chosen topic so that the information they include is accurate. Ask
learners to write a short paragraph for each of the boxes in the flow chart, using the time
connective at the start to link the paragraphs. They can also include tables, diagrams and
photos to make their explanation clearer.
Ask them to decide how to present their explanation to the rest of their group. They can try
ideas out before they decide on the right order and wording for the information and write their
final draft.
When learners have written their explanations, they are ready to read them out to their group.
As one learner reads their text aloud, give the others the following four questions and ask
each of them to listen carefully to the explanation and answer one of the questions:
• How suitable is the information in the introduction and the conclusion?
• Is the information in the right order and is the sequence of events clear?
• What connectives are used and are they used clearly effectively?
• Are all the verbs in the present tense?
Ensure that learners have a different question to listen for and answer each time, so that no
learner has the same question twice.
40
Unit 4.5 Fantasy stories

Outline of unit:
In this unit, learners will read and discuss a variety of fantasy stories, sharing the ones they enjoy. They will predict what happens next, using what they know of a
story so far and its characters and settings. They will look at speech punctuation and how it is set out, and use it in their own writing. Learners will extend their
vocabulary, investigating words that show shades of meaning and exploring word roots. Learners will explore the use of figurative language in fantasy stories and
assess its effect on the reader. They will give a group presentation about figurative language and use similes and alliteration in their own writing. Finally, learners
will draw together what they have learned about vocabulary and punctuation during the unit when they write their own short fantasy story.
Reading
Explore and comment on how a writer’s choice of verbs to introduce and conclude dialogue enhances the meaning.
Explore in texts, and understand, similarities and differences between the punctuation of narrative and direct speech.
Explore and recognise different ways that information is organised in texts, including paragraphs, sections and chapters, and bulleted and numbered lists.
Explore and recognise how sentence openings in texts establish links between sentences, e.g. Later that day …
Identify, discuss and compare different fiction genres and their typical characteristics.*
Predict story endings based on knowledge of other stories.
Make inferences from texts, including about the feelings, thoughts and motives of story characters.
Make choices about books to read for pleasure, including based on blurbs and reviews.
Writing
Use specialised vocabulary accurately to match a familiar topic.*
Explore and use different verbs for introducing and concluding dialogue, e.g. said, asked.
Use speech marks to punctuate direct speech.
Use regular present and past verb forms accurately and consistently across a text.
Begin to organise similar ideas in paragraphs and sections.
Proofread for grammar, spelling and punctuation errors, and make corrections, including using on-screen tools.*
41

Key vocabulary:
fantasy
predict
direct speech
shades of meaning
word root
figurative language
alliteration
simile
42

4Ri.03 Identify, discuss and Ask learners to tell you what makes a fantasy story. Discuss their ideas and list them on the A fantasy story such as Charlie
compare different fiction board for learners to refer to during the unit. Ask learners: and the Chocolate Factory or
genres and their typical • Have you ever read any fantasy stories? Which ones? Matilda by Roald Dahl, The
characteristics.* • What did you enjoy about them? Firework-Maker’s Daughter by
• What did you enjoy in particular about the … story? Philip Pullman, The Time-
4Ra.03 Develop preferences Travelling Cat books by Julia
about favourite books and Ask learners to think about the differences between fantasy stories and other storybook Jarman, The Phantom Tollbooth
share recommendations with genres, e.g. adventure stories, real-life stories. Encourage them to discuss the differences by by Norman Juster, Ella
others. referring to books they have read. Compile a list of the features of fantasy stories together. If Enchanted by Gail Carson
learners cannot think of features themselves, suggest some features to discuss, such as: Levine, The Borrowers by Mary
SLs.01 Listen and respond • strange creatures that can talk Norton, The Worst Witch by Jill
appropriately, including asking • unusual, imaginary settings Murphy, Alice’s Adventures in
and answering questions to • good versus bad characters Wonderland by Lewis Carroll.
develop ideas. • events that cannot happen in real life
• characters that have amazing powers.
Start reading your chosen fantasy story as a class and ask learners to find examples of the
features you have identified together.
Encourage learners to read fantasy stories in their own time, particularly those by an author
they have not tried before and those recommended by others in the class. Ask learners to tell
the rest of the class about any fantasy stories they are enjoying during their personal reading
time. Support learners as they talk about fantasy stories by asking questions such as:
• What do you like about fantasy stories?
• What sort of fantasy characters do you like? Is there anything that would make them
even more appealing?
• Which settings do you find especially interesting? Are these settings realistic or are
they make-believe?
4Ri.11 Make inferences from After reading an early chapter of your chosen fantasy story, ask learners to say what they Your chosen fantasy story.
texts, including about story think will happen in the next chapter:
settings and characters. • What have you learned about … [a named character] so far?
• What do you think is going to happen next?
4Ri.10 Predict what happens • What is … going to do?
next in a story based on
previous events in the story. Learners will need to need to make informed predictions about the character and the story
based on the evidence, making connections between all the information:
• Think – What do I already know?
• Say – What do I think could happen?
43

4SLg.04 Take turns in a • Say – Why do I think this?
discussion, making links with
what others have said. Organise learners into groups and ask one member of the group to say what they think is
going to happen and why. Tell learners to point out the information they found in the text to
4Wg.06 Use past, present and justify their prediction, e.g. ‘I think ... will happen because …’. Ask the next member of the
future verb forms accurately. group to add to the prediction by saying what they think will happen after that, giving evidence
from the text and referring to what the previous learner has said. Continue like this around the
4Wv.01 Use specialised group, extending the story prediction each time.
vocabulary accurately to
match a familiar topic.* Ask each group to think of words that could appear in the next chapter of the story. This will
vary depending on your choice of story. Write the words on the board.
Ask learners to write sentences about the group’s predictions for the continuation of the story,
including the evidence and using words from the list on the board. Remind learners that they
can use verbs in the past, present and future tenses, and model some examples, such as:
I think [character’s name] will find a time machine in the

cellar because she is nosey and she was searching the
house in the first chapter.
Look at the verbs together and identify and discuss the tenses that have been used.
After learners have written their predictions, reveal what happens in the next chapter by
reading it with the class.
4Rg.03 Explore in texts, and Give learners an extract from your chosen fantasy story that has plenty of direct speech. As An extract from your chosen
understand, the standard they read the text, ask learners about how the speech is punctuated, assessing their fantasy story that contains
layout and punctuation of knowledge of speech marks and other speech punctuation. Ask learners to talk about how examples of direct speech.
direct speech. the speech is set out as well as how it is punctuated. You can support this by asking
questions such as: An extract from your chosen
4SLg.03 Extend a discussion • Is the speech punctuation important? fantasy story with all the
by contributing relevant • How does the way speech is set out in stories affect how we read it? punctuation removed.
comments and questions.
Assign each character from the extract to a learner, including the role of narrator, and ask
4Wg.04 Begin to use other them to read the extract aloud. Explain that each learner should only read the words their
punctuation alongside speech character says, and the narrator reads the rest. Practise this with learners until they
marks to punctuate direct understand which words are direct speech and which are not. Introduce the term direct
speech. speech.
44

Show learners examples of sentences containing direct speech. Explain to learners how they
still need to punctuate the sentence properly, even if it is in speech marks. Use the examples
to show where capital letters and end of sentence punctuation should be placed. Show
learners an unpunctuated sentence containing direct speech and ask learners, as a class, to
add in the correct punctuation.
Give learners an extract from your chosen fantasy story with all the punctuation removed. Ask
learners to re-write the extract, adding all the punctuation in the correct places.
4Rv.06 Explore and comment Show learners some adjectives at the top end of the scale of intensity, e.g. excellent rather Examples of words showing
on how a writer’s choice of than just good, scary, enormous, beautiful. Display an extract from your chosen fantasy story degrees of intensity from your
words, including adjectives that includes intense adjectives and adverbs and ask learners to comment on how they chosen fantasy story.
and adverbs, enhances the improve the story. Ask learners to think of alternative adjectives or adverbs with a less
meaning (shades of meaning). intense shade of meaning and discuss the effect of replacing the original words with them. An extract from the story that
includes intense adjectives and
4Wv.03 Explore shades of Give learners pairs of words from both ends of the shades of meaning scale, e.g. miniscule, adverbs.
meaning in adjectives and gigantic; icy, boiling. Challenge learners to think of as many words that come in between
adverbs (e.g. tepid, warm, them as possible and to order them according to their intensity. The words could be written Pairs of words from both ends of
hot), and use them on cards and hung in order along a washing line, or written up and down a picture of a slope the shades of meaning scale,
appropriately in own writing. or staircase, or displayed on a ladder made of card. Ask learners to explain their choices for e.g. miniscule, gigantic; icy,
the order of the words. boiling.
4Ww.04 Explore and build
words with related roots and Ask them to show they understand the meanings of the words by putting them into sentences
meanings, e.g. medical, about fantasy places or characters, e.g. The miniscule village could only be seen with a
medicine; sign, signal, magnifying glass; They had grown an enormous apple that could feed a thousand people.
signature.
Ask learners to look at word roots to increase their vocabulary. Explain that words with the
same root but different endings are often related, and give some examples. Display a root
word on the board, e.g. medic, sign, play. Organise learners into groups and challenge them
to write the longest list of words with the given root. Learners can show they understand the
meanings of the words by including some of them in their next piece of writing.
4Rv.07 Identify and recognise Write some examples of alliteration on the board, for example: A picture that learners can
meaning of figurative language describe using alliteration.
in texts, including alliteration Six slippery snakes slithered slowly across the street.
and similes, e.g. as … as … The robot ran rings around its controller. An extract from your chosen
fantasy story that contains
examples of similes and
alliteration.
45

4Wv.05 Use simple figurative Ask learners to discuss what is special about the sentences. Elicit that each sentence
language, including alliteration contains a series of words that begin with the same sound. Introduce the word alliteration as
and similes. the name for this language feature.
4Rv.08 Comment on the Ask learners to practise writing their own examples of alliteration. This can be free
impact of figurative language association, or you could show learners a picture and ask them to describe what they can see
in texts, including alliteration using some alliterative phrases.
and similes.
Organise learners into groups. Ask them to close their eyes and read them an extract from
4SLp.04 Plan and deliver a your chosen fantasy story that contains particularly imaginative and descriptive examples of
group presentation on a figurative language. Ask learners:
familiar subject, including to a • What did you see in your head when you heard that reading?
wider audience. • Did anyone else see the same image in their head as you?
• Why do you think it made you think of different things?
4SLr.01 Begin to evaluate own • Why did the writer choose to write it like that?
and others’ talk, including what
went well and what could be Give learners an extract from your chosen fantasy story that contains examples of figurative
improved next time.* language. Ask each group to identify the figurative language used in the extract and discuss
what images they create, paying attention to the words that they feel are most important. Ask
the groups to decide whether the figurative language in the text:
• creates a picture in their head
• creates mood and atmosphere
• makes it easier for them to use their imagination
• plays with words.
Ask each group to prepare a short presentation about the figurative language they have
identified and discussed. They should include how it helped create the mood and talk about
the vocabulary they felt was most important in achieving this mood. They can include
drawings, drama, music and audience participation in their presentations. Support learners as
they share out the tasks and plan their presentations.
Invite groups to give their presentations and, after each one, ask the audience to give their
feedback, evaluating how well learners explained the effectiveness of the figurative language
and why the writer chose certain words. Ask learners to give their feedback in the form of two
stars and a wish: the stars to show two things the speakers did well, and a wish for one area
they could do better next time.
46

4Wc.01 Develop creative Tell learners that they are going to plan and write their own short fantasy story, using the Your chosen fantasy story, or a
writing in a range of different typical features of the genre. Organise learners into groups and ask them to brainstorm story chapter from it, to demonstrate
genres of fiction and types of features they discussed earlier in the unit, such as: how a story is organised.
poems.* • strange creatures that can talk
• unusual, imaginary settings
4Rs.04 Explore and recognise • good versus bad characters
how points are sequenced and • events that cannot happen in real life
linked to develop ideas within • characters that have amazing powers.
and between paragraphs.
Look at your chosen fantasy story together and demonstrate how the writer has used
4Rs.03 Explore and recognise chapters and paragraphs to structure the story. Model how the writer might have planned the
how ideas are organised in story, for example:
paragraphs and sections.
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5
4Ws.02 Use paragraphs and
sections consistently to Introduce the Conflict, e.g. the Climax, e.g. the Resolution, e.g. the Ending, e.g. the
characters and scientists hear scientists find their people in the town boy’s family decide
organise ideas. setting, e.g. a boy in about the boy and way to the boy’s convince the to move to a forest
a town who can fly, want to examine town and he has to scientists that boys where the boy can
4Wp.05 Proofread for evil scientists in an him. hide. can’t fly. fly without being
grammar, spelling and underground seen.
laboratory.
punctuation errors, and make
corrections, including using
on-screen tools.* Discuss with learners how the writer has organised the information into paragraphs and
chapters, and what vocabulary they have used to link the chapters and paragraphs.
Remind learners that they also need to demonstrate a good knowledge of grammar and
vocabulary. This could, for example, include using:
• consistent tense throughout
• direct speech
• specific vocabulary, such as adjectives and adverbs that show shades of meaning –
and perhaps making up some new words too
• sequencing words
• figurative language, including similes and alliteration.
Discuss these features, which could also serve as a list of success criteria, with learners.
Display the list of success criteria for learners to refer to when they are planning and writing
their stories.
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Ask learners to plan their story, using their choice of planning tool to make it clear how their
story will be structured. Learners can share their plans with each other to generate feedback.
When learners are happy with their plan, ask them to write their story using their plan to guide
them. Once they have a first draft, ask learners to proofread their writing for grammar,
spelling and punctuation errors. If they are using a word-processor, tell them to use the on-
screen review and correction tools.
48
Unit 4.6 Playscripts that show a range of dramatic conventions

Outline of unit:
In this unit, learners will read a variety of playscripts and use these to improve their skills for reading aloud. They will watch plays in order to see how dramatic
conventions are used in plays, and look at the importance of non-verbal as well as verbal communication in plays. Learners will start to think about how the writer’s
choice of words in a play helps the reader to understand the play. They will look at viewpoint and create their own profile for a viewpoint character. They will look at
homophones and work on ways of improving their spelling, see how commas and apostrophes help make sentences easier to read and understand, and look at
common prefixes and suffixes. Learners will write their own short playscript based on ones they have read, paying particular attention to setting it out correctly.
Reading
Extend the range of common words recognised on sight, including homophones and near-homophones.*
Explore and comment on words in texts that make an impact on the reader, including noun phrases and adjectives.
Explore in texts, and understand, the use of apostrophes to mark omission of letters in shortened forms, e.g. can’t, don’t.
Read and explore a range of fiction genres, poems and playscripts, including identifying the contribution of any visual elements or multimedia.*
Writing
Spell words with a range of common prefixes and suffixes, including re-, in-, -ment, -ness and -less.
Use organisational features appropriate to the text type, e.g. bulleted and numbered lists.*
Write a simple playscript based on a given narrative.

Use speech, gesture and movement to create a character in drama.
49

Key vocabulary:
accent
pace
volume
expression
dramatic convention
homophone
consonant
non-verbal
prefix
suffix
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4Ra.01 Enjoy independent and Encourage learners to read a wide selection of texts, including playscripts. Set time aside Play anthologies for children,
shared reading of fiction daily for independent reading as well as shared reading, when each learner should be given e.g. Play Time by Julia
genres, poems, playscripts the opportunity to read aloud to the class. Playscripts can be accessed via the internet or in Donaldson, Stage Start: 20 plays
and non-fiction texts.* hard copy. Make copies of short plays available to learners or display them onscreen in the for children by Julie Meighan,
classroom. After modelling suitable accents, volume, pace and expression, ask learners to Plays for Children edited by
4SLp.01 Read aloud with take turns at reading the different characters out loud. Give learners feedback on their Helen Rose, 12 Fabulously
expression, adapting the pace reading, including what they could try to improve next time. Funny Fairy Tale Plays by Justin
and volume appropriate to the McCory Martin.
content. Show learners videos of plays being performed for them to appreciate and discuss the
dramatic conventions of plays, such as: Video clips of plays being
4Rw.03 Extend the range of • characters speaking directly to the audience performed.
common words recognised on • exaggerated language
sight, including homophones • big gestures and movements
and near-homophones.* • how the passage of time is shown
• how a scene changes.
4Ww.08 Use effective
strategies, including Ask learners if they are familiar with the word homophone. Explain that homophones are
segmenting, spelling rules, words that sound the same but are spelled differently and have different meanings, e.g.
visual memory and here/hear, there/their/they’re, your/you’re, to/too/two, which/witch, piece/peace. Throughout
mnemonics, to spell a range of the unit, as learners are reading independently, ask them to look for homophones (or words
unfamiliar regular and that are almost homophones). Tell learners to make a note of the words and the page
exception words correctly. reference so that a partner can check if they are homophones. Learners will need to
remember the correct homophone to use in their writing. Give learners help remembering
homophones by displaying examples around the classroom with sentences, written with
learner input, showing their correct use.
While reading, encourage learners to note down any spellings that they may find difficult to
remember. Regularly discuss strategies to help remember the spelling of these words, such
as:
• covering part of the word to decode it in parts (segmenting for spelling)
• using knowledge of other words with the same letter combinations
• spelling rules, such as when to add -es and doubling consonants
• mnemonic sentences
• spelling exceptions that have to be learned individually.
Display words that are difficult to remember around the room and ask learners to practise
using them in sentences.
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4Ri.02 Read and explore a Show learners a video clip from a play without any sound. When finished, ask learners to say A video clip of a scene from a
range of fiction genres, poems what they think happened in the play. As they make their suggestions, ask learners: stage play.
and playscripts, including • What aspects of the performance made you think that?
identifying the contribution of • What do the characters’ facial expressions tell you? A copy of the script for the scene
any visual elements or • What do the characters’ gestures tell you? shown in the video clip.
multimedia.* • What do the characters’ body movements tell you?
4SLr.02 Comment on the Using examples from the play, ask learners to suggest what stage directions were given to
ways that meaning can be the actors, such as whether they were directed to walk, creep or run on to the stage. Show
expressed verbally and non- learners the scene again, this time with the sound, to let learners check if they were right
verbally in different contexts. about what happened.
4Rv.05 Explore and comment Give learners a copy of the script for the scene they have just watched. Discuss with learners
on how a writer’s choice of what they thought about watching a play performed rather than reading it in class. Encourage
words, including verbs, them to state and explain their preferences.
strengthens the impact on the
reader, e.g. rushed instead of Look at the stage directions for the play and discuss how the writer’s choice of wording in the
went. stage directions affects the enjoyment and understanding of the play. Ask learners to
experiment with changing the directions to more ambiguous wording, acting out the original
4SLm.04 Use non-verbal directions and their ‘new’ directions. Ask learners to comment on any differences they notice
communication techniques for between the stage directions with clear, more powerful wording and the ones where the
different purposes.* directions are less clear. Ask learners:
• How does the change in wording affect what the audience understands?
• Why do writers use more powerful words instead of more ordinary ones?
• How does this change in wording affect the story in the play?
• Why is non-verbal acting important in a play?
4Rg.02 Explore in texts, and Review learners’ prior knowledge of commas and apostrophes by giving them activities such A playscript of your choice.
understand, the use of as the following:
commas and apostrophes. A prepared passage containing
Commas to separate items in a list lists but where the commas have
4Wg.02 Begin to use commas • Display a passage which contains lists, but remove the commas and replace them been replaced with and or or.
to make the meaning of with the word and or or.
sentences clearer. • Ask learners to read these out loud and discuss how the comma affects the way the Prepared sentences that use an
sentence is read. apostrophe to show possession
by adding an apostrophe and -s
Commas to separate clauses to a noun.
• Find sentences in your chosen play that contain a comma to separate the clauses.
Remove the commas and ask learners to read the sentences out loud.
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• Show learners the sentences with the commas in place and ask them to comment on Prepared pairs of apostrophes of
the difference between the pairs of sentences and whether it affects the meaning. omission cards, with the full form
on one of the pair and the
Apostrophes to show possession/ownership shortened form on the other, e.g.
• List characters from a play that learners are familiar with and objects they might own. he is – he’s; I have – I’ve;
Ask learners to match them up correctly after modelling examples, e.g. Ali Baba’s must not – mustn’t; have not –
lamp, the teacher’s pen. haven’t; what is – what’s;
• Over the course of a week, ask learners to find and note down as many examples as cannot – can’t.
they can of apostrophes of possession in any texts they read.
Apostrophes to show omission

• Write sentences on the board with the full spelling of words, then write them again
with apostrophes to show where letters have been omitted to make the shortened
form of the words. After a few examples, ask learners to suggest which words can be
shortened and an apostrophe added.
• Make pairs of cards with the full form on one of the pair and the shortened form on
the other. These can be placed face down on a table and learners can turn two over
at a time to try and pair them up. The correct pairs of cards can be displayed in the
classroom to help learners with their own writing.
Ask learners to search for all the commas and apostrophes in your chosen playscript. Ask
them to identify and explain how and where they are used. See if they can identify examples
of (a) commas in lists and (b) commas to separate clauses, and (c) apostrophes to show
possession or ownership and (d) apostrophes to show omission.
Once learners can identify commas and apostrophes in the texts they are reading, ask them
to practise using them in their own playwriting.
4Ri.17 Identify the viewpoint Give learners an extract from a fictional narrative and read it as a class. Discuss with learners Extracts from fictional narratives
from which a story is told. from whose viewpoint the story is told and how the viewpoint can be identified. You can ask that show a clear viewpoint.
questions to support the discussion, for example:
4SLp.03 Adapt speech, • From whose viewpoint is the story told? Large pieces of paper.
gesture and movement to • How do you know this? Give examples from the text.
portray a character in drama.
Give learners another extract and ask them to read it independently. Once they have read the
4Wc.06 Begin to express a extract, ask them to identify whose viewpoint the story is told from and how the viewpoint can
viewpoint in fiction through a be identified. Learners can share their ideas with a partner or in small groups.
character’s opinions about a
setting or other characters.
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To support learners with writing from the viewpoint of a character, and to support them in
4Ww.03 Spell words with a creating and developing a character, ask them to draw a stick person on a large piece of
range of common prefixes and paper and consider the following question:
suffixes, including trans-, pre-, • What do you want this character to be like?
-ion, -ation and -ous.
As learners answer the question, they should add the information to their stick figure. This
could include information about their character’s background, opinions, interests, likes and
dislikes, as well as details of their physical appearance.
Organise a hot-seating activity to introduce learners to each other’s character. This is where a
learner takes on the role of a character and is asked questions about their background, life,
and experiences. The person in the hot seat takes on the mannerisms and appearance of
their character. Put learners into pairs to write questions for the character in the hot seat,
based on the stick person drawing of the character. Check that the questions are suitable,
e.g. open-ended, before allowing them to be presented to the character in the hot seat. Model
an example of hot seating with an adult adopting the role of a character before expecting
learners to sit in the hot seat.
Ask learners to plan for a written profile of their character using the ideas and information
they have gathered. To begin with, learners should think about an appropriate setting for their
character and/or other characters their character might come across. Tell learners to discuss
these details with a partner, exchanging ideas and getting feedback before beginning to write.
Before writing takes place, tell learners that they will need to include words with common
prefixes, such as un-, pre-, trans- and dis-. Assess learners’ knowledge of these by explaining
that prefixes are letters that are added to the start a word and change the meaning of that
word. Ask learners what the prefix means by showing them examples:
• What does the prefix ‘un-‘ mean in ‘unhappy’, ‘undo’, ‘unknown’?
• What does the prefix ‘dis-‘ mean in ‘disappear’, ‘disagree’, ‘disappear’?
Repeat the activity with common suffixes, such as -ion, -ation and -ous.
Ask learners to identify words with common prefixes and suffixes and discuss how they can
use their knowledge of prefixes and suffixes to pronounce and spell unknown words.
4Wc.01 Develop creative Tell learners that they are going to write a short, original playscript, using one they have read A playscript of your choice.
writing in a range of different as an example. Discuss methods of planning with learners, e.g. timeline, storyboard or story
genres of fiction and types of mountain, to help with their planning. Ask learners to suggest and put together a list of steps
poems.* needed in the writing of the playscript. One possible list of steps could include:
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• talk about and develop ideas through talk with a partner
4Wc.07 Write a simple original • add key events and vocabulary to the plan
playscript. • add dramatic conventions
• write a description of each character
4Ws.04 Use organisational • write brief scene descriptions.
features appropriate to the text
type, e.g. bulleted and As learners will be writing a short play, encourage them to limit the number of characters and
numbered lists.* scene changes.
4SLm.05 Show awareness of Discuss the layout and punctuation used in playscripts that they have read. To make sure
an audience, e.g. by adapting learners understand the task, create a model example together. Annotate this and display as
language and tone to engage success criteria. This could be supported by asking questions such as:
them.* • Have you set the scene at the start?
• Have you used a new line for each speaker?
• Have you set out speech correctly for a playscript?
• Have you included stage directions for non-verbal acting?
• Have you included adverbs to describe the characters’ movement and speech?
• Have you used the present tense?
Once they have finished writing their scripts, ask learners to rehearse their plays. Rehearsals
should be viewed by other learners and feedback given to make sure that the writer and
actors are performing for their audience and not to each other. During rehearsals, encourage
comments from learners on:
• whether lines have been learned
• whether spoken words are clear and loud enough
• how well facial expression and body movements are used
• the use of costumes and props.
Ensure feedback is acted on before the final performances.
55
Unit 4.7 A range of poetry, including free verse, on a common theme

Outline of unit:
In this unit, learners will read and discuss poems that share a common theme. Learners will express their ideas about the type of poetry they like, stating what
appeals to them in particular poems with regard to language, features and the images the poem creates. Learners will look at how explicit meaning is expressed,
and how to recognise it in poems. They will read and spell words with various letter combinations accurately, including words with stressed and unstressed
syllables. They will examine and discuss figurative language and use figurative language in their own writing. Learners will think about how poems are organised
and laid out, then write their own poem. Finally, learners will portray a character from their poem using speech, gesture and movement in drama.
Reading
Use effective strategies to read unfamiliar words, including using phonic knowledge, segmenting and contextual information.
Use the initial two letters to organise words in alphabetical order, and to locate words in dictionaries and glossaries.
Make choices about books to read for pleasure, including based on blurbs and reviews.
Writing
Explore and use common ways in which consonant phonemes can be represented, e.g. jar, giraffe, age, bridge; cat, kitten, brick.
Use effective strategies, including spelling patterns, visual memory, mnemonics and segmenting, to spell some unfamiliar regular and exception words correctly
(including for compound words).
Use paper-based and on-screen tools to find the correct spelling of words; keep and use spelling logs of misspelt words, and identify words that need to be
learned.*
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Use speech, gesture and movement to create a character in drama.
Key vocabulary:
rap
hip-hop
haiku
limerick
free verse
kenning
stems
root
prefix
suffix
syllable
phonemes
pronunciation
explicit meaning
figurative language
alliteration
simile
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4Ra.03 Develop preferences Throughout this unit, learners should read a wide range of poetry types and be able to share A poetry anthology containing
about favourite books and their poem preferences with regard to themes and types with other learners. both modern and classic poetry
share recommendations with on a common theme. Select a
others. Organise learners into groups and give them a poem on your chosen theme to discuss. Ask: theme that learners are
• What do you like and dislike about the poem? Why? interested in, e.g. animals,
4SLp.02 Read aloud with • What images does the poem create in your mind? sports, friends, family.
accuracy and fluency, showing • What patterns can you identify in the poem, such as rhymes, rhythm, alliteration and
awareness of punctuation. structure? ‘True or false?’ cards containing
statements to test spellings.
4Rv.04 Use as many initial Encourage learners to practise reading poems quietly to themselves and then reading them
letters as necessary to aloud to groups. Set a good example for learners by modelling reading aloud your own choice
organise words in alphabetical of poems at regular intervals. Learners should appreciate that poems have different
order, and to locate words in punctuation and sentence lengths to stories and non-fiction writing, and that they need to pay
dictionaries and glossaries. particular attention to these.
4Rw.01 Use effective In a previous unit, learners looked at how they would find a book on a given topic and
strategies to read unfamiliar practised familiarising themselves with alphabetical order. Extend this work by asking
words accurately and learners to locate poems in poetry anthologies by using:
confidently, including using • the titles of poems
phonic, morphological and • the first lines of poems.
grammatical knowledge,
segmenting and contextual Other ways of familiarising learners with alphabetical order are:
information. • reciting the alphabet
• having quizzes to find the meaning of a word in a dictionary
4Ww.07 Generate spelling
• filling in the missing letters in a sequence (e.g. A B _ D; F H J _ L).
rules from spelling patterns,
and test them.
As they read poetry, encourage learners to attempt unfamiliar words by using the knowledge
they already have of the sounds of letter combinations. This could include knowledge of
stems, root words, prefixes and suffixes. Remind learners that pronunciation can often be
worked out by breaking words down into parts that are more familiar, and that other words
can be worked out when looked at in the context of a phrase or sentence, for example, ask
learners:
• Does it look like the word is describing a feeling or a place, or is it to show how
powerful a statement is? Try using the rest of the sentence to work it out.
Discuss how the meaning of a word could be worked out from the rest of the sentence with
an example, for example, ask learners to work out the meaning of exceedingly in the
sentence: The hat and gloves he was given were exceedingly useful in the ice-cold weather.
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To encourage learners to think about spellings, give them ‘true or false?’ cards that contain
statements to test relevant spellings, adding to these as the term progresses. Learners have
to decide whether the statements are true or false, for example, statements could include:
• Letter u is always pronounced as it is in up.
• The word nife is spelled correctly.
• The r-e-a-d in I can read a book and I have read a book are pronounced differently
but spelled the same.
Ask learners to read out the information on the ‘true or false?’ cards and challenge them to
find examples to prove or disprove the statement on the card.
4Rw.02 Identify stressed and At regular intervals, discuss tricky words and word patterns for learners to remember and Your chosen poetry anthology.
unstressed syllables in develop strategies to help them recall such words.
multi-syllabic words. Sentences with examples of
Direct learners’ attention to words in the poems they are studying that have stressed and vowel phonemes.
4Ww.01 Explore and use unstressed syllables. Explain that an unstressed syllable is the part of the word that you do
silent letters (e.g. knife, lamb) not emphasise or stress, like the lish in English. The stressed syllable will be spoken with a A poem containing words with
and different spellings of higher pitch and louder. Display some words to show learners this and for them to practise, silent letters.
words with vowel phonemes such as sentence, today, poem, letters, discuss.
(e.g. short vowel phonemes:
umbrella, young and love (‘o’ Encourage learners to read examples out loud so that you can check and correct their
before ‘v’); long vowel pronunciation if needed. Model how to read each syllable individually, not saying the whole
phonemes after ‘w’: want, war, word at once, as in sen tence, to day, po em, let ters, dis cuss.
water, word).
Look at poems that use stressed and unstressed syllables in this way. Emphasise this further
4SLg.04 Take turns in a by reading and asking learners to read poems stressing the incorrect syllables, as in
discussion, making links with ‘sentence’, ‘today’, ‘poem’, ‘letters’, ‘discuss’. Ask learners to comment on how this sounds.
what others have said.
To familiarise learners with the common ways of spelling and pronouncing short vowel
4Ww.09 Use paper-based and phonemes (as in umbrella, young and love) and long vowel phonemes (as in want, war,
on-screen tools to find the water, word), show examples and ask learners to say these words out loud. Ask them to say
correct spelling of words; keep if they think they have long vowel sounds or short vowel sounds.
and use spelling logs of
misspelt words, and identify Give groups of learners sentences that contain examples of vowel phonemes. Challenge the
words that need to be groups to write down and share:
learned.* • words they have discovered with the same letter string but different pronunciations
(e.g. the spelling ea can be pronounced long vowel phoneme ‘ee’ in bead or short
vowel phoneme ‘e’ in bread)
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• words with the same vowel phonemes but different spellings (e.g. the short vowel
phoneme ‘u’ can be spelled u as in umbrella, ou as in young, or o as in love).
Learners will also need help with silent letters, both when reading and writing words such as
knife or lamb. Show learners sentences containing lots of words with silent letters, for
example:
The young daughter listened and knew she could have a

biscuit on Wednesday if she stood in the queue in disguise
for four hours.
Read the sentence and tell learners to write it down, listening carefully in order to both
recognise and spell the words with silent letters correctly. Ask learners to compare their
sentences with each other and discuss any differences they have in their identification and
spelling of words with silent letters.
Read a poem that contains words with silent letters to learners and challenge them to put up
their hand whenever they spot a word with a silent letter. Highlight the letter combinations that
silent letters are commonly found in, such as kn- (knife, know), -mb (lamb, numb), -gn (sign,
foreign), ui (guilty, circuit), wr- (write, wrong). Display these in the classroom for learners to
refer to when writing.
Ask learners if they can share any tips that helps them remember spellings they frequently
get wrong, such as:
• using a different colour to highlight the tricky letter combinations
• writing them sticky notes and placing them around at home
• using on-screen spell checkers
• keeping a spelling log containing their handwritten and on-screen spelling errors up
to date.
Ask learners to try out the suggested methods in their everyday writing to see what works
best for them.
4Ri.16 Recognise, compare Select some poems with a common theme but of different types, such as haiku, limericks, A range of poems in different
and contrast the themes and concrete (shape) poems, free verse, kennings and list poems. Ask learners to decide what forms. These should all be on a
features of texts. the common theme is. similar theme and tell a story.
4Ri.06 Explore explicit Ask learners to re-read the poems and answer the following questions: Images related to your chosen
meanings in a range of texts.* • Are there any common words or phrases? theme.
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• What differences and similarities between the poems are there in rhyme?
4SLm.03 Use vocabulary • What differences and similarities are there in rhythm?
precisely to make the meaning • What differences and similarities are there with the lengths of the lines?
clear.
Ask learners to discuss their responses and give reasons for their answers, finding evidence
4Wv.04 Choose and use from the poems to support their answers.
words (including verbs, e.g.
rushed instead of went) to Discuss what explicit meaning is with learners, drawing on their prior knowledge. Display
strengthen the impact of images on the chosen theme and ask learners to give explicit, factual information that they
writing. can see, such as the number of people in the photograph, whether there are buildings or
furniture, or if it is outside or inside. Be careful not to accept any details that have been
inferred, such as the people are happy, as this is not explicit detail. Then give examples of
explicit meaning from the poems that are being looked at that give clear, obvious information,
for example, in response to the question How did he run?, the poem might say:
He ran.
Quickly.
He ran as quickly as his legs would move him.
Tell learners that they are going to look for any explicit information in a poem they have read.
Organise learners into groups and ask them to record the explicit information from the poems
on a flow chart or timeline with pictures, giving one poem to each group. Each group can then
explain the story of the poem they have looked at to the rest of the class, using the
information they have noted. Learners should concentrate on giving explanations that are
clear and precise so that listeners can understand the information from the poem.
Modelling some examples first, challenge each learner to write the story of their poem in full
sentences, telling them to use more powerful words than were used in the original poem, for
example:
He sprinted as rapidly as his legs could possibly propel him.
Look at learners’ writing and discuss how well they have used powerful words, and how this
affects the impact of the information, asking learners what they picture in their head after
hearing the information with more powerful wording.
4Rv.07 Identify and recognise Recap figurative language, in particular on alliteration and similes. Check that learners know Poems on a chosen theme, such
meaning of figurative language that similes say that something is similar to, or like, something else in order to create a as animals, sports, friends,
family.
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in texts, including alliteration picture, and that alliteration uses the same letter sound to create an effect. See if learners A poem that contains a range of
and similes, e.g. as … as … can give any examples. figurative language, e.g. Sketch
by Carl Sandburg, Address to a
4Rv.08 Comment on the Using poems you have selected on a particular theme, look again at activities that will help Child During a Boisterous Winter
impact of figurative language learners to be aware of the power of figurative language in the poems they are looking at and Evening by Dorothy Wordsworth,
in texts, including alliteration how to use it in their own writing. Concentrate on any examples of similes and alliteration: Sing Me a Song by N. M.
and similes. • Ask learners to note down the language that is used to show the feelings of a Bodecker. Replace all the
character in the poem. figurative language from a copy
4SLg.03 Extend a discussion • Pick specific events in the poem and ask learners to comment on how the writer of one of the poems and replace
by contributing relevant describes the events, commenting on the language used. it with a blank space.
comments and questions. • Pick figurative language used in the poem and ask learners to say what the words
mean and why the writer chose them.
4Wv.05 Use simple figurative • Give learners a poem with any figurative language and interesting vocabulary
language, including alliteration removed and replaced with a blank space. Ask learners to read the poem, then fill in
and similes. the blanks with suitable figurative language and vocabulary.
Look at a poem on your chosen theme. Ask learners to discuss in groups the language used
in the poem. This could include specific word choices and the use of figurative language.
Encourage learners to identify not only alliteration and similes, but other types of figurative
language, such as onomatopoeia and any others that they might recognise but not be able to
name. Support the groups in sharing their ideas with other groups, encouraging them to ask
questions of the other groups, until all the figurative language found in the poems has been
shared and discussed.
Ask learners to write some lines on your chosen theme containing examples of figurative
language. Display learners’ best examples in the classroom for use when writing their own
poetry on the same theme.
4Wp.03 Explore and use Recap with learners the types of poetry that they are familiar with, such as haiku, limericks, Copies of poems studied in the
different ways of laying out concrete (shape) poems, free verse, kennings and list poems. Tell them they are going to unit for learners to model their
and presenting texts to suit the write their own poems on your chosen theme, with their final poems collated into a poetry own writing on.
purpose and audience anthology. Tell learners that, when the poems are completed, the groups will select a poem
(handwritten, printed and or poems from the ones they have written and act them out to make the other learners
onscreen).* familiar with the character in their poem.
4Wc.02 Explore and use Encourage learners to write a few poems, choosing a different poetic form for each one.
different ways of planning to Organise learners into small groups to write a poem, giving each group a different poetic form
inform writing for particular to write. The groups can discuss how to plan their poem, such as the layout of a shape poem,
purposes. or the rhyming lines in a limerick. Support learners to ensure they use the correct layout to
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present their poem. When a group has finished their first poem, they can have another poem
4SLp.03 Adapt speech, to discuss and write in the same way.
gesture and movement to
portray a character in drama. When there are enough poems , and enough poetry types have been covered, learners can
write the poems neatly by hand or on a word-processor. Discuss with learners how the book
should be arranged. Will they group the poems:
• alphabetically by title?
• alphabetically by first line?
• by poem type?
• by writer (group)?
• any other way?
Finally, some learners can recite their poems while others act out the characters. Ask
learners to decide whether the actors will mime or speak any spoken words, but remind them
that they must concentrate on acting out appropriate mannerisms and movement for the
characters. Ask learners to discuss how they could do this and to practise their performance
before showing other learners.
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Unit 4.8 Stories about issues and dilemmas

Outline of unit:
In this unit, learners will read stories that contain issues and dilemmas that the characters have to deal with. Learners will discuss the features of these stories.
Learners will think about dilemmas that they might face personally and how these might be resolved, and they will use this experience to write about characters
and settings. They will look at implicit meaning in stories and make predictions about future events in stories based on inferred information. Learners will look at
how punctuation can help them read and understand texts better. They will punctuate direct speech, and examine apostrophes and commas. Learners will also
look at subject-verb agreement. Learners will use what they have learned during the unit to write an alternative ending to a story.
Reading
Use knowledge of punctuation and grammar to read familiar texts with understanding.
Explore in texts, and understand, the use of apostrophes to mark omission of letters in shortened forms, e.g. can’t, don’t.
Explore in texts, and understand, similarities and differences between the punctuation of narrative and direct speech.
Identify common irregular verb forms in the past tense and relate them to the present tense.
Identify, discuss and compare different fiction genres and their typical characteristics.*
Explore implicit meanings in a range of texts.*
Predict story endings based on knowledge of other stories.
Share a review of a text, summarising what it is about and expressing opinions about it.
Writing
Spell common homophones correctly to match their meaning, including to, two, too and right, write.
Explore and use synonyms for high frequency words, e.g. big, little, good.
Use apostrophes to mark omission of letters in shortened forms, e.g. can’t, don’t.
Use common irregular verb forms accurately in the past tense.
Develop descriptions of settings and characters when writing stories.

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Key vocabulary:
issues
dilemmas
homophone
direct speech
apostrophe
viewpoint
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4Ri.03 Identify, discuss and Tell learners that they will be looking at stories that have issues or dilemmas that the Extracts from stories in which
compare different fiction characters have to face. Explain that an issue is a problem a character in a story has, such as characters face an issue or
genres and their typical being bullied or learning to cope when someone important to them has died, and a dilemma dilemma that has to be resolved,
characteristics.* is a difficult choice you have to make between two things you could do. Discuss some e.g. The Suitcase Kid by
examples of dilemmas to help learners understand, such as: Jacqueline Wilson, The Fib and
4SLm.01 Speak with accuracy • You saw your best friend break the classroom window. Your teacher thinks it was the Other Stories by George Layton,
and sometimes at length in a school bully who broke the window. Do you tell her the truth and say it was your best Cheat by Judy Waite, Football
range of familiar contexts. friend, or do you keep quiet and let the school bully, who is innocent, take the blame? Academy: Striking Out by Tom
• The council is going to let a supermarket being built on the school play area. You Palmer, Danny the Champion of
4Rs.02 Explore and recognise know you could stop it happening if you say you have seen very rare butterflies living the World by Roald Dahl, The
the key features of text there. Do you tell the council about the butterflies, which is a lie, to keep the play Football Boy Wonder by Martin
structure in a range of different area, or do you not lie about the butterflies but lose the play area? Smith.
fiction and non-fiction texts,
including poems and Discuss any stories that learners may have read about issues or dilemmas. Ask learners to A short story in which a
playscripts.* share what they enjoyed about them with examples from the stories. character faces a dilemma.
Read learners a short story in which a character faces an issue or dilemma. Ask learners to A summary of a story learners
discuss the following questions in small groups: are familiar with.
• What did you like or dislike about the story?
• How did the character’s problem make you feel?
• What did the character feel? How did the writer let you know this?
• Which events were particularly interesting?
• Were there any characters that you particularly liked or disliked?
• What was the issue or dilemma the character faced and how was it resolved?
Give learners a selection of hooks from stories with dilemmas in them. Ask learners to say
how they think the problem should be resolved.
Once learners have read or listened to a few stories with issues or dilemmas, discuss what
features these stories have in addition to the basic story outline of introduction, conflict,
climax, resolution and conclusion. They might identify, for example, that stories about issues
and dilemmas:
• grab the reader’s attention quickly
• describe the main characters, including their thoughts and feelings
• use powerful verbs and adjectives
• build tension.
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Display a summary from a story that the whole class has read. Ask learners to show the
events of the story on a flow chart with five boxes. Challenge them to write one important
event in each box to show the key features of the structure of the story, for example:
Character’s Character A solution is

Character Events are
problem battles with the found, problem
introduced wound up
revealed problem solved
Ask learners to discuss the events they have written in pairs and compare their charts:
• Have you identified the same parts of the story?
• Have you put them in the same order?
4Rg.01 Use knowledge of Remind learners that they can apply their knowledge of punctuation and grammar to help Your chosen story in which a
punctuation and grammar to read unfamiliar texts. Draw their attention to punctuation marks at the start of group reading character faces an issue or
read unfamiliar texts with sessions and also by modelling good reading, e.g. using correct intonation. Ask learners: dilemma that has to be resolved.
understanding. • What is the purpose of punctuation?
• How do different punctuation marks affect intonation when reading aloud? An extract from your chosen
4SLp.01 Read aloud with • How do punctuation marks help us understand the meaning of a sentence? story that contains full stops,
expression, adapting the pace question marks and exclamation
and volume appropriate to the Display an extract that contains full stops, question marks and exclamation marks. Discuss marks.
content. with learners how the punctuation affects the way we read the sentence, for example, ask
learners to explain the difference between the three sentences: You spent a lot of money, An extract of a dramatic scene
4Ww.05 Spell common You spent a lot of money? and You spent a lot of money! from your chosen story with the
homophones correctly to • What does your voice do at the end of the sentence each time? end-of-sentence punctation
match their grammatical • Which words do you emphasise each time? Are the same ones or are they different? removed.
purpose, including they’re, Why?
their, there. Examples of homophones such
Display an extract from a dramatic scene from the story that has had all the full stops, as there, their, they’re; our, hour;
question marks and exclamation marks removed. Ask learners: new, knew; weak, week.
• How does this affect the impact of the scene?
Organise learners into groups and ask them to read the next chapter of your chosen story to
each other, paying attention to the punctuation marks, reading with expression, and making
the pace and volume appropriate to the excitement of the scene.
Recap what learners know about homophones. Ask them each to write a sentence that
shows the meaning of the word with the pronunciation /ðɛː/ (i.e. there, their or they’re). Do not
let them know how the word is spelled! Ask learners to compare their sentences to reveal the
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different words they might have used (there, their or they’re). If they have all used the same
word, write a sentence for the other words that sound the same. Ask learners:
• Who has got the right answer?
• How can they all be correct?
Challenge learners to find examples of there, their and they’re in your chosen story. Do the
same with other homophones such as our and hour, new and knew, weak and week.
4Ra.02 Express personal Read the part of your chosen story in which a character faces a dilemma. Ask learners to Your chosen story in which a
responses to texts, including discuss and answer the following questions in groups: character faces an issue or
linking characters, settings and • What would you do in the same situation? dilemma that has to be resolved.
events to personal experience. • Why would you respond in that way?
Dictionaries and thesauruses.
4SLg.02 Respond politely to Ask learners to think of different issues and dilemmas that a character could face in a story
another point of view with a and compile a list of suggestions together. Be particularly sensitive about talking about issues
personal point of view.* and dilemmas with learners. Be aware of issues they may face at home or at school, and be
careful to avoid causing any distress.
4Wc.03 Write character
profiles to inform story writing. Tell learners they are going to write a short story involving a character who has to deal with
an issue or dilemma. For this, they will need to create a character and a setting, and a
4Wc.04 Develop descriptions problem for them to resolve. Model an example that has been discussed in class, using a
of settings and characters to writing frame that learners are familiar with. Ask learners to decide what the issue or dilemma
capture the reader’s is and how the character might feel about it. Ask them to discuss their ideas in groups to help
imagination. clarify their thoughts.
4Wv.02 Explore and use Ask learners to write a profile of their character, answering the following questions:
alternatives for overused • How much will the reader know about your character?
words and phrases. • What do they look like?
• What is their issue or dilemma?
4SLr.01 Begin to evaluate own • How do they feel about it?
and others’ talk, including what • Will you tell your story from the viewpoint of the character and write it in the first
went well and what could be person? Or will you tell the story for your character and write it in the third person?
improved next time.*
To help learners visualise their character, they can draw a picture of them, showing what they
look like and what they are wearing, adding labels for any details they want to include and
speech bubbles to show what the character is thinking.
When the character profiles are complete, ask learners:

• What is the setting for your story?
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• How can you describe the setting to make it seem real and to make the story more
interesting and exciting?
Ask learners to write notes about the setting for their story, describing where it is and what it
looks like. Encourage learners to think of alternative words and phrases for overused ones.
Write an overused word on the board, e.g. said, and ask learners to think of as many
alternative words for said as they can.
List other overused words and phrases on the board, such as and, so, and so, big, small,
good, nice, in the end, there once was, lots of. Ask learners to think of more to add to the list.
Ask learners to look at the language used in your chosen story and to identify synonyms that
the writer has used instead of overused words and phrases. Provide dictionaries and
thesauruses for learners to find and check alternative words.
Ask learners to look at their character profile and notes on their setting to see if they have
used any overused words. Challenge them to think of more interesting alternatives to
describe their character’s feelings and the setting.
Give learners the opportunity to present their character, the issue or dilemma they face, and
how they resolve it, to each other in groups. Ask learners to give each other feedback, saying
what the best features were and what could be improved.
Give learners the opportunity to make any necessary changes or improvements to their
character profile, setting description and outline of the issue or dilemma.
4Ri.09 Explore implicit Clarify with learners what implicit meaning is by modelling examples from an extract of your An extract from your chosen
meanings in a range of texts.* chosen story. Model the type of question to ask first, for example: story containing information that
• How can you tell that the character is tired? will allow learners to identify
4Ri.10 Predict what happens • Why do you think it is night-time? implicit meanings. The activity
next in a story based on • Why is it not a good idea for the character to go into the house? requires learners to predict the
previous events in the story. ending of the story, so it should
Ask learners to think of some questions to draw out the implicit meaning from the extract and be done before you have
get them to ask each other their questions in groups. Ensure learners refer to the extract in reached the end.
their answers.
Check learners understand what a prediction is and, after modelling some predictions, ask
learners to predict what they think will happen to resolve the issue or dilemma in your chosen
story. Encourage learners to suggest a variety of possible future events and endings. Their
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ideas will depend on how they would resolve the issue or dilemma in the story if they were
the character. Learners should refer to the information and events they already know about in
the story and use these to predict what might happen next.
4Rg.03 Explore in texts, and Recap with learners the use of direct speech. Ask learners to read a text containing direct An extract from your chosen
understand, the standard speech and talk about how the speeches are set out, including the use of punctuation. Write story containing direct speech.
layout and punctuation of some sentences with direct speech on the board, some correctly punctuated and others with
direct speech. punctuation marks missing. Ask questions such as: Sentences containing direct
• Does the question mark come inside or outside the speech marks in this sentence? speech, cut up so that the
4Rg.02 Explore in texts, and • What is missing from this sentence? different elements (words and
understand, the use of • Where should the exclamation go? punctuation) are on separate
commas and apostrophes. pieces of paper.
Ask learners to work in pairs, and give them some sentences containing direct speech that
4Wg.07 Experiment with have been cut up so that all the different elements of the sentence (every word and An extract from your chosen
varying verb forms in texts, punctuation mark) are on separate pieces of paper. Challenge learners to put the pieces in story containing a range of
including in direct speech. order to make the sentences. regular and irregular verbs.
4Wg.03 Use apostrophes for Ask learners to find examples of sentences in which the speech verb, e.g. said, comes before An extract from your chosen
singular and plural possession. the speech and sentences in which it comes after the speech. Ask learners to explain the story which you have altered by
different placing of the commas in each to their partner. Challenge learners to find other replacing the verbs with incorrect
examples of commas in the extracts and explain what they are being used for in each one, for forms of the verbs. Choose a
example: passage that contains a range of
• to indicate a short pause when we are reading, such as in a long sentence or in a list verbs and tenses.
• to add information that could otherwise be put in brackets (parentheses)
• to separate clauses An extract from your chosen
• to introduce and end direct speech within a sentence. story showing apostrophes for
singular and plural possession.
Model an example of how misplaced commas in lists can be misleading, such as:
She bought red cotton, trousers and aircraft, books and went home.
She bought red cotton trousers and aircraft books and went home.
Challenge learners to make up humorous examples of their own.
Read an extract containing a range of regular and irregular verbs. Challenge learners to find
all the verbs in the text. Ask learners to find examples of past, present and future verbs, and
regular and irregular verbs. Give learners an extract from the story with incorrect forms of the
verbs replacing the correct ones. Ask learners to correct the verbs.
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To recap on work done on apostrophes that show a range of dramatic conventions, ask
learners to search for apostrophes of possession in an extract. Model examples showing both
singular and plural possession and ask learners to explain, referring to the examples, what
the difference is.
4R1.17 Identify the viewpoint Partway through reading your chosen story, ask learners to consider from whose viewpoint Your chosen story in which a
from which a story is told. the story is being told and how they know: character faces an issue or
• Is this story written in the first person or the third person? How do you know? dilemma.
4Rg.10 Explore in texts, and • What do we call the person who tells the story?
understand, subject-verb • What is the narrator’s name? Sentences from a first-person
agreement. • Do you think you are like this character? What have you got in common with them? story, e.g. Danny the Champion
of the World by Roald Dahl, The
4Wg.08 Use the verb to be Remind learners about verbs and their purpose in a sentence. Display a few model Suitcase Kid by Jacqueline
accurately, including sentences where the character narrating the story is the subject. Highlight the subject and Wilson, in which the character
subject-verb agreement for verb. Ask learners to find further examples of sentences where the character narrating is the narrating is the subject of the
different verb forms. subject and ask them to identify the verb that goes with the subject. sentence.
4Wc.05 Write alternative Display a pair of similar sentences, one with a singular subject and a verb that agrees with it, Pairs of similar sentences, one
beginnings and endings for and the other with a plural subject and a verb that agrees with it, for example: with a singular subject and verb
stories. that agrees with it, and the other
The girl hides from the bully. / The boy and girl hide from the bully. with a plural subject and a verb
4SLg.01 Begin to take an The child plays football. / The children play football. that agrees with it.
assigned role within a group.* The boy is scared of the dark. / The boys are scared of the dark.
Sticky notes.
Ask learners what the difference is between the sentences in each pair, and why there is this
difference. After showing learners plenty of examples, get them to work out some rules for Sentences from your chosen
subject-verb agreement, such as: story that you have altered by
• Singular subjects need singular verbs; plural subjects need plural verbs. replacing the verbs with options,
• For regular present-tense verbs, add -s to singular verbs but not to plurals. e.g. The caravan was/were our
home.
Learners could make a note of irregular verbs that do not follow the ‘adding -s’ pattern, e.g. I
am, you are, it is, we are, they are, writing these on sticky notes and putting them on a wall in
the classroom as they find an example of them.
Explain that the matching of subject and verb is known as subject-verb agreement: the
subject and verb have to agree with each other for the sentence to be grammatically correct.
Ask learners to explain what happens to the sentence when they do not agree, as in The girl
hide from the bully, The boy and girl hides from the bully, and so on.
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Give learners sentences from your chosen story that you have altered by replacing the verbs
with options, so that learners have to choose the correct form of the verb, for example:
The caravan was/were our home.
Ask learners to choose the correct form of the verb in each sentence.
To practise using the verb to be, ask learners to take all the verb forms they have written on
the sticky notes and to write sentences with each one in, making sure that the subject and
verb agree. Model some sentences first to guide learners.
Discuss with learners how a story could have had a different beginning and ending. Using
your chosen story as an example, talk about how it could have:
• started differently to produce a different dilemma
• ended differently if the dilemma had been dealt with in a different way.
Model an alternative ending to the story, showing learners how to plan their writing, for
example:
• use planning boxes to organise paragraphs
• have a catchy opening sentence
• briefly introduce the character at the start and make sure the setting is clear
• say what the problem is
• show how the character resolves the problem
• include interesting vocabulary.
Organise learners into groups and ask them that to plan and write an alternative ending for
your chosen story. Ask each group to discuss the different events that could happen or things
the character could do to resolve the issue or dilemma. Each learner should choose one of
the ideas they discussed to write an alternative ending to the story.
Before they start writing, ensure that learners plan their ending. They can refer to the
planning model demonstrated earlier. Ask learners to share their plans with each other in
their group and feed back suggestions for improvement before they write their alternative
ending.
Learners can use the features you identified at the planning stage as a checklist for their
writing. When they have finished, give them opportunities to read their alternative endings to
their group or the rest of the class.
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Unit 4.9 Persuasive texts

Outline of unit:
In this unit, learners will look at a variety of persuasive texts, comparing their features to those of other non-fiction text types that they have studied. Learners will
look at how persuasive texts are structured and at the type of language used in them. They will take another look at quantifiers and connectives and use these in
their own writing. Learners will write their own persuasive texts, doing research into their topic, trying out different ways of planning and sequencing their work.
Learners will consider viewpoint and decide on a viewpoint for their persuasive writing. Learners will present their completed persuasive texts to an audience.
Reading
Explore and describe how events or ideas in a text relate to earlier or later events or ideas.
Identify, discuss and compare the purposes and features of different non-fiction text types, including how texts engage the reader.
Identify the main points or gist from reading a text.
Begin to distinguish between fact and opinion in texts.*
Locate relevant information in texts, including using an index.
Writing
Use specialised vocabulary accurately to match a familiar topic.*
Write multi-clause sentences using simple connectives of time, place and cause.
Write a logical sequence of events or ideas, e.g. to develop the plot of a story.
Use organisational features appropriate to the text type, e.g. bulleted and numbered lists.*
Develop writing for a purpose using language and features appropriate or a range of text types.*
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Key vocabulary:
persuasive
figurative language
alliteration
rhetorical question
sequence
compare
fact
opinion
contrast
similarity
difference
quantifier
clause
connective
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4Ra.01 Enjoy independent and Throughout the unit, learners should be encouraged to read a wide selection of non-fiction A range of non-fiction texts.
shared reading of fiction texts, particularly those that try to persuade the reader. Learners should be encouraged to
genres, poems, playscripts make their own choices about non-fiction texts in addition to looking at texts as a class. A range of persuasive texts such
and non-fiction texts.* as advertising campaigns,
Explain to learners that they will be looking at texts that try to persuade people to do advertising slogans, travel
4Ri.04 Read and explore a something, buy something or form an opinion about something. Set time aside daily for brochures, letters on important
range of non-fiction text independent reading of different persuasive texts as well as shared reading, when learners issues, videos of television
types.* should be given the opportunity to read aloud to the class and to discuss how effective the adverts.
persuasive texts are at persuading.
4SLr.02 Comment on the
ways that meaning can be Ask learners if they can remember if they had bought or wanted to buy anything they had
expressed verbally and non- seen advertised, such as toys, games, food or drinks. Model examples of good reading
verbally in different contexts. practice by reading aloud to the class and discussing your own experiences of being
influenced by persuasive texts.
Show learners examples of persuasive texts and ask them to say what they think are the
most important words in each text. Show examples of persuasion that use non-verbal
communication (e.g. colours, exclamation marks, images of animals, children in need) and
ask learners to comment on how these can persuade without using words, identifying the
non-verbal features that are the most persuasive. Discuss their suggestions, asking learners
for their opinions about what works well, what does not work well and why.
4Rs.02 Explore and recognise Explain to learners that persuasive texts can take many forms, such as letters and posters. A range of persuasive texts such
the key features of text Have as many different examples of persuasive texts available as possible, from books, as advertising campaigns,
structure in a range of different magazines, newspapers, TV, radio and the internet for learners to look at and discuss. advertising slogans, travel
fiction and non-fiction texts, brochures, letters on important
including poems and Give learners the opportunity to read persuasive advertising texts and watch persuasive issues, videos of television
playscripts.* advertising on television and videos. Once persuasive texts have been thoroughly explored, adverts.
identify and discuss their key features, first demonstrating examples found in the texts, such
4Ws.04 Use organisational as pointing out the use of bright colours in a poster or powerful words in a letter, then getting Images of objects printed on
features appropriate to the text learners to find and share examples themselves such as: large pieces of paper.
type, e.g. bulleted and • powerful words
numbered lists.* • figurative language, e.g. alliteration
• memorable slogans
4SLm.04 Use non-verbal • exaggerated claims
communication techniques for • bright colours
different purposes.* • rhetorical questions
• connectives to sequence ideas
• emotive language.
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Ask learners to find examples of each of these features then share their examples with a
partner. In their pairs, ask learners to discuss which features are more persuasive, giving
reasons for their ideas.
Give each learner an image of an object, such as a car, a house, a food item or a toy, printed
in the middle of a plain piece of paper. Ask them to create a persuasive poster to get
someone to buy the object by using any appropriate visual/non-verbal features that they have
examined so far and setting out the poster in a way that will attract attention. When
completed, tell learners to look at each other’s posters and comment on how persuasive the
features used are, and to say which features are more effective than others on each poster.
4Ri.05 Identify, discuss and Look at examples of persuasive texts and discuss the purpose of each, e.g. to persuade A range of persuasive texts such
compare the purposes and someone to buy a pizza, to persuade someone to donate money to save endangered as advertising campaigns,
features of different non-fiction animals. Ask learners to comment on which of these texts may persuade them to do advertising slogans, travel
text types, including how texts something, and what it is in the text that would persuade them, e.g. powerful words, brochures, letters on important
persuade the reader. photographs, promises. Support learners by asking them to recall the features of recount and issues, videos of television
explanation texts. Display learners’ ideas and scaffold if needed to get more complete lists, adverts.
4Ri.07 Identify key words and for example:
phrases that establish the
main points in a text. Persuasive Recount Explanation
powerful words chronological order sub-sections
4Ri.12 Begin to distinguish figurative language, e.g. alliteration time connectives subject-specific vocabulary
between fact and opinion in memorable slogans past tense present tense
texts.* exaggerated claims first or third person time connectives
bright colours can be personal diagrams/pictures
4Wv.01 Use specialised ordered steps
rhetorical questions
vocabulary accurately to glossary
connectives to sequence ideas
match a familiar topic.*
emotive language
4Wc.08 Develop writing for a
purpose using language and
features appropriate or a Referring to the lists, ask learners to compare the features of persuasive texts with those in
range of text types.* the other text types, asking them to discuss how and why these features are found in each of
the different text types, for example:
• bright colours are used in persuasive texts to attract the reader
• time connectives are used in recounts and explanation texts because the information
in these needs to be written in time order to make sense.
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After modelling examples, ask learners to identify the sort of words and phrases that are
common to each of the text types, such as particular time connectives in recounts or specific
powerful verbs in persuasive writing in the texts provided. When ideas have been discussed,
encourage the groups to feed back their ideas and compare them with other groups’ ideas.
Explain to learners that persuasive texts often contain a mixture of facts and opinions. In a
persuasive text learners are familiar with, highlight examples of both facts and opinions so
that learners can see the difference. If possible, show learners videos of advertisements,
asking them if they think what they heard was fact, opinion or a mixture of both. Talk about
when the text is stating a fact (e.g. There are a lot of cars in the city) or when it is giving an
opinion (e.g. It’s an unbelievable opportunity!).
Give learners a new persuasive text and ask them to highlight or underline facts in one colour
and opinions in another. Learners can compare their annotated texts with each other.
Ask learners to make a spider diagram of words that are often found in persuasive writing,
both when stating facts and when giving opinions, for example
unbelievable
amazing
before it’s Persuasive

too late! vocabulary
fabulous you must
Ask learners to write persuasive sentences, using some of the words they put in the spider
diagram, to try and persuade other learners to do something or go somewhere that they
actually think is boring. Remind learners to use the features that they have discussed and
identified in persuasive writing. Ask learners for feedback on how persuasive they think the
sentences are.
4SLs.01 Listen and respond Ask learners to look at a range of different types of persuasive texts and discuss the A range of persuasive texts such
appropriately, including asking similarities and differences between the text types. as advertising campaigns,
and answering questions to advertising slogans, travel
develop ideas. brochures, letters on important
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Organise learners into groups and, for each text, ask them to compare and contrast the texts, issues, videos of television
4Ri.16 Recognise, compare discussing questions such as: adverts.
and contrast the themes and • Is the text formal or informal?
features of texts. • Does it speak directly to the reader or to a wider audience?
• Is descriptive language used, or is it straightforward and practical?
4Wg.09 Use a range of • Does it contain facts, opinions or both?
quantifiers appropriately for • What ideas and subjects are the same and what is different?
the context, e.g. either, • What features are found in more than one of the texts?
neither, both. • Are different themes found in different types of persuasive texts? If so, what are the
different themes?
4Wg.05 Write multi-clause
sentences using a range of Remind learners about the quantifiers either, neither and both, especially that they come
connectives. before a noun to show amount or quantity and refer to one of two things or the two things
together. Organise learners into groups, and give each group a different persuasive text. Ask
learners to find examples of quantifiers in their given persuasive text.
Using the examples they found in the text as a model, ask learners to write sentences
containing quantifiers that try to persuade people to do something, for example:
• If you spend less time watching TV, your homework will be better.
• In no time, you will have healthy teeth and gums!
• Either soap will make your clothes clean, but if you use ours they will be cleaner.
• Each child could have enough water to last a whole month.
Talk about connectives with learners and, once they have been reminded that connectives
are used to join multi-clause sentences, ask learners to highlighter or circle all the
connectives in their persuasive text. Using examples from persuasive texts as a model,
challenge learners to make their quantifier sentences into persuasive multi-clause sentences
using a range of connectives.
4Wc.10 Adopt a viewpoint in Tell learners that they will be creating their own persuasive writing on a topic that is familiar A range of persuasive texts such
non-fiction writing that is and of interest to them. Topics could include: as advertising campaigns,
appropriate for the purpose • People should be fined for dropping litter advertising slogans, travel
and audience. • Homework should be banned brochures, letters on important
• The school day should be shorter issues, videos of television
4Rs.01 Explore and describe • Cars should not be allowed in cities adverts.
the main stages in a text from • Only serve healthy foods at school
introduction to conclusion. • Ban adverts for sweets on kids’ TV channels. Access to resources for learners
to research their topic.
Before they begin their planning, learners will need to:
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4Ri.14 Locate and use • ensure they understand the topic they are writing about Sticky notes.
relevant information from a • confirm their viewpoint in relation to the topic
text to answer questions. • understand how persuasive writing is structured and laid out
• research the topic, gather information and make notes.
4SLm.02 Sequence relevant
information to aid the listener’s Organise learners into groups and ask them to discuss the different viewpoints that could
understanding. arise from each of the topics; for example, some people feel very strongly about the amount
of litter on the streets and there are others who think it is harsh to fine someone for dropping
4Wc.02 Explore and use a piece of rubbish.
different ways of planning to
inform writing for particular Once each group has chosen their topic, ask learners:
purposes. • What is your viewpoint on the topic?
• Who are you trying to persuade?
4Ws.01 Develop a logical • What are you trying to persuade them to do?
sequence of ideas, making
relationships between them Support learners in finding sources of information for their persuasive writing. Ask the groups
clear. to create questions they need to answer from the research they will carry out, for example:
• Who do I need to persuade?
• Which text type would be most appropriate?
• What factual information do I need to gather?
• What sort of language is normally used in this type of text?
• How are claims worded?
• What sort of images will be most effective?
Show learners persuasive texts and videos to demonstrate how to structure written and
spoken forms of persuasion. For each text type you introduce, ask learners to consider the
structure and to answer the following questions:
• Is there an opening statement or introduction, and what sort of information is
included?
• What happens in the middle, for example, are points made to back up the opening
statement?
• Where and how is evidence included?
• How is it concluded?
• Is there a summary?
Learners can model their own persuasive writing on the texts they have looked at. They will
need to think about how to plan their writing. One way is to write each point they want to
make on a separate sticky note so that the points can be considered and reordered as
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needed, with key words highlighted. Separate sticky notes can be used to write connectives
on, and these can be placed between the other sticky notes to create a logical sequence.
Another planning method is to draw a KWWL grid with four columns:

• What I Know
• What I Want to know
• Where I will look
• What I have Learned.
In the first column, learners write what is already known, in the second column they write
questions to be answered, in the third column they write where to look. Once the groups have
researched their questions, they can record what they have learned in the fourth column.
Once each group has completed their research, they should talk through it to make sure that
it is in a sensible order before they start to fill in the details.
4Wv.04 Choose and use Tell learners that they will use the research they have completed and planning they have An extract from a persuasive text
words (including verbs, e.g. prepared to put together a persuasive campaign, using speeches, letters, posters, adverts that contains powerful language,
rushed instead of went) to and drama to present to the rest of the class. such as fantastic, urgently, huge
strengthen the impact of and the best. Replace these
writing. Remind learners that they will have to adopt a clear viewpoint from which to write their words with overused words such
persuasive materials. Ask them to review their planning to ensure that the viewpoint is good, soon, big and okay.
4SLm.05 Show awareness of consistent throughout.
an audience, e.g. by adapting Dictionaries and thesauruses.
language and tone to engage Revise the features that need to be included in persuasive writing, for example:
them.* • rhetorical questions Computers, screens, projectors,
• exaggerated claims assorted paper and art
4Wp.03 Explore and use • emotive and powerful language. materials.
different ways of laying out
and presenting texts to suit the Recap on work they have done on using more exciting, more powerful words to make writing
purpose and audience more interesting, and remind learners to include appropriate quantifiers. Use an extract from
(handwritten, printed and a persuasive text that contains powerful words such as fantastic, urgently, huge and the best.
onscreen).* Replace these words with overused words such good, soon, big and okay. Ask learners to
comment on the persuasive power of the rewritten extract and ask them to write an improved
4SLp.04 Plan and deliver a version after small-group discussions. Learners can use dictionaries or thesauruses to extend
group presentation on a their vocabulary by finding alternatives to overused words. Show learners the writer’s original
familiar subject, including to a version so that they can compare their own improved version with the original version. Ask
wider audience. learners to say how successful they think they were at improving the extract.
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Help learners to plan their persuasive campaigns by modelling ideas for the following points
and asking learners to make further suggestions about:
• the size and age range of the audience
• how they will present all the material they have prepared (e.g. verbally, non-verbally,
onscreen, on hard copies for the audience to read)
• who will present each aspect of the presentation.
Support learners as they write and prepare their persuasive campaign for presentation to
their audience by showing examples of the following:
Speeches and letters

• introduction explaining what you want to persuade the listener or reader of or to do
• points or paragraphs with details and examples of why it is a good thing
• conclusion to sum up and to say what you want to the reader to do.
Posters and adverts

• bold writing or statements to attract attention
• catchy slogan
• eye-catching illustration.
Drama
• brief and lively.
Give groups opportunity to practise their presentation and make changes to ensure it works
for the audience. If possible, arrange for the groups to present to other audiences too, such
as adults or younger learners.
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Sample lesson 1
CLASS:
DATE:
Learning objectives 4Ri.17 Identify the viewpoint from which a story is told.
4Wc.06 Begin to express a viewpoint in fiction through a character’s opinions about
a setting or other characters.
Lesson focus Learners will imagine themselves in the role of the character from whose viewpoint
the story is told. This is to understand the character’s feelings in preparation for
writing a descriptive scene containing a new character they have created.
Previous learning Learners have already identified the character from whose viewpoint the story is
told, looked at descriptions of the character and what the character’s life would have
been like at the time. They know key words about the character from the story.
Plan
Timing Planned activities Notes
Beginning Set out clothes and objects on each table that could have been worn or Some clothes and
used by the character in your chosen story. Ask learners to pick up and objects like ones
examine the items and discuss how someone would have felt wearing that could have
those clothes and using those items. been worn/used at
the time the story
is set.
Main activities Ask learners to recall what they know about the character from whose Mood (relaxing)
viewpoint the story is told. music appropriate
Play music quietly in the background. Organise learners into pairs. Ask for the time the
each member of the pair to take it in turns to close their eyes and story is set.
imagine themselves as the character in a setting that they choose from
the story – a different setting for each member of the pair. With their Handout
eyes still closed, each learner will tell their partner what they imagine consisting of five
they can: boxes labelled
• see name of character,
• hear drawing of
• smell character, where
• touch character lives,
• taste. vocabulary
Ask learners whose eyes are open to make notes about what their (adjectives and
partner is describing. adverbs) to
describe
Tell learners that they are going to write a descriptive scene from the
character, how
viewpoint of the character. Before they start writing, ask learners to
character speaks
develop the notes they have created to start their plan.
(accent, volume,
As part of their planning, learners should complete a character profile pitch).
consisting of separate boxes for:
• the name of the character
• a drawing of the character
• a description of where the character lives
• words to describe the character
• how the character speaks.
End/Close/ Ask learners to swap their plans with a partner for feedback. Allow time
Reflection/ for amendments.
Summary Tell learners that they will do a descriptive piece of writing in the next
lesson about their character and the setting.
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Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
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Sample lesson 2
CLASS:
DATE:
Learning objectives 4Wv.05 Use simple figurative language, including alliteration and similes.
4Rv.08 Comment on the impact of figurative language in texts, including alliteration
and similes.
Lesson focus Use similes accurately and comment on the effect of their partner’s similes.
Prior knowledge Learners are not expected to have any prior knowledge of similes for this lesson.
Plan
Beginning Show learners two sentences and ask them to identify the differences
between them, for example:
He is very tall.
He is as tall as a giraffe.
Elicit that the second sentence is using a simile to compare the person
to something else that is tall. Discuss the as … as …structure of the
simile, and ask learners to identify alternatives for the sentence, for
example:
He is as tall as a skyscraper.
He is as tall as a sunflower.
Main activities Introduce the other way of making a simile, using like to introduce the
comparison, for example:
He is tall like a giraffe.
A common mistake is for learners to use the word like without the
comparison, e.g. I like giraffes, and still think it is a simile. Clarify this
misconception with learners.
Have a variety of
Ask learners to practise writing their own examples of similes to describe
images ready for
a given image. Ask them to use similes to describe what they can see.
learners to
Give each group of learners a different image.
describe.
Once learners have written their similes, ask them to swap with
someone who had a different image. Ask them to consider each simile in
turn and answer the following questions:
• What image does the simile create in your head?
• Why do you think the writer chose to compare it to this?
• How does the simile make you feel or think about … [what is
being described]?
End/Close/ Ask learners to write a definition of the word simile that they could share
Reflection/ with another learner who does not know what they are.
Summary
85
Reflection
Next steps
86
Scheme of Work
Cambridge Primary
Mathematics 0096
Stage 4
This Cambridge Scheme of Work is for use with the Cambridge Primary
Mathematics Curriculum Framework published in September
2020 for first teaching in September 2021.
Version 2.0
Contents
Contents ................................................................................................................................................................................................................................................... 88
Introduction .............................................................................................................................................................................................................................................. 90
Unit 4.1 Number ....................................................................................................................................................................................................................................... 94
Unit 4.1 Topic 1 Introducing negative numbers 95
Unit 4.1 Topic 2 Patterns and sequences 99
Unit 4.1 Topic 3 Place value and rounding102
Unit 4.1 Topic 4 Factors and multiples 106
Unit 4.2 Time .......................................................................................................................................................................................................................................... 109
Unit 4.2 Topic 1 Reading and recording time 110
Unit 4.2 Topic 2 Time problems 113
Unit 4.3 2D and 3D shape ...................................................................................................................................................................................................................... 115
Unit 4.3 Topic 1 Tessellation, symmetry and reflection 116
Unit 4.3 Topic 2 Area and perimeter 120
Unit 4.3 Topic 3 Recognising and building 3D shapes 124
Unit 4.4 Calculation ............................................................................................................................................................................................................................... 126
Unit 4.4 Topic 1 Addition and subtraction 127
Unit 4.4 Topic 2 Multiplication and division 130
Unit 4.5 Statistical methods .................................................................................................................................................................................................................. 135
Unit 4.5 Topic 1 Collecting data 136
Unit 4.5 Topic 2 Presenting and interpreting data 138
Unit 4.5 Topic 3 The statistical cycle 140
Unit 4.6 Fractions and percentages ..................................................................................................................................................................................................... 143
Unit 4.6 Topic 1 Understanding fractions 144
Unit 4.6 Topic 2 Calculating with fractions 149
Unit 4.6 Topic 3 Percentages and equivalence 151
88
Unit 4.7 Angles, position and direction ............................................................................................................................................................................................... 154
Unit 4.7 Topic 1 Angles 155
Unit 4.7 Topic 2 Position and direction 157
Unit 4.8 Probability ................................................................................................................................................................................................................................ 160
Unit 4.8 Topic 1 Describing chance 161
Unit 4.8 Topic 2 Conducting experiments 163
Sample lesson 1..................................................................................................................................................................................................................................... 165
Sample lesson 2..................................................................................................................................................................................................................................... 168
Changes to this Scheme of Work ........................................................................................................................................................................................................ 170
Changes to this Scheme of Work

For information about changes to this Scheme of Work, go to page 85.
The latest Scheme of Work is version 2.0, published January 2021.
89
Cambridge Primary Mathematics (0096) Stage 4 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary Mathematics Stage 4.
It contains:
• a list of subject-specific language that will be useful for your learners
• common misconceptions
• sample lesson plans
• links to relevant NRICH activities to enrich learners’ mathematical experiences, https://nrich.maths.org/
You do not need to use the ideas in this scheme of work to teach Cambridge Primary Mathematics Stage 4. Instead use them as a starting point for your planning
and adapt them to suit the requirements of your school and the needs of your learners. The schemes of work are designed to indicate the types of activities you
might use, and the intended depth and breadth of each learning objective. These activities are not designed to fill all the teaching time for this stage. You should use
other activities with a similar level of difficulty, for example, those from endorsed resources.
The accompanying teacher guide for Cambridge Primary Mathematics suggests effective teaching and learning approaches. You can use this scheme of work as a
starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on
learners having about 4 to 5 hours of Mathematics per week (about 120 to 150 hours per stage). The actual number of teaching hours may vary according to your
context.
Unit and suggested order Suggested teaching time
Unit 4.1 Number 17% (25 hours)
Unit 4.2 Time 10% (15 hours)
Unit 4.3 2D and 3D shape 17% (25 hours)
Unit 4.4 Calculation 13% (20 hours)
Unit 4.5 Statistical methods 10% (15 hours)
Unit 4.6 Fractions and percentages 17% (25 hours)
Unit 4.7 Angles, position and direction 10% (15 hours)
Unit 4.8 Probability 7% (10 hours)
Total 150 hours
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Sample lesson plans

into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary Mathematics Teacher Guide has information on
Other support for teaching Cambridge Primary Mathematics Stage 4

https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the programme.
Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.

• the Cambridge Primary Mathematics Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
• the Cambridge Primary Mathematics Teacher Guide, which will help you to implement Cambridge Primary Mathematics in your school
Primary Mathematics worldwide

• paper, pens and pencils for learners to use
• rulers, set squares, protractors and calculators.
in your school.
Websites
We recommend NRICH to support Cambridge Primary Mathematics at https://nrich.maths.org/
NRICH publishes free and challenging mathematics activities for learners of all ages. The resources assist teachers to embed thinking and working mathematically
with mathematics content. NRICH is based in both the University of Cambridge's Faculty of Education and the Centre for Mathematical Sciences.
There are many excellent online resources suitable for teaching Cambridge Primary Mathematics. Since these are updated frequently, and many are only available
in some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
91
Approaches to teaching Cambridge Primary Mathematics Stage 4
Thinking and Working Mathematically

Thinking and Working Mathematically supports the mathematical concepts and skills in all strands of the Cambridge
Primary Mathematics curriculum. When learners think and work mathematically, they actively engage with their learning
of mathematics. They try to make sense of ideas and build connections between different facts, procedures and
concepts. Learners who do not think and work mathematically can carry out processes that their teacher has shown
them, but they may not understand why the processes work or what the results mean. Noticing inconsistencies, patterns
and particular representations encourages learners to think and work mathematically. Practice, reflection and questioning
will help them to improve.
Thinking and Working Mathematically has eight characteristics that are presented in four pairs:
• Specialising and Generalising • Characterising and Classifying

• Conjecturing and Convincing • Critiquing and Improving.
The eight Thinking and Working Mathematically characteristics are all closely connected and interdependent. A high-quality mathematics task may include one or
more of them. The characteristics provide learners with the language they need to think and work mathematically. Learners can then decide what mathematical
knowledge, procedures and strategies to use in order to gain a deeper understanding of mathematical questions.
Throughout this scheme of work, there are examples of classroom activities that link the Thinking and Working Mathematically characteristics with content learning
objectives. We recommend you use the ideas in these examples to create further classroom activities.
Unit Unit Unit Unit Unit Unit Unit Unit

Thinking and Working Mathematically characteristics: 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8
Specialising – Choosing an example and checking to see if it satisfies or does not satisfy
TWM.01 ✓
specific mathematical criteria
Generalising – Recognising an underlying pattern by identifying many examples that satisfy
TWM.02 ✓
the same mathematical criteria
TWM.03 Conjecturing – Forming mathematical questions or ideas ✓
TWM.04 Convincing – Presenting evidence to justify or challenge a mathematical idea or solution ✓ ✓
TWM.05 Characterising – Identifying and describing the mathematical properties of an object ✓ ✓ ✓
TWM.06 Classifying – Organising objects into groups according to their mathematical properties ✓
Critiquing – Comparing and evaluating mathematical ideas, representations or solutions to
TWM.07 ✓ ✓
identify advantages and disadvantages
Improving – Refining mathematical ideas or representations to develop a more effective
TWM.08 ✓ ✓ ✓
approach or solution
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Misconceptions
Mathematical misconceptions are usually incorrect generalisations made by learners. Misconceptions should not be avoided, but instead used for teaching purposes
to reveal learners’ thinking. Research suggests that asking learners open-ended questions about mathematical concepts is the most appropriate way to uncover
misconceptions. Once a learner’s misconceptions have been identified, the next step is to know how to correct them. One approach is to give learners a variety of
mathematical strategies to draw upon when finding solutions so that they can gain a deeper understanding of each mathematical concept.
Mental strategies and calculators

Mental calculation is a skill needed for everyday life, especially when paper or calculators are not available. Mental calculation relies on working memory, the
organisation of thoughts and the use of efficient mathematical strategies when solving mathematical computations. It is important for learners to practise mental
calculations and have a range of strategies as this improves understanding and recall as well as increasing confidence and proficiency.
Calculators are useful teaching aides. Although learners need to practise doing mental and written calculations, calculators can help them to notice patterns. They
are also useful when learners are solving problems where non-calculator calculations would take the focus away from strategies. When well used, calculators can
help learners to learn about numbers and the number system. Use calculators as a teaching aid to promote mental calculation and mental strategies and to explore
mathematical patterns. Learners should understand when it is best to use calculators to help them calculate, and when to calculate mentally or using written
methods.
As Cambridge International includes calculator-based assessments at Stages 5, 6, 7, 8 and 9, we recommend that learners begin to use calculators for performing
and checking calculations from Stage 4. At Stages 5 and 6, learners should be developing effective use of calculators so that they are familiar with the buttons and
functions of a basic calculator.
93
Unit 4.1 Number
4.1 Topic 1
4.1 Topic 2 4.1 Topic 3 4.1 Topic 4
Learning objectives covered in Unit 4.1 and Introducing Thinking and Working
Patterns and Place value Factors and Mathematically
topic summary: negative
sequences and rounding multiples
numbers
Count on and count back in steps of constant size: 1-
digit numbers, tens, hundreds or thousands, starting
4Nc.01 ✓
from any number, and extending beyond zero to
include negative numbers.
Recognise and extend linear and non-linear
4Nc.04 ✓
sequences, and describe the term-to-term rule.
Recognise and extend the spatial pattern of square
4Nc.05 ✓
numbers.
Read and write number names and whole numbers
4Ni.01 ✓
greater than 1000 and less than 0.
Understand the relationship between multiples and
4Ni.07 ✓
factors.
Use knowledge of factors and multiples to understand
4Ni.08 ✓ TWM.05 Characterising
tests of divisibility by 2, 5, 10, 25, 50 and 100.
Understand and explain that the value of each digit in
4Np.01 ✓ TWM.08 Improving
numbers is determined by its position in that number.
Use knowledge of place value to multiply and divide
4Np.02 ✓
whole numbers by 10 and 100.
4Np.03 Compose, decompose and regroup whole numbers. ✓
Understand the relative size of quantities to compare

4Np.04 and order positive and negative numbers, using the ✓
symbols =, > and <.
Round numbers to the nearest 10, 100, 1000, 10 000
4Np.05 ✓
or 100 000.
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Unit 4.1 Topic 1 Introducing negative numbers
Outline of topic:
Learners will explore very large numbers and how they are written. They will also look at negative numbers and consider their size and placement on a number
line.
Language:
Key vocabulary:
zero
positive, negative
constant steps / jumps
die, dice
place value
range
maximum, minimum

• Recite, read and write number names and whole numbers from 0 to 1000
• Understand zero as a countable value on a number line (e.g. -1 + 2 = 1)
• Understand and use symbols =, < and >
95
Mental strategies, possible misconceptions

Learning objectives Suggested teaching activities and resources
and comments
4Nc.01 Count on and count Give learners a number line from -20 to 20, marked off in ones. A 100 square can support this activity,
back in steps of constant size: especially when looking at jumps of 10. So, 10
1-digit numbers, tens, Roll a die, inform learners that this is the starting number and ask learners to more than 3 is 13. Learners should notice that
hundreds or thousands, place a counter at that value. Roll the die a second time and inform learners the pattern is the increase in the tens part of
starting from any number, and that this is the size of the constant steps (jumps). For example, the starting the number.
extending beyond zero to number is 3 and the size of the constant step (jump) is 5.
include negative numbers. Possible misconceptions:
Learners need to show two jumps forward and two jumps back (according to Some learners may incorrectly assume that
the size indicated by the second throw of the die) from the starting value. Ask adding and subtracting across zero will
learners to record their results. Ask them if they can extend this by a further produce the same pattern. For example,
two jumps (the values might go beyond the number line -20 to 20). learners might incorrectly assume that -3 + 10
= 3 or that 3 - 10 = -3. To counteract this
misconception, encourage moves across zero
using bridging techniques such as the number
to zero and then the rest beyond zero. For
example, -3 + 10 = -3 + 3 + 7
-3 + 3 = 0 then 0 + 7 = 7
In pairs, ask learners to roll the dice to create their own starting numbers and
constant size steps (jumps), recording their results each time. Ask some pairs
to share their results with the class.
Encourage learners to look for patterns when adding and subtracting,

particularly noticing patterns that bridge through zero.
This activity can be extended by rolling the die to get the starting number and
then asking the class to count in tens from that number. This can be repeated
for counting in hundreds and thousands.
Resources:
Number lines
Dice
100 squares (optional)
4Ni.01 Read and write number Ask learners to choose a number between 10 and 20 (e.g. a learner chooses Possible misconceptions:
names and whole numbers 17) and then ask them to count on from that number in hundreds. Stop them Some learners may incorrectly think that the
greater than 1000 and less before they reach 1000 and write down the number they have reached. Write value of numbers increases as you move away
than 0. the number in figures and words. from zero. They need to see that numbers can
become negative, but this does not mean that
Ask learners:
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and comments
• If we continue this sequence, what will be the first number past 1000? the numbers are actually larger. So, -2 is
• How would we write this number? (show on mini whiteboards or paper) greater than -9.
• What number comes before this?
• What number comes after this? Learners should practice writing larger
numbers in words as well as in figures, taking
Repeat this activity using a starting number between 100 and 200, counting in care to hyphenate where needed and making
thousands. Stop before reaching 10 000 and ask learners to write the number use of the ‘and’ for the last part of the number
reached on their mini whiteboards or paper. Ask learners to write the number in (e.g. 2 054 999 would be written as two million,
figures and words. fifty-four thousand, nine hundred and ninety-
nine). Learners should listen to how the
This activity can be extended by showing learners the number 6125 and asking number sounds when spoken.
them to sketch a number line to show what the 3-digit starting number was.
The world’s greatest temperature range at a single location is 105°C,

from -68°C to 37°C recorded at Verkhoyansk, Siberia.
Show this range on a vertical number line, marked off in tens.
Ask learners:
• What do you think ‘range’ means?
• How can we show the range is 105°C? Range is the difference between the highest
• What is the temperature at this point? (point to a value such as 27°C) and lowest number.
• What is the temperature at this point? (point to a value such as -15°C)
• What do you notice about the numbers above and below zero? (Answer:
the values appear to increase either side of zero and the numbers appear
symmetrical apart from the sign)
• Which number is larger, -15°C or -5°C?
Repeat this last question for several numbers.
Give the maximum and minimum temperature for your locality or another
country that includes negative numbers. Ask learners to show this on a vertical
number line and work out the range.
Resources:
Vertical number lines
Mini whiteboards (optional)
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and comments
4Np.04 Understand the From the previous activity, ask learners to choose a temperature from Siberia Learners sometimes misunderstand the
relative size of quantities to and one from their chosen locality and compare (e.g. -5°C in Siberia < -3°C in symbols < and > especially when they also
compare and order positive another location). Give learners examples that require them to use all three misunderstand the relative size of negative
and negative numbers, using symbols =, > and <. numbers.
the symbols =, > and <.
For example, 5 > 3 but -5 < -3. Encourage
learners to compare numbers using a number
line. Ensure that they know that when reading
numbers from left to right on the number line,
they increase in size, but numbers read from
right to left decrease in size.
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Unit 4.1 Topic 2 Patterns and sequences
Outline of topic:
Learners will recognise linear and non-linear sequences and identify inter-relationships making use of term-to-term rules.
Learners will also understand the spatial aspect of numbers as they investigate different square numbers.
Language:
Key vocabulary:
sequence, list
linear, non-linear
term-to-term rule
square numbers

• Know how to extend sequences by counting on or counting back
• Draw squares accurately to given dimensions
99

and comments
4Nc.04 Recognise and extend Using small cubes, ask learners, in pairs, to show a linear sequence (e.g. 2, 4, Possible misconceptions:
linear and non-linear 6 …). Discuss what makes it linear (it increases or decreases by the same Learners should understand the difference
sequences, and describe the amount each time). If you draw a graph of the numbers and join them together, between a list of numbers (e.g. the ages of ten
term-to-term rule. they make a straight line. people in a survey) and a sequence where the
Ask learners: numbers are governed by a rule.
How much is being added on or subtracted each time?
Learners should be careful to see that not all
Explain that this is the term-to-term rule. rules written with 2 steps are non-linear (e.g.
add 3 then subtract 1 each time is linear and
Ask learners: equivalent to add 2).
Can you show a sequence that is not linear?
(For example, 2, 3, 5, 6, 8 … goes up by 1 then 2 then 1, etc.)
Learners should explain their pattern each time. They can record their results,
drawing pictures, diagrams or spatial patterns in their books.
Explore other types of non-linear sequences by giving the rule and starting
number and asking the learners to write down the first five terms (e.g. starting
at 3, double the previous term and subtract 1).
Ask learners to come up with their own rules, which they can give to the class
for them to calculate the first five terms.
Resources:
Small cubes (inter-linking if possible)
4Nc.05 Recognise and extend Learners should draw the first 5 square numbers, using centimetre-squared
the spatial pattern of square paper and record how each is made (e.g. 4 × 4 = 16).
numbers.
Ask learners to draw them as squares inside each other with one corner that is
common to each, so the learners can see the pattern as increasing but not by
the same amount each time. Relate this activity to the previous activity.
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and comments
Ask learners:
What do you notice about how the pattern increases?
Can you see any patterns?
Learners should then draw a square measuring 12 x 12.
Ask learners:
What square number does this represent? (Answer: 144)
Explain that their challenge is to draw as many different sized squares in this
12 x 12 square as possible. Squares are not allowed to be inside each other or
overlap. Every gap should be filled. This will result in more smaller squares
(e.g. 2 x 2). For example:
Which learner can use the least number of squares to fill the larger square?
They can have several attempts at this. Encourage learners to talk about their
squares using dimensions and their square value (e.g. ‘I used a 7 by 7 square,
which is 49 and a …’)
Resources:
Centimetre-squared paper
101
Unit 4.1 Topic 3 Place value and rounding
Outline of topic:
Learners will work with numbers in the thousands, using place value and looking at what happens when they are multiplied and divided by 10 and 100. They will
also learn how to round numbers.
Language:
Key vocabulary:
place value
digit, thousands, hundreds, tens, ones, position
die, dice
consecutive numbers
compose, decompose
Key phrases:
Round … to the nearest …

• Multiply numbers by 10 using knowledge of place value
• Understand zero as a place holder
• Understand and explain that the value of each digit is determined by its position in that number (up to 3-digit numbers)
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4Np.01 Understand and Learners should draw a place value table showing thousands, hundreds, tens
explain that the value of each and ones. By rolling a die they should select the value of each place value and
digit in numbers is determined record them in the table. The teacher should ask some learners to share what
by its position in that number. numbers they have made (they need to say the place values as well as say the
whole number itself).
Ask learners:
• What is the largest number you can get using the dice? (Answer: 6666)
• What is the smallest number you can get using the dice? (Answer: 1111)
• What numbers can you make with consecutive digits? (Answer: 1234,
2345, 3456, 4321, 5432, and 6543)
Ask learners to work in pairs and take turns to roll a die. For each roll, the
learner will place their number in the position that they think will give them the
highest total in the end. After four rolls each, the learner with the highest value
number wins.
This activity can be extended by asking learners how many four-digit numbers
that are multiples of 25 they can make by rolling a die and completing the place
values. This will require a methodical approach, possibly starting with the
lowest possible number and building up, remembering 0, 7, 8 and 9 cannot be
used as they are not on a die. (Answer: 36 numbers 1125, 1225, 1325, 1425,
1525, 1625, 2125 etc ....)
TWM.08 Improving Learners will show they are improving (TWM.08) when they establish
Refining mathematical ideas or a methodical approach to the task (e.g. seeing there is one possible
representations to develop a more multiple between 1100 and 1200 (1125) and then seeing a repeated
effective approach or solution
pattern for between 1200 and 1300 and continuing to two thousand,
etc.).
Resources:
Dice
4Np.02 Use knowledge of Ask learners to look at the numbers they generated in the previous activity. Possible misconceptions:
place value to multiply and How big are the numbers? (All the numbers are in the thousands) Learners often incorrectly place a zero at the
divide whole numbers by 10 end of a number to show it has been multiplied
and 100. Ask learners: by 10. Ensure that learners understand that
• What happens to your numbers if you multiply them by 10? multiplying a number by 10 means that the
• What happens to your numbers if you multiply them by 100?
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place value of every digit in the number
Show learners the number 65 000 and ask them to represent it on a place increases by one place.
value grid.
10000s 1000s 100s 10s 1s

6 5 0 0 0
6 5 0 0
Then ask them to divide it by 10. They should notice that the number is now 10
times smaller. This is the inverse of multiplying 6500 by 10. Explore the effect
of multiplying and dividing different numbers by 10 and 100, avoiding answers
with decimal numbers.
4Np.03 Compose, decompose Give learners a decomposed or regrouped number and ask them to compose it Composing and decomposing should focus on
and regroup whole numbers. as a number. For example: every individual place value position of
numbers: 1000s (thousands), 100s (hundreds),
5 thousands, 9 hundreds, 4 tens and 7 ones = 5947 or 10s (tens) and 1s (ones). For example:
5000 + 900 + 45 + 2 = 5947 = 1000s + 100s + 10s + 1s
4687 = 4000 + 600 + 80 + 7
Give learners the following three numbers: 15, 18 and 27. Ask learners for
examples of how each can be decomposed (e.g. 15 = 10 + 5 or 15 = 5 + 10) Regrouping should focus on expressing a
and regrouped (e.g. 15 = 9 + 6 or 15 = 7 + 8). number in different ways to assist with
calculations. For example:
Learners should regroup each of the three numbers, side by side, and then put 4687 can be expressed as:
squares around any number that combine to total ten. Learners should repeat 4000 + 687
this several times. Finally, ask learners if they can find an effective way of 4650 + 37
adding 15 + 18 + 27 using regrouping.
Possible misconceptions:
For example: Learners sometimes incorrectly believe that
numbers can only be regrouped into tens and
units. Draw on examples where numbers are
decomposed differently, such as 15 = 9 + 6
Using this strategy of finding tens will lead to the calculation 10 + 10 + 20 and 5
+ 5 and 8 + 2, giving a total of 60.
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Give learners a selection of numbers and ask them to compose, decompose or
regroup the numbers, explaining their strategy. Share strategies with the whole
class and discuss the most efficient strategies for each number.
4Np.05 Round numbers to the Using a vertical number line showing temperature marked off in tens from 0°C
nearest 10, 100, 1000, 10 000 to 50°C, point to any temperature (e.g. 27°C) and ask what this would be if it
or 100 000. was rounded to the nearest ten (30°C).
What other temperatures would equal 30°C when rounded to the nearest ten?
How would you round to the nearest ten if the temperature was 25°C or 35°C?
Explain that it is exactly half way between 20 and 30 or between 30 and 40, so
it could round either way, but mathematicians agree that these numbers should
always be rounded up.
Mercury is the closest planet to the sun and can reach temperatures of 427°C.
What would this temperature be if it was rounded to the nearest ten and
nearest hundred?
Demonstrate how to find the answer using a number line. Ask learners to show
other possible temperatures on Mercury and how they are rounded to the
nearest 10 or 100. Find out what the temperatures would be on other planets
and put those on a number line rounded to the nearest 10 and nearest 100.
The temperature on the surface of the sun is about 5600°C.
What would this number be if it was rounded to the nearest thousand?
The temperature increases as you go towards the centre of the sun (up to
15 000 000°C). Ask learners to write possible temperatures within the sun and
show how they can be rounded in different ways. They should use rounding to
the nearest 10, 100, 1000 and 10 000.
Resources:
Vertical number lines
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Unit 4.1 Topic 4 Factors and multiples
Outline of topic:
Learners will become familiar with multiples and factors and recognise the difference between them. They will also use their knowledge of multiples and factors to
check for divisibility.
Language:
Key vocabulary:
multiple
factor
divisible, divisibility

• Recognise multiples of 2, 5 and 10 (up to 1000)
• Have a good understanding of the times tables (up to 10 x 10)
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4Ni.07 Understand the Ask learners: Possible misconceptions:
relationship between multiples Which times tables is the number 6 part of? (Answer: 1,2,3 and 6) Learners sometimes confuse the meaning of
and factors. multiple and factor.
Demonstrate this by writing out the first 10 multiples, circling the number 6 in
each sequence e.g. Ensure learners understand the difference
between a factor and a multiple.
1 → 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 e.g. 3 and 4 are factors of 12 because 3 x 4 =
2 → 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 12.
3 → 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
6 → 6, 12, 18, 24, 30, 36, 42, 48, 54, 60 12 is a multiple of 3 and 4 because 12 ÷ 3 = 4
and 12 ÷ 4 = 3
Explain that 1, 2, 3, and 6 are factors of 6.
What numbers can 6 be a factor of? (Answer: 6, 12, 18, etc)
Demonstrate each by writing out the factors of each number, circling the
number 6 in each list (e.g. 18 → 1, 2, 3, 6, 9, 18).
4Ni.08 Use knowledge of Write the number 50 on the board. Ask learners what information they know
factors and multiples to about this number. (For example, it is a multiple of 2 because it is even, it is a
understand tests of divisibility multiple of 5 because it ends in a zero, etc.)
by 2, 5, 10, 25, 50 and 100.
Divide the class into 3 groups and give each group a set of cards (e.g. green
cards with 3 written on them, yellow with 5 and blue with 10).
On the board, write a number between 1 and 99. Learners should hold up one
of their coloured cards if they notice that the number written on the board can
be divided by the number on their card. Ask the learners to explain their choice
of card and whether they used any tests of divisibility to calculate the answer.
Continue this activity by writing other numbers between 1 and 99 on the board.
TWM.05 Characterising Learners will show they are characterising (TWM.05) when explain
Identifying and describing the why a number is a divisible by another number (e.g. 95 is divisible by 5
mathematical properties of an because it ends in 5 and multiples of 5 follow a pattern of 0 and 5 in
object the ones place).
Write the number 100 on the board and ask learners to hold up the correct
cards.
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Ask learners if they notice any other numbers that divide equally into 100. Ask
how they know. (Answers: 1, 2, 4 ,5 ,10 ,20, 25, 50, 100)
Resources:
Green cards with 3
Yellow cards with 5
Blue cards with 10
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Unit 4.2 Time
4.2 Topic 1
4.2 Topic 2
Reading and Thinking and Working
Learning objectives covered in Unit 4.2 and topic summary: recording
Time Mathematically
problems
time
4Gt.01 Understand the direct relationship between units of time, and convert between them. ✓
Read and record time accurately in digital notation (12- and 24-hour) and on analogue
4Gt.02 ✓
clocks.
4Gt.03 Interpret and use the information in timetables (12- and 24-hour clock). ✓
Find time intervals between different units:

4Gt.04 - days, weeks, months and years ✓
- seconds, minutes and hours that do not bridge through 60.
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Unit 4.2 Topic 1 Reading and recording time
Outline of topic:
Learners will be able to use digital notation for time (12-hour and 24-hour) and read time on analogue clocks. Using this knowledge, learners will be able to plan
and create timetables.
Language:
Key vocabulary:
digital clock, analogue clocks
12-hour time
24-hour time
a.m., p.m.
midday, noon, midnight
timetable

• Read and record time accurately in digital notation (12-hour clock) and on analogue clocks
• Interpret and use the information in timetables (12-hour clock)
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4Gt.02 Read and record time Explain that some countries write the time using 12-hour digital notation, other Possible misconceptions:
accurately in digital notation countries only use 24-hour notation and some countries use a combination of Learners often get confused when recording
(12- and 24-hour) and on both. It is important for learners to understand both the 12-hour and 24-hour midday and midnight. Explain that the
analogue clocks. notation in case they use digital devices that use both. beginning of a day is 00:00 (no time has
passed yet) and therefore midnight can be
Ask learners to complete the first activity using 12-hour time in the NRICH task: recorded as 24:00. Digital clocks do not display
The Time Is… (https://nrich.maths.org/7384). 24:00 instead they display 00:00 as the start of
the next day.
Ask learners:
How many times does the hour hand go round a clock in one day? In some countries they use the abbreviation
(Two, often shown as a.m. and p.m. when using 12-hour time) a.m. to represent morning (times between
00:00 and 11:59) and p.m. to represent
For the NRICH task, ask learners to record an activity for each time that is afternoon or evening (time between 12:00 and
typical for that time of day, showing if the time is a.m. or p.m. (e.g. at 12:17p.m. 23:59). Explain that the abbreviations: a.m.
I will be eating my lunch). stands for ante meridiem, which is Latin for
‘before midday’ and p.m. stands for post
The same task can be completed for the 24-hour NRICH time sheet. Ensure meridiem, which is Latin for ‘after midday’.
learners understand why a.m. and p.m. are not required when using 24-hour
time. Midday is represented by 12p.m. and midnight
is represented by 12a.m. when using 12-hour
Resources: time because it is the start of the next morning.
NRICH task
Ensure learners write 4 digits when recording
24-hour time.
4Gt.03 Interpret and use the Explain that learners will create an imaginary large school that has a range of
information in timetables (12- facilities (e.g. a library, a swimming pool, a racing track, etc.). Ask them to draw
and 24-hour clock). a map to show the layout of the school. The school is so large they will need to
design a railway line on a loop to transport learners around the facilities.
In pairs, learners decide when and where the first train departs (e.g. the school
entrance) and where it will stop. They will need to think about time intervals
between stops and create a timetable so that trains run throughout the school
day (suggest 6 times of day that the train stops at each location).
Ask learners a range of questions that allow them to interpret the information in
their timetables:
If you arrive at the school entrance at 09:00 what time will the next train arrive?
How long will it take to get from the school’s entrance to the swimming pool?
If you get on the train at the swimming pool, how long will it take to travel 2
stops?
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If you are at the library and want to get the first train available after midday,
what time will the train arrive?
Ask learners to write their answers in 12-hour and 24-hour notation.
Learners should share their answers with another pair and explain their
thinking.
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Unit 4.2 Topic 2 Time problems
Outline of topic:
Learners will become familiar with different units of time and how they relate. They will solve problems involving differences in time.
Language:
Key vocabulary:
millennium, century
decade, year, month
fortnight, week, day
hour, minute, second

• Find intervals between the same units of time in days, weeks, months and years
• Know basic time facts (e.g. 24 hours in one day and 60 minutes in an hour)
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4Gt.01 Understand the direct Show learners the following measures of time and discuss what each Possible misconceptions:
relationship between units of represents: Learners need to be aware that a week is 7
time, and convert between days, but that sometimes people refer to a
them. Millennium Month Hour week colloquially, such as a working week
Century Fortnight (2 weeks) Minute which is 5 days.
Decade Week Second Similarly, a year is not always 365 days (a leap
Year Day … year has 366 days, with 29 days instead of 28
days in February). Leap years occur every 4
Ask learners: years. Leap years are divisible by 4 (e.g. 2016,
If there are 60 seconds in a minute, how many seconds are there in an hour? 2020, 2024).
How many seconds are there in a day? etc.
Explore as many relationships as possible, using a calculator if needed (e.g.

how many seconds in a year). Learners should share their answers with the
class, explaining how they calculated each relationship.
4Gt.04 Find time intervals Review the number of days in each month (perhaps using a poem). Ask
between different units: learners to write each month and the number of days. Remind learners about
- days, weeks, months and leap years.
years
- seconds, minutes and Choose two learners and ask them to share their birthdays. For example, 21
hours that do not bridge March and 5 July.
through 60.
Discuss with the class how far apart their birthdays are in days, weeks and Learners should start with earliest date and
months. In pairs, ask learners to calculate the difference between these count up to second date.
birthdays. Ask learners if they think these birthdays are close or far apart.
Give learners this problem to solve: Some learners may need calendars to assist
Two brothers are 1 year, 2 months and 3 days apart in age. If the older brother them in calculating their answers.
was born on the 1 January 2010, when was the younger brother born?
(Answer: 4 March 2011)
Ask learners to write their own date problems and ask a partner to solve their
problems.
Resources:
Calendars (for support)
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Unit 4.3 2D and 3D shape
4.3 Topic 1
4.3 Topic 3
Tessellation, 4.3 Topic 2
Recognising Thinking and Working
Learning objectives covered in Unit 4.3 and topic summary: symmetry Area and
and building Mathematically
and perimeter
3D shapes
reflection
Investigate what shapes can be made if two or more shapes are TWM.03 Conjecturing
4Gg.01 combined, and analyse their properties, including reference to ✓ TWM.04 Convincing
tessellation. TWM.05 Characterising
Estimate and measure perimeter and area of 2D shapes, understanding
4Gg.02 that two areas can be added together to calculate the area of a ✓
compound shape.
Draw rectangles and squares on square grids, and measure their
4Gg.03 perimeter and area. Derive and use formulae to calculate areas and ✓
perimeters of rectangles and squares.
Estimate the area of irregular shapes on a square grid (whole and part
4Gg.04 ✓
squares).
4Gg.05 Identify 2D faces of 3D shapes, and describe their properties. ✓
4Gg.06 Match nets to their corresponding 3D shapes. ✓
Identify all horizontal, vertical and diagonal lines of symmetry on 2D

4Gg.07 ✓
shapes and patterns.
Reflect 2D shapes in a horizontal or vertical mirror line, including where

4Gp.03 ✓
the mirror line is the edge of the shape, on square grids.
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Unit 4.3 Topic 1 Tessellation, symmetry and reflection
Outline of topic:
Learners will explore different 2D shapes and use tessellations and reflections to understand their properties.
Language:
Key vocabulary:
tessellation
right angles
parallel sides
symmetry, line of symmetry
reflection, mirror line

• Identify both horizontal and vertical lines of symmetry on 2D shapes and patterns
• Identify, describe, classify and name 2D shapes by their properties
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4Gg.01 Investigate what Give each learner an equilateral triangle, an isosceles triangle and a square
shapes can be made if two or drawn or printed on a piece of paper.
more shapes are combined,
and analyse their properties,
including reference to
tessellation.
Explain that for this activity learners can only use these three shapes. They
may use the same shape twice and they may change the size of the shapes to
make them bigger or smaller if they want to.
Ask learners to visualise placing any two of these shapes together, touching or
overlapping, and to draw the new shape. Learners may decide to cut out the
three shapes so they can move them and try different combinations.
Ask learners:
• Do you know the mathematical name for your new shape?
• How many edges does your new shape have?
• How many right angles does your new shape have?
• How many pairs of parallel sides does your new shape have?
• Does your shape have any lines of symmetry?
• Can you list any other properties of your new shape?
TWM.05 Characterising Learners will show they are characterising (TWM.05) when they
Identifying and describing the
identify and describe the mathematical properties of their new shape.
mathematical properties of an
object
This activity can be extended by asking learners:
• What is the largest possible number of sides of a new shape?
• What is the largest possible number of right angles of a new shape?
• What is the largest possible number of pairs of parallel sides of a new
shape?
TWM.03 Conjecturing
Forming mathematical questions Learners will show they are conjecturing (TWM.03) when they
or ideas suggest ideas about the answers to these questions and think about
how to create the shape with these properties. They will show they are
TWM.04 Convincing convincing (TWM.04) when they justify or challenge their initial ideas
Presenting evidence to justify or
about the questions.
challenge a mathematical idea or
solution
Resources:
Sets of three shapes
Scissors
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4Gg.07 Identify all horizontal, Ask learners to draw 4 symmetrical shapes on a sheet of centimetre-squared Encourage learners to draw lines of symmetry
vertical and diagonal lines of paper. They must include vertical and diagonal lines of symmetry. as dashed lines.
symmetry on 2D shapes and
patterns. When you say ‘pass’, each learner passes their sheet of paper to the next
learner, who will draw one line of symmetry on one of the shapes. When you
say ‘pass’ again, they will pass the sheet to a new learner.
After the first ‘pass’, ask learners:

Is it likely that any of the shapes have more than one line of symmetry?
(Answer: yes, as shapes often have 2 or more, for example a square)
Continue asking learners to pass the sheets around until all the lines of
symmetry are drawn on all the shapes. This is a useful activity as learners will
need to check that all the lines of symmetry for all the shapes are correctly
shown.
Resources:
4Gp.03 Reflect 2D shapes in a Using centimetre-squared paper, ask learners to draw a vertical mirror line, in
horizontal or vertical mirror the middle and on a grid line. Ask them to draw a design that is just touching
line, including where the mirror the mirror line. They should swap papers with their partner and complete the
line is the edge of the shape, reflections. Do they agree on their reflections?
on square grids.
Encourage learners to check the distances of each object and its
corresponding image point from the mirror line. They can use mirrors to check
for the accuracy of the symmetry created by the reflection.
On another piece of centimetre-squared paper they should now draw a

horizontal mirror line (this does not need to be in the middle of the paper, as
several mirror lines will be drawn). Ask them to copy the shape below:
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Ask learners:
When you complete the reflection, what shape will it be? (Answer: an isosceles
triangle)
Ask learners to explain how they know that is an isosceles triangle.
Using more horizontal mirror lines, ask them to draw the following shapes:
• A rectangle
• A square
• A right-angled triangle (clue: the right angle will be made when a 45° angle
is reflected)
• Other quadrilaterals (e.g. arrowhead and kite)
• A hexagon
• A pentagon (clue: one side will need to be 90° to the mirror line)
• A pentagon with 3 right-angles
Resources:
Mirrors
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Unit 4.3 Topic 2 Area and perimeter
Outline of topic:
Learners will estimate and measure areas and perimeters. They will also derive formulas for calculating areas and perimeters of squares and rectangles. For
irregular shapes, rounding will be used to help estimate areas of shapes.
Language:
Key vocabulary:
2D shapes
compound shapes
perimeter, area
metre, centimetre
formula
irregular shapes
estimate, round

• Identify, describe, classify and name 2D shapes by their properties
• Understand the difference between perimeter and area and find these for simple standard shapes
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and comments
4Gg.02 Estimate and measure Show learners a square and a rectangle drawn on centimetre-squared paper. Possible misconceptions:
perimeter and area of 2D Learners should take care with the spelling of
shapes, understanding that centimetre and perimeter (different endings
two areas can be added despite sounding similar). It may be worth
together to calculate the area explaining ‘metre’, the metric measure, has its
of a compound shape. origins in France and is a French word.
Whereas, meter is an English word relating to
4Gg.03 Draw rectangles and the actual measuring: so perimeter means to
squares on square grids, and ‘measure around’.
measure their perimeter and Ask learners:
area. Derive and use formulae • What is the area of the square and rectangle? Learners often confuse area and perimeter. It
to calculate areas and • What is the perimeter of the square? (Answer: 4cm) is important for them to remember the definition
perimeters of rectangles and • What is the perimeter of the rectangle? (Answer: 6cm) that perimeter is a measure of the boundary of
squares. the shape while area is the amount of space
Give learners centimetre-squared paper and ask them to design as many within a shape.
capital letters as they can, using rectangles and squares. For example, the
letter E:
Ask learners:
• What is the area of the E shape? How do you know?
• If the E shape is made of 2 squares and 3 rectangles its perimeter must be
2 × 4cm plus 3 × 6cm = 26cm. Is this correct? Why not? What is its
perimeter? (Answer: 18cm)
Once the learners have drawn at least 4 letters (e.g. F, T, H, etc.) they should
estimate the areas of each letter. Ask them to cut out each letter and arrange
them in order, from largest to smallest area. Ask them to calculate the area of
each shape and write it inside the shape (e.g. A = 8cm2). Did they place the
shapes in the correct order? Now repeat the activity by arranging them by the
size of their perimeters.
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and comments
Draw the following shapes on the board and ask learners how they could write
area and perimeter, making reference to the letters given:
Suggestions may be:

P=w+w+w+w
P=4×w
etc.
Explain to learners that they are deriving formulas for the areas and perimeters
of squares and rectangles, which can then be used to calculate areas and
perimeters of any sized square or rectangle.
Resources:
4Gg.04 Estimate the area of Ask learners to draw a 10cm by 10cm square. Ask learners: Possible misconceptions:
irregular shapes on a square What is the area of the square? Learners need to be aware that regular
grid (whole and part squares). Do you think your hand has a larger or smaller area than this? polygons have equal side lengths and equal
angles and irregular polygons do not. These
Ask learners to estimate the area of their hand. Then ask learners to draw their are not to be confused when referring to
handprint on centimetre-squared paper: irregular shapes, that tend to imply that the
shape is not a standard recognised shape (e.g.
not a rectangle or kite, etc.).
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All the whole squares should be counted, and the remaining squares marked
with > or < signs, depending on whether they are more or less than half a
square in size.
Ask learners to calculate the area of their handprint. Squares less than half can
be rounded down to ‘no’ squares (zero), whilst those more than half can be
rounded up to whole squares (1cm2). Or each square less than half is matched
with a square more than half so overall, they approximate to a whole square.
Resources:
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Unit 4.3 Topic 3 Recognising and building 3D shapes
Outline of topic:
Learners will explore various 3D shapes by looking at their properties and considering what the nets of these shapes might look like.
Language:
Key vocabulary:
3D shapes, solids
faces, flat faces, curved faces
cylinder, cylindrical
net

• Identify, describe, sort and name 3D shapes by their properties
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and comments
4Gg.05 Identify 2D faces of 3D Ask learners to bring in empty containers from home. In groups of four, they Possible misconceptions:
shapes, and describe their can discuss their objects in terms of the types of 3D shapes that they can see Learners sometimes incorrectly think that the
properties. and what types of faces they can recognise. curved face of a cylinder is flat when it is
represented as a rectangle in the net of the
Ask learners: shape.
• Are there any shapes with circular faces?
• Are there any shapes with curved faces?
Show learners cylindrical shapes, explaining how the curved face can be
flattened into a rectangle.
To support the next task on nets, ask learners to pull apart their shapes
(particularly ones made of card) to see how they are formed. Ask them if they
can they identify which parts are the faces of the 3D shapes and which are the
tabs (used for holding the containers together).
Resources:
Selection of everyday containers or 3D shapes (e.g. empty food boxes)
4Gg.06 Match nets to their Give learners four 3D shapes (these can be pictures or the actual solid
corresponding 3D shapes. shapes). Then give them eight nets (four of which are incorrect).
Working in pairs or small groups ask learners to organise their shapes so that
each 3D shape is next to its net. Learners should also mark an “X” on any nets
that do not match the 3D shapes, placing them next to the shape which they
might look similar to even though they are incorrect. They should be able to
explain why the net does not represent a 3D shape (e.g. two faces overlap or
there is a face missing, etc.).
This activity can be extended by asking learners to take one of their shapes
and draw an alternative net on squared paper. Ask them to cut it out and fold it
to show that it actually forms the correct shape.
Resources:
Selection of 3D shapes
Eight nets (four correct and four incorrect)
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Unit 4.4 Calculation
4.4 Topic 1 4.4 Topic 2

Thinking and Working
Learning objectives covered in Unit 4.4 and topic summary: Addition and Multiplication Mathematically
subtraction and division
Recognise and explain generalisations when adding and subtracting combinations of
4Nc.02 ✓ TWM.02 Generalising
even and odd numbers.
Recognise the use of objects, shapes or symbols to represent unknown quantities in

4Nc.03 ✓
addition and subtraction calculations.
4Ni.02 Estimate, add and subtract whole numbers with up to three digits. ✓
Understand the associative property of multiplication, and use this to simplify

4Ni.03 ✓
calculations.
4Ni.04 Know all times tables from 1 to 10. ✓
4Ni.05 Estimate and multiply whole numbers up to 1000 by 1-digit whole numbers. ✓
TWM.07 Critiquing
4Ni.06 Estimate and divide whole numbers up to 100 by 1-digit whole numbers. ✓
TWM.08 Improving
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Unit 4.4 Topic 1 Addition and subtraction
Outline of topic:
Learners will find generalisations when adding and subtracting numbers, use symbols to represent numbers and investigate possible solutions.
Language:
Key vocabulary:
odd, even
symbol, unknown
addition, subtraction
column method

• Estimate, add and subtract whole numbers with up to 3 digits
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and comments
4Nc.02 Recognise and explain Ask learners to choose any five odd numbers and add them together.
generalisations when adding
and subtracting combinations When they have done this, tell them that all of their answers will be odd.
of even and odd numbers.
Let learners confirm this. Then ask them:
How did I know?
Learners should realise why the answer will always be odd when they add any
five odd numbers. Can they explain or show why?
Learners can then explore what happens when they add or subtract odd or
even numbers to create their own generalisations.
TWM.02 Generalising
Recognising an underlying pattern Learners will show they are generalising (TWM.02) when they notice
by identifying many examples that other similar underlying patterns, for example:
satisfy the same mathematical
criteria
• Subtract an even number from an even number. Your answer will be
always be even.
• Add any four odd numbers and subtract one even number. Your answer
will always be even.
Ask some learners to share their generalisations with the class.
This activity can be extended by using the NRICH task: Always, Sometimes or
Never? (https://nrich.maths.org/12670)
Resources:
NRICH task
4Nc.03 Recognise the use of Show learners the following three symbol sentences and explain that each
objects, shapes or symbols to shape represents a single different digit number. Also, each symbol sentence
represent unknown quantities has a value of 8.
in addition and subtraction
calculations. Can you find the value of each shape?
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and comments
(Answers: circle = 4, square = 7 and triangle = 1)
Now ask learners to see how many symbol sentences they can create that
have a value of 10.
Here are some possible solutions:
4Ni.02 Estimate, add and Ask learners to create pairs of 3-digit numbers using dice. When finding differences, explain to learners
subtract whole numbers with that the larger number needs to be placed on
up to three digits. For example, they may generate the numbers 265 and 426. Ask them to find top when using column subtraction.
the sum and the difference of these numbers. They can check their answers
using calculators.
Ask learners to investigate the types of numbers that can be created using the
dice (pair of 3-digit numbers) using these questions:
Ask learners:
• What is the smallest sum that can be made? (Answer: 222)
• What is the largest sum that can be made? (Answer: 1332)
• What is the smallest difference that can be made? (Answer: 0).
• How many ways can this be made? (Answer: 666 - 111 + 1 = 556 ways.
Any number taken from itself will give zero and there are 556 numbers that
can do this, between 111 and 666.)
• What is the largest difference that can be made? (Answer: 555)
• What sum and difference will be made if numbers are odd/even? Can you This last question can be used to review the
give examples? work done earlier in the unit.
Resources:
Dice
129
Unit 4.4 Topic 2 Multiplication and division
Outline of topic:
Learners will develop a deeper understanding of multiplying and dividing numbers by considering the associative law and other ways to simplify calculations.
Language:
Key vocabulary:
multiplication, division
associative law
times tables
multiple, factor
square number
halving

• Understand and explain the commutative and distributive properties of multiplication
• Have a good understanding of the times tables (up to 10 x 10)
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and comments
4Ni.03 Understand the Show learners the question 7 × 5 × 6 and ask how they could work this out. Learners often confuse this rule with
associative property of Most learners will calculate 7 × 5 = 35 and then 35 × 6 = 210. commutativity because it appears as if
multiplication, and use this to numbers can be calculated in any order. The
simplify calculations. Introduce learners to the associative property of multiplication. Explain that this important aspect to remember with
calculation could also be calculated as 5 × 6 = 30 and then 7 × 30 = 210. associativity is that the order remains the
same, but the numbers which are calculated
Ask learners: first might change.
Which method of calculating 7 × 5 × 6 did you find easier? Why?
Give learners further similar questions and ask learners to consider whether
the associative property might help simplify the calculation.
For example:
• 8×2×4
• 12 × 5 × 2
• 6×4×3
Learners could also create their own similar questions where the associate law
can be applied to find the answer. Select learners to come up to the board and
demonstrate how they worked out their answers.
Learners may also draw on their prior knowledge of the commutative law for
multiplication from Stage 3 and realise calculations such as 4 x 9 x 5 could be
calculated more simply as 4 × 5 × 9 = 20 x 9 = 180.
4Ni.04 Know all times tables In pairs, give learners a 10 by 10 blank grid. Explain this is a times table grid, To support learners who may struggle with this,
from 1 to 10. the first row and column representing the one times table, etc. give grids that have the column and row
numbers marked out (i.e. 1 to 10). The strength
of this activity is, however, in having it
completely blank to start with, encouraging
learners to look for relationships between
numbers.
Give learners sufficient time to think about their

answers and work out where to place them.
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and comments
Ask learners:
What value will go into the last square (i.e. the bottom right-hand corner)?
(Answer: 10 × 10 so they should write 100 in this square)
Tell them to enter 1 in the top left-hand corner.
Explain that they are going to play a game where you ask different
mathematical questions. Learners need to find and place the answers in the
correct squares. Each answer will require them to know their times tables. The
winner is the first learner to complete a row or column or one of the diagonals.
Here are some example questions:

• 4×3
• A multiple of 5 (you can ask a specific multiple of 5 or ask them to write in
any number which is a multiple of 5)
• 7×7
• A two-digit even number
• A factor of 20
• A square number
• 6×9
The game can be played several times. Ask learners to generate some
questions (with answers) that you can randomly select from a box to ask the
whole class.
Resources:
Blank 10 by 10 grids
4Ni.05 Estimate and multiply Give learners a set of cards with the numbers 1, 2, 3, 4, and 5 written on them. This activity reinforces understanding of place
whole numbers up to 1000 by Ask learners to arrange the digits 1 to 5 in the order shown: value.
1-digit whole numbers.
For all attempts, they can only multiply by a
one-digit number.
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and comments
Ask learners:
Will the answer be greater than 5000?
How do you know?
Ask learners if they can estimate more accurately what the answer will be.
(Their estimates should be close to 6000, since there are 5 lots of 200 and 5
lots of 1000). Now ask the learners to calculate the actual answer. (Answer:
6170)
Using the 1-5 cards, ask learners if it is possible to get an answer greater than
6170 if they use 4 as the multiplier (yes, for example 5231 × 4 = 20 924).
What is the largest possible answer you can make using the cards?
(4321 × 5 = 21 605)
Ask learners to explain, making reference to place value, why 4321 × 5 is

bigger than 5321 × 4. Explain to learners that 4000 × 5 is the same as 5000 ×
4, reinforcing the associative law.
Resources:
1-5 digit cards
4Ni.06 Estimate and divide Ask learners to find three different ways to calculate 864 ÷ 8 Possible misconceptions:
whole numbers up to 100 by 1- Some learners may incorrectly think that
digit whole numbers. For example, learners might use short division, or they might divide by 4 and dividing by 2 four times is equivalent to dividing
then divide by 2, or they might halve the number three times. They might also by 8, because 2 + 2 + 2 + 2 = 8.
immediately see that 800 ÷ 8 = 100 and 64 ÷ 8 = 8 so 864 ÷ 8 = 108.
Ask learners:
What are the advantages and disadvantages of the different strategies for this
calculation?
Using a written strategy, such as short division, may be easiest for some
learners, but may require paper. Other learners may find halving three times is
possible for them to do mentally. Other strategies may be more prone to error.
One strategy might be better for some numbers and not for others.
Give learners other questions to calculate so that they can try different
strategies for calculating the answers.
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and comments
TWM.07 Critiquing Learners will show they are critiquing (TWM.07) when they compare
Comparing and evaluating the different strategies to identify advantages and disadvantages of
mathematical ideas, each. They will show they are improving (TWM.08) when the select a
representations or solutions to more effective strategy and can explain why it is more effective.
identify advantages and
disadvantages
TWM.08 Improving
Refining mathematical ideas or
representations to develop a more
effective approach or solution
134
Unit 4.5 Statistical methods
4.5 Topic 2
4.5 Topic 3
4.5 Topic 1 Presenting
Learning objectives covered in Unit 4.5 and topic The Thinking and Working
Collecting and Mathematically
summary: data interpreting
statistical
cycle
data
Plan and conduct an investigation to answer statistical questions, TWM.07 Critiquing
4Ss.01 ✓ ✓
considering what data to collect (categorical and discrete data). TWM.08 Improving
Record, organise and represent categorical and discrete data. Choose

and explain which representation to use in a given situation:
- Venn and Carroll diagrams
4Ss.02 ✓ ✓
- tally charts and frequency tables
- pictograms and bar charts
- dot plots (one dot per count).
Interpret data, identifying similarities and variations, within and between

4Ss.03 data sets, to answer statistical questions. Discuss conclusions, ✓ ✓
considering the sources of variation.
135
Unit 4.5 Topic 1 Collecting data
Outline of topic:
Learners will plan and design a questionnaire and then, by trialling it, look for ways to improve the questions asked in order to gain better responses to statistical
questions.
Language:
Key vocabulary:
investigation
questionnaire
information
categorical and discrete data

• Recognise different types of data (formal definitions such as categorical and discrete data are not required)
• Familiar with the layout of a questionnaire
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and comments
4Ss.01 Plan and conduct an Ask learners to work in pairs to design a questionnaire to find out information
investigation to answer for a new café opening near their school.
statistical questions,
considering what data to Learners should think about what questions would provide helpful information
collect (categorical and for the café owner such as:
discrete data). • What food and drink people would like to buy
• How much people would pay for their food and drink
• What time the café should open and close.
Now ask learners to swap their questionnaires with another pair and try to
answer each other’s questions. As they are doing this, they should also
TWM.07 Critiquing annotate the questionnaire with any problems they find.
Comparing and evaluating
mathematical ideas, Learners will show they are critiquing (TWM.07) when they evaluate
representations or solutions to
the questionnaire and explain any possible problems with the design.
identify advantages and
disadvantages
Ask learners to return the questionnaires, read the comments the other
TWM.08 Improving pair has written and then try to improve their original design. Learners
Refining mathematical ideas or will show they are improving (TWM.08) when they act on the advice
representations to develop a more of the other learners to refine their questions and develop a more
effective approach or solution effective questionnaire.
137
Unit 4.5 Topic 2 Presenting and interpreting data
Outline of topic:
Learners will consider ways of recording and representing data. In analysing the data, learners will be able to draw conclusions in response to statistical questions,
thinking about similarities and differences and sources of variation.
Language:
Key vocabulary:
record, organise, represent
tally, chart, block graph, bar chart
interpret
source of variation

• Record, organise and represent categorical and discrete data (formal definitions such as categorical and discrete data are not required)
• Interpret data, identifying similarities and variations
138

and comments
4Ss.02 Record, organise and Give learners the NRICH task: Class 5’s Names (https://nrich.maths.org/7522). The last part of the NRICH task shows part of a
represent categorical and block graph. The activity is good for looking at
discrete data. Choose and Ask learners to consider the effectiveness and usefulness of the different patterns, but the quantities are not obvious.
explain which representation representations of the data that the activity asks them to create.
to use in a given situation:
- Venn and Carroll diagrams Ask learners to add axes to the block graph so that it becomes a bar chart.
- tally charts and frequency
tables The same activity can be completed with the names of your learners.
- pictograms and bar charts
- dot plots (one dot per A similar activity could be completed for discrete data, such as recording,
count). organising and representing the number of siblings of each learner in the class.
Resources:
NRICH task
4Ss.03 Interpret data, A plant grower wants to find the best conditions for her seeds to grow. She Explain to learners that measurements of
identifying similarities and plants 20 seeds in a tray of ordinary soil and then 20 seeds in a tray of plants are unlikely to be accurate. So, the
variations, within and between fertilised soil. After two months of growth, she measures their heights in heights are recorded to the nearest cm.
data sets, to answer statistical centimetres: Learners should appreciate that they could also
questions. Discuss be measured to the nearest mm or even
conclusions, considering the Tray A (no fertiliser): nearest tenth of a mm, etc.
sources of variation. 5, 6, 8, 7, 6, 8, 5, 4, 6, 7, 6, 7, 5, 6, 5, 6, 7, 6, 8, 4
Tray B (with fertiliser):

7, 6, 9, 7, 7, 10, 6, 7, 6, 7, 8, 8, 7, 6, 8, 6, 7, 7, 8, 6
Ask learners:
• In which tray did the seeds grow more?
• How can we best represent these results?
(Learners could organise the data and draw some suitable graphs.)
• Are there any similarities or differences in the results?
• Which heights occurred the most for each tray? (6cm in tray A and 7cm in
tray B)
• How much more did the seeds grow in tray B? (comparing 6cm and 7cm
learners may suggest 1cm, but they should compare all the heights)
Ask learners to consider the differences between the shortest and tallest
plants (both have 2cm differences). Help learners to see that 21cm difference in
• What is the difference in the total of heights of both trays of plants? (122cm total tray height for 10 plants represents 2.1cm
in tray A and 143cm in tray B so 21cm difference) difference per plant.
139
Unit 4.5 Topic 3 The statistical cycle
Outline of topic:
Learners will conduct an experiment so that they can respond to a statistical question. They will consider how they can record the data and organise it in a way
that best responds to the statistical question. By drawing relevant graphs and analysing the data, they will be able to make conclusions and also consider other
sources of variation, which they can investigate further.
Language:
Key vocabulary:
statistical question
data, record, organise, represent
table, tally, chart, block graph, bar chart, pictogram
interpret
source of variation

• Record, organise and represent categorical and discrete data
• Interpret data, identifying similarities and variations
140

and comments
4Ss.01 Plan and conduct an Research suggests that we can work twice as fast with our dominant hand Learners conduct simple statistics
investigation to answer compared with our non-dominant hand. To test this suggestion, ask learners to investigations as part of a four-part statistical
statistical questions, conduct this simple experiment: enquiry cycle:
considering what data to
collect (categorical and Ask learners to draw a 10cm x 10cm grid on two pieces of centimetre-squared
discrete data). paper (creating 100 squares on each). Set a time of 30 seconds and ask
learners to put as many crosses (X or +) in the boxes as possible, using their
4Ss.02 Record, organise and dominant hand (right hand for most learners). Any crosses not complete (i.e.
represent categorical and the 2 lines do not cross) or any crosses that do not fit fully inside the boxes,
discrete data. Choose and should not be counted.
explain which representation
to use in a given situation: Ask learners to repeat the activity in the second grid, this time using their non-
- Venn and Carroll diagrams dominant hand (left hand for most learners).
- tally charts and frequency
tables To analyse this data, learners will consider the research that suggests that they
- pictograms and bar charts will draw twice as many (double) crosses with their dominant hand. For
- dot plots (one dot per example, Tom scored 24 with his non-dominant hand and 46 with his dominant
count). hand. Doubling 24 he gets 48, but 46 is less than 48 by 2, so the difference
from the double is -2.
4Ss.03 Interpret data,
identifying similarities and Learners can produce a tally table to record this data (e.g. with headings of -8
variations, within and between or less, -7 to -3, -2 to 2, 3 to 7 and 8 or more).
data sets, to answer statistical
questions. Discuss Once the results are recorded for the whole class, ask if these groupings can
conclusions, considering the be improved.
sources of variation.
Ask learners:
• Would it be fair to say the group -2 to 2 would show the dominant hand is
twice as fast?
• What if we chose 0 to represent this? (too precise, groups not equal in size
and not enough data)
• How could the other groups be renamed? (e.g. far more than double, etc.)
Learners should work in pairs or small groups to discuss how to organise and
represent the data. They should then create the different representations.
Ask learners:
What conclusions can you draw from the tables and graphs?
141

and comments
If the experiment was repeated several times, would the results be any
different? (yes, more crosses filled in, having practised the skill, particularly for
the non-dominant hand which will have been completely unfamiliar with the
activity the first time)
If time is available, repeat the experiment to see if this is true. Explain to

learners that in doing this they are also answering a statistical question.
Resources:
142
Unit 4.6 Fractions and percentages
4.6 Topic 3
Learning objectives covered in Unit 4.6 and topic Percentages Thinking and Working
Understanding Calculating Mathematically
summary: fractions with fractions
and
equivalence
Understand that the more parts a whole is divided into, the smaller the
4Nf.01 ✓
parts become.
Understand that a fraction can be represented as a division of the

4Nf.02 ✓
numerator by the denominator (unit fractions and three-quarters).
4Nf.03 Understand that unit fractions can act as operators. ✓
4Nf.04 Recognise that two proper fractions can have an equivalent value. ✓
4Nf.05 Estimate, add and subtract fractions with the same denominator. ✓
Understand percentage as the number of parts in each hundred, and

4Nf.06 ✓
use the percentage symbol (%).
Use knowledge of equivalence to compare and order proper fractions, TWM.01 Specialising
4Nf.07 ✓
using the symbols =, > and <. TWM.04 Convincing
4Gg.09 Use knowledge of fractions to read and interpret a measuring scale. ✓
143
Unit 4.6 Topic 1 Understanding fractions
Outline of topic:
Learners will consider how fractions can be read and shown in different contexts, using circles, rectangles and measuring jugs. They will also be able to recognise
equivalent fractions and appreciate the connection between fractions and division.
Language:
Key vocabulary:
fraction, numerator, denominator
equal parts, whole
half, halves, halve
quarter, three-quarters
divide, division, share
equivalent
scale
Key phrases:
Divide into …
Divided by …
Is equivalent to …

• Understand that an object or shape can be split into equal parts
• Understand that a half and a quarter can describe two or four equal parts respectively
• Understand that a fraction can be represented as a division of the numerator by the denominator
144

and comments
4Nf.01 Understand that the Show learners these diagrams: During this activity it is important to refer to the
more parts a whole is divided idea of a ‘whole’ (e.g. a ‘whole’ cake, rather
into, the smaller the parts than saying a ‘cake’) as this will reinforce the
become. idea of parts of a whole.
Each circle represents a cake and how it can be cut into equal parts. Ask the
learners to describe each cake in different ways (e.g. 4 equal slices … each
slice is a quarter, etc.).
Give learners two blank circles and ask them:

• If you divide my cake into 16 pieces would there be more cake? (No, it is
still the same size cake, but each piece is smaller). Ask learners to do this
by sub-dividing one of the circles: halves to quarters to eighths to
sixteenths.
• If my cake was divided into just two pieces, I have less cake than the one
with 16 pieces. Put your hands up if you agree. Why is this not true?
• If I divide my cake into 100 slices, how big would the slices be?
• As the size of the slices get smaller will there be more or less slices?
• What’s the largest slice we can divide the cake into? Learners may say 1
or 2 slices. Whilst you could argue that 1 cannot be an answer as the cake
has not been divided, with fractions 1 is theoretically acceptable. (The cake
is divided into 1 equal part and 1 part is taken – all of it! This person does
like sharing with others.)
Ask learners to divide the second blank circle into equal pieces in a way that
has not yet been shown and not into halves. Ask learners to explain how they
have divided it. Show learners how sixths can be adapted (rub out every other
line to make thirds or subdivided to make twelfths).
This activity can be repeated using a ‘chocolate bar’ that is drawn on a grid of
12 squares (allowing it to be divided easily into thirds and quarters, etc.).
Resources:
Blank circles
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and comments
4Nf.02 Understand that a Returning to the cake examples above, remind learners what the word ‘divided’ Possible misconceptions:
fraction can be represented as means. Explain that we can use division when calculating fractions. When one Learners will not be used to seeing division
a division of the numerator by whole cake is divided into 4 pieces it can be written as 1  4. where the first number is smaller than the
the denominator (unit fractions divisor. They may be tempted to see 1  4 as
and three-quarters). Ask learners: 4. Use the cake example to challenge this. If I
How can you express 1 ÷ 4 as a fraction? have 1 cake and divide it by 4 will I get 4
1 1 1
(Answer = . 1 whole cake divided by 4 will give cake, a slice that is of the cakes?
4 4 4
size of the whole cake.)
Ask learners to make up other divisions where 1 whole (using other items) is
divided. They should describe the fraction they have made each time.
3
Show the learners the fraction and ask what division this would represent.
4
3
Use 3 whole cakes to demonstrate how is made:
4
Ask learners:
• Do you agree that the 3 whole cakes have each been divided by 4?
3
• How many quarters are there all together? (Three, in other words )
4
Learners may see this more clearly if they cut out a quarter of each cake and
3
place the 3 pieces together to make as in the diagram below:
4
146

and comments
This activity can be extended by asking learners to give an example to show
2
that 2  3 =
3
4Nf.04 Recognise that two Give learners a worksheet with 12 circles on as shown below. Ask learners to Learners often become confused by unusual
proper fractions can have an use the top row of circles to show how the other two circles can show representations of fractions because they are
equivalent value. equivalents. used to the pie, pizza, cake or chocolate bar
models. Show fractions in different ways that
demonstrate fractions of quantities as well as
fractions of shapes, e.g. fractions of bunches of
flowers, fractions of quantities of money in a
wallet.
Can the learners find other ways of showing equivalents of one half using the
remaining circles? It is important for learners to understand that the coloured
parts do not have to be on the same side and next to each other as shown:
2 3 4
Learners should label their circles with the fractions that are coloured: , ,
4 6 8
etc.
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and comments
This activity can be extended by asking learners to demonstrate equivalents for
a half using diagrams of 3 × 4 rectangles. Also use other representations such
as bunches of flowers.
Resources:
Worksheets with 12 circles on as shown in the diagram above
4Gg.09 Use knowledge of Give learners a large image of a large measuring jug that can hold 4 litres of Whilst the fractions here are part way along a
fractions to read and interpret water: number line, reinforce the concept of being part
a measuring scale. of a whole. For example, from 1 to 2 is a whole
1
unit, so to show 1 we must fill to 1 then
2
halfway to 2. The difference here compared
with normal fraction shading is that the
amounts must be shown in a particular order.
You can’t shade between 0 and 1 and then
1 1
between 2 and 2 to show 1 .
2 2
Ask learners where they might see fractions being used on the measuring
scale on the side of the jug. Discuss what half a litre might look like, etc.
Ask learners to draw on their diagrams any quantity of water involving halves
or quarters. They should colour in the quantity and mark clearly what amount is
shown. Ask each learner to show the class their jug, explaining how much
water is in it.
3
On a new jug, ask learners if they can show 2 litres.
4
Can learners describe how much water is in the jug when it is filled to the very
1
top? (Best estimate: 4 litres. They need to visualise the whole between 4 and
3
5, which is only partly visible.)
Resources:
Diagrams of large measuring jugs
148
Unit 4.6 Topic 2 Calculating with fractions
Outline of topic:
Learners will find fractions of amounts and see how fractions can be added and subtracted.
Language:
Key vocabulary:
unit fraction
numerator, denominator
Key phrases:
Divide by …
Fraction of …

• To find one half and one quarter of an amount
1 3
• Add simple fractions within one whole using the same denominator (e.g. + = 1)
4 4
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and comments
4Nf.03 Understand that unit In the Roman era, Emperor Augustus wanted to tax goods that were sold at Denarii is plural of denarius.
1
fractions can act as operators. auction and decided that of the value of each item should be given to the
100
emperor.
If a chariot was sold for 500 denarii (the Roman currency), how many denarii
would the Emperor be given? (500 ÷ 100 = 5 denarii)
1
Learners should understand that the answer will be less than 500 because
100
of something is the same as dividing the value by 100.
1
Ask learners what is the same as (dividing by 2). Ask similar questions for
2
other unit fractions.
In pairs, ask learners to create a new tax rule tax rule for another aspect of
Roman life and then give examples. This does not have to be monetary. (For
1
example, a farmer must give of all his sheep to the Emperor. He has 100
5
sheep.)
1 2
4Nf.05 Estimate, add and Write a list of fraction questions with on the board e.g. + = ?
5 5
subtract fractions with the
same denominator.
Randomly distribute cards with fractions written on them to learners (e.g. one
1 2 3
learner has , another has and another has ). On the command ‘GO’
5 5 5
learners need to find their trio partners in order to make a correct number
sentence. Once they have joined, they record the answer to the questions in
their books. They can also think of how the cards can be re-arranged to make
3 2 1
subtractions (e.g. - = ). Collect all the cards, shuffle them and then repeat
5 5 5
the activity. This can be done several times, so that learners record several
number sentences involving fractions.
Resources:
Cards with fractions written on them
150
Unit 4.6 Topic 3 Percentages and equivalence
Outline of topic:
Learners will be introduced to percentages, recognising that they are a special type of fractions, where the denominator is 100. Learners will also recognise the
size of fractions and compare fractions of the same amount.
Language:
Key vocabulary:
percent (%), percentage
fraction
quantity, part, whole
order, compare, greater than, less than
Key phrases:
Out of a hundred
Percentage of …

• Use knowledge of equivalence to order and compare unit fractions, and fractions with the same denominator using the symbols > and <
• Understand the relevance of the terms denominator and numerator
151

and comments
4Nf.06 Understand percentage Remind learners of the activity where the Emperor’s tax on goods sold at
1
as the number of parts in each auction was . Inform them that this was the first time ever that percentages
100
hundred, and use the
were used and that our word percentage comes from the Latin per centum
percentage symbol (%).
which means ‘by the hundred’.
Ask learners to draw a 10cm x 10cm grid on centimetre-squared paper, so

there are 100 small squares.
Ask learners to colour in any number of squares and express the amount
shown as:
• a quantity (e.g. 23 blue squares)
23
• a fraction (e.g. )
100
• a percentage (e.g. 23%)
They can then colour in the remaining squares a different colour.

100
What do you notice about the totals? (The total is 100 squares; or 1 whole;
100
100%)
Learners often only consider one visual
Ask learners to draw more 100 square grids and on each one show different 1
ways of showing 25%. representation of . This activity helps to
4
reinforce different ways 25% can be shown.
Ask learners to draw one of their grids so that it is not 25%, but close to 25%.
Learners can swap their diagrams and then see if they can notice which ones
are not 25%.
Resources:
152

and comments
4Nf.07 Use knowledge of Ask learners to find 4 possible fractions that could go in the box: Encourage learners to use physical resources
equivalence to compare and or diagrams to find and check their answers.
order proper fractions, using 1 11
< < 1
the symbols =, > and <. 4 12
4
TWM.01 Specialising
Choosing an example and Learners will show they are specialising (TWM.01) when they choose
checking to see if it satisfies or examples of fractions and check to see whether their answer is
does not satisfy specific correct.
mathematical criteria
Ask learners: 11
1 11 12
How do you know that the fractions you have found are between and ?
4 12
Now ask learners to order their four fractions to fit in the boxes below:
< < <
Ask learners:
How do you know that the order is correct?
TWM.04 Convincing
Presenting evidence to justify Learners will show they are convincing (TWM.04) when they use
or challenge a mathematical knowledge of equivalence of fractions to justify why the ordering is
idea or solution correct.
153
Unit 4.7 Angles, position and direction
4.7 Topic 2
4.7 Topic 1 Thinking and Working
Learning objectives covered in Unit 4.7 and topic summary: Angles
Position and Mathematically
direction
Estimate, compare and classify angles, using geometric vocabulary including acute, TWM.05 Characterising
4Gg.08 ✓
right and obtuse. TWM.06 Classifying
Interpret and create descriptions of position, direction and movement, including

4Gp.01 ✓
reference to cardinal and ordinal points, and their notations.
Understand that position can be described using coordinate notation. Read and plot TWM.05 Characterising
4Gp.02 ✓
coordinates in the first quadrant (with the aid of a grid). TWM.06 Classifying
154
Unit 4.7 Topic 1 Angles
Outline of topic:
Learners will be introduced to a range of angles and find ways of comparing sizes and categorising them.
Language:
Key vocabulary:
angle, acute, right angle, obtuse

• Understand that an angle is a description of a turn
• Know what a right angle is and what it looks like
155

and comments
4Gg.08 Estimate, compare At first, learners may decide to classify the
and classify angles, using angles based on size, but might not know the
geometric vocabulary including traditional categories of acute, right and
acute, right and obtuse. obtuse. For example, they might at first use
less well-defined categories of ‘small’, ‘medium’
and ‘large’. They might also focus on other
properties of the angles, such as noticing the
90-degree angle is presented with a square
symbol, whereas the other angles use the
conventional arc.
Give learners a selection of drawn angles and ask them to sort them into
different categories. Learners should be able to explain how they have sorted
the angles and the properties of the angles in each group.
TWM.05 Characterising
Identifying and describing the
mathematical properties of an
Learners will show they are characterising (TWM.05) when they
object identify a property of the angles which they could use to sort them.
They will show they are classifying (TWM.06) when they organise the
TWM.06 Classifying angles according to the properties they have identified.
Organising objects into groups
according to their mathematical Ask some learners to share their ideas with the rest of the class.
properties
Then introduce learners to the definitions of acute, right and obtuse angles and
ask them to classify the angles again, but this time into the three groups: acute
angles, right angles and obtuse angles.
Once learners have sorted the angles into acute, right and obtuse angles, ask
them to estimate the size of each angle.
Resources:
Selection of angles
156
Unit 4.7 Topic 2 Position and direction
Outline of topic:
Learners will describe movement giving compass directions (cardinal and ordinal points) and will also consider how coordinates are used to mark locations.
Language:
Key vocabulary:
direction, movement
compass directions
north, north-east, east, south-east, south, south-west, west, north-west
coordinates
grid
x-axis, y-axis, axes
quadrant
Key phrases:
Plot the point (… , …)

• Understand that cardinal points (north, east, south and west) are at 90º on a compass
• Understand that position can be described using coordinates
• Read and plot points in the first quadrant
157

and comments
4Gp.01 Interpret and create Explain that cardinal points and ordinal points are shown on compasses.
descriptions of position, Cardinal points are north (N), east (E), south (S) and west (W) and ordinal
direction and movement, points are north-east (NE), south-east (SE), south-west (SW) and north-west
including reference to cardinal (NW).
and ordinal points, and their
notations. Give learners the diagram below:
The caterpillar at the bottom of the grid needs to reach the location shown at
the top of the grid to build its cocoon. The most direct route is N (North), N, N,
N, N, N and N (as show by the red lines). The caterpillar may decide to travel
in a different route as shown by the black lines: NE (north-east), N, E, NW ….
Ask learners to complete this route then describe the route to a partner using
cardinal and ordinal descriptions. The partner should draw the route described.
Ask learners what the effect is of moving one square NE and then immediately
one square SW? (They cancel each other, so you return to the previous point)
Ask learners to create another route in a different colour. As a challenge,

suggest they use all 8 compass directions. Ask a learner to share their journey
and write the directions on the board.
Ask learners:
Are there any directions that can cancel each other out?
What do you notice about most of the directions? (Most involve the north
direction)
158

and comments
Resources:
Copies of the diagram
4Gp.02 Understand that Introduce the concept of co-ordinates using the NRICH task: Two Number Explain to learners that when reading
position can be described Lines (https://nrich.maths.org/5653), which helps learners to explore the coordinate pairs, the x coordinate is read first
using coordinate notation. relationship between number lines and coordinates. and the y coordinate second. Use strategies for
Read and plot coordinates in remembering x first y second, such as x comes
the first quadrant (with the aid Ask learners to write three pairs of coordinates in the first quadrant, for before y in the alphabet.
of a grid). example (2, 3), (4, 5) and (1, 7) and ask them to plot them on a grid. Then ask
learners to join their three coordinates with straight lines.
Ask learners:
• What shape have the coordinates made?
• Compare your answer with another learner. What is the same and what is
different about your shapes?
TWM.05 Characterising Learners will show they are characterising (TWM.05) when they
Identifying and describing the identify and describe the mathematical properties of the shape they
mathematical properties of an have created. Most learners will have drawn a triangle, but some may
object
have plotted all three coordinates on a straight line, for example (1, 3),
(1, 5), (1, 6).
Give learners several more sets of three coordinates, for example:

• (4, 3), (2, 5), (9, 6)
• (8, 3), (5, 3), (9, 3)
• (5, 2), (9, 1), (3, 6)
• (2, 2), (2, 5), (2, 3)
• (1, 3), (2, 5), (3, 7)
• (9, 3), (7, 5), (5, 7)
• (4, 3), (6, 5), (1, 0)
TWM.06 Classifying Ask learners to classify the sets of coordinates into those that create a
Organising objects into groups triangle and those that create a straight line. Learners will show they
according to their mathematical are classifying (TWM.06) when they organise the sets of coordinates
properties into two groups according to the shape they make when plotted.
Resources:
NRICH task
159
Unit 4.8 Probability

Learning objectives covered in Unit 4.8 and topic summary: Describing Conducting Mathematically
chance experiments
Use language associated with chance to describe familiar events, including reference
4Sp.01 ✓
to maybe, likely, certain, impossible.
Conduct chance experiments, using small and large numbers of trials, and present
4Sp.02 ✓
and describe the results using the language of probability.
160
Unit 4.8 Topic 1 Describing chance
Outline of topic:
Learners will become more familiar with the language of probability and see how it is used in everyday contexts.
Language:
Key vocabulary:
probability
impossible, certain
likely, unlikely
even chance
Key phrases:
What is the chance of …
What is the probability of …

• Use familiar language associated with chance to describe events, including reference to ‘it will happen’, ‘it will not happen’, ‘it might happen’
161

and comments
4Sp.01 Use language Show learners a selection of familiar events and ask them to discuss in pairs.
associated with chance to For example:
describe familiar events,
including reference to maybe, • Tomorrow it will rain
likely, certain, impossible. • I will come to school on Saturday
• I will play football at lunchtime today
• When I flip a coin it will show tails
Select pairs of learners to share their discussion with the class. Encourage
learners to use the language of chance, including maybe, likely, certain and
impossible.
Give learners the NRICH task: Probable Words (https://nrich.maths.org/7247).
This NRICH task can be used to encourage learners to use the language of
probability, and to consider the relative likelihood or ‘risk’ of events described.
Resources:
NRICH task
162
Unit 4.8 Topic 2 Conducting experiments
Outline of topic:
Learners will investigate a dice game and think about the likelihood of getting certain outcomes.
Language:
Key vocabulary:
probability
outcome
impossible, certain
likely, unlikely
even chance
trials
Key phrases:
What is the chance of …
What is the probability of …

• Use familiar language associated with chance to describe events, including likely, certain, impossible
• Conduct chance experiments, and present and describe the results
163

and comments
4Sp.02 Conduct chance Explain to learners how a game of Ludo works and that you need to roll a 6 on The game of Ludo is a game played by moving
experiments, using small and a die in order to begin playing. counters on a board where players must roll 6
large numbers of trials, and on a die to start the game.
present and describe the Ask learners:
results using the language of • How many turns will a player have to wait before they can move? (Answer: Possible misconceptions:
probability. 1 or more) Learners may assume that since there are 6
• Is it possible that someone may never get a 6? numbers on the die, a 6 is certain to show after
• How many rolls do you think most people would have to wait before being 6 throws. However, they will learn from this
able to begin? (Learners should estimate this before they try this for activity that probability is always an estimate
themselves later in this activity.) and will rarely yield exact results.
• How could you change the rules to make it more likely to start the game
quicker? (For example, roll a number less than 3, or an even number, or
any number less than 6) Discuss the chances of starting for each of these
scenarios (e.g. ‘almost certain to start’ for ‘any number less than 6’).
Ask learners to roll a die and record how many times they have to roll it before
they get a 6. Collate three learners’ results to see which result was recorded
the most. (It is likely that all three will be different.)
Then collate the whole class’ results. See if learners can identify any patterns
(e.g. 3 and 4 turns seem most common). Ask learners if they think collecting
more results will help determine better probabilities of events happening.
Ask learners to write statements from this data. (For example, the chance of
scoring a 6 after 3 turns is likely or the chance of scoring a 6 after 10 turns is
almost certain, etc.)
Ask learners, working in small groups, to choose a starting rule (e.g. throw an
even number) and then see how the results differ (e.g. there is a greater
chance of starting when rolling an even number and you are very likely to get
an even number after three throws).
164
Sample lesson 1
CLASS:
DATE:
Learning objectives 4Gg.02 Estimate and measure perimeter and area of 2D shapes, understanding
that two areas can be added together to calculate the area of a compound shape.
4Gg.03 Draw rectangles and squares on square grids, and measure their perimeter
and area. Derive and use formulae to calculate areas and perimeters of rectangles
and squares.
Lesson focus / Learners will be able to distinguish between area and perimeter and learn how
success criteria these can be calculated with compound shapes.
• I can find the perimeters of squares, rectangles and compound shapes (formed
of squares and rectangles)
• I can find the areas of squares, rectangles and compound shapes (formed of
squares and rectangles)
• I can derive formulae that allow me to calculate areas and perimeters of any
square or rectangle
Prior knowledge / Learners will be familiar with different 2D shapes and have a basic knowledge of
previous learning how to find their perimeters and areas.
Plan
Lesson Planned activities Notes

Introduction Show learners the learning objectives and lesson focus and agree the
success criteria:
• I can find the perimeters of squares, rectangles and compound

shapes (formed of squares and rectangles)
• I can find the areas of squares, rectangles and compound shapes
(formed of squares and rectangles)
• I can derive formulae that allow me to calculate areas and
perimeters of any square or rectangle
Ask learners which upper case letters can be made with just straight lines
(e.g. E) and which are made with curved lines (e.g. C) and which have both
(e.g. B). Ask learners to present the upper-case letters in a Venn diagram.
This will be useful
Is it possible to show the letter S using straight lines? (Yes: ) for the main
What other letters can be shown this way? activity.
Main activities Give learners centimetre-squared paper and ask them to design as Resources:
many capital letters as possible, using the rectangles and squares Centimetre-
shown: squared paper
Learners should
take care when
spelling centimetre
and perimeter
(different endings
despite sounding
Ask learners: similar). Explain
• What is the area of the square and rectangle? that ‘metre’, the
• What is the perimeter of the square? (Answer: 4cm) metric measure,
• What is the perimeter of the rectangle? (Answer: 6cm) has its origins in
France and is a
165

French word.
One example is the letter E: Whereas, meter is
an English word
relating to the
actual measuring:
so perimeter
means to
‘measure around’.
Ask learners:
• What is the area of the E shape? How do you know?
• If the E shapes is made of 2 squares and 3 rectangles its perimeter
must be 2 × 4cm plus 3 × 6cm = 26cm. Is this correct? Why not?
What is its perimeter? (Answer: 18cm)
Once learners have drawn at least 4 letters (e.g. F, T, H, etc.) they

should cut them out and arrange them in order of the size of their area,
by estimating the areas. Then they should calculate the area of each
shape and write it inside the shape (e.g. A = 8cm2). Did they get the
shapes in the correct order? Now repeat the activity by arranging them
in order of the size of their perimeters.
This activity can be extended by considering general cases where there

are no specific dimensions given to the squares or rectangles.
Draw the following shapes on the board and ask learners how they could
show the area and perimeter, making reference to the letters given:
Suggestions may be:

P=w+w+w+w
P=4×w
Can learners now write formulae for the perimeter and area of any of
their chosen letter designs? Some learners may see opportunities to
simplify their solutions (e.g. w + w becomes 2w).
To make the work more accessible, learners can take the length, l, to be
equal to 2w when looking at their compound shapes.
Summary Explain to learners that a new letter ‘Jig’ has been invented and added
to our alphabet and this is what it looks like:
Ask learners to find its perimeter and area and also express them
algebraically (as a formula). The width of each square is w.
Answers: Perimeter = 18cm (P = 18w), Area = 8cm2 (A = 8w2)
Revisit the learning objectives and success criteria. Ask learners to

explain whether they have met the success criteria and if they have any
questions or comments.
166
Reflection
What two things really went well (consider both teaching and learning)?
Next steps
What will I teach next based on learners’ understanding of this lesson?
167
Sample lesson 2
CLASS:
DATE:
Learning objectives 4Nf.06 Understand percentage as the number of parts in each hundred, and use
the percentage symbol (%).
Lesson focus / Learners will see that using percentage is another way of expressing proportion,
success criteria using 100 equal parts.
• I know that percent means out of a hundred

• I can show different percentage amounts
• I can calculate what percentage remains when a certain percentage is taken
Prior knowledge / Learners will be familiar with what fractions look like (e.g. they can draw a picture to
2
previous learning show ) and will be familiar with what the numerator and denominator represent.
10
Plan

Introduction Show learners the learning objectives and lesson focus and agree the Resources:
success criteria: Newspapers,
magazines, sales
• I know that percent means out of a hundred brochures or
• I can show different percentage amounts informative
• I can calculate what percentage remains when a certain percentage websites.
is taken
Ask learners where they have heard percentages used in everyday life. This
activity can be supported by showing them newspapers or informative
websites that have percentages quoted. Discuss what each percentage
means or shows.
Main activities In Roman times, Emperor Augustus wanted to tax goods that were sold Resources:
1
at auction and decided that of the value of the goods would be given Centimetre-
100
squared paper
to him.
If a chariot was sold for 500 denarii (the Roman currency), how many
denarri would the Emperor be given?
1
Explain that of something is the same as dividing it by 100.
100
Inform learners that this was the first time ever that percentages were
used and that the word percentage comes from the Latin per centum
which means ‘by the hundred’.
Ask learners to draw a 10cm x 10cm grid on centimetre-squared paper,

so there are 100 small squares.
Ask learners to colour in any number of squares and express the

amount shown as:
• a quantity (e.g. 23 blue squares)
23
• a fraction (e.g. )
100
• a percentage (e.g. 23%)
Ask them to colour the remaining squares a different colour.
168

What do you notice about the totals? (Answers: they make 100 squares;
100
or 1 whole; 100%)
100
Ask the learners to draw more 100 square grids and on each one show
Learners often
different ways of representing 25%.
only consider one
visual
representation of
1
. This activity
4
helps to reinforce
different ways
25% can be
shown.
Ask learners to draw one of their grids so that it is not 25%, but close to
25%. Learners can swap their diagrams and then see if they can spot
which ones are not 25%.
This activity can be extended by asking learners to shade their 100 grids
using more than 2 colours. They can then ask their partners to estimate
what percentage of each colour is shown.
Do all the percentages total 100%?

If not, which ones do you want to adjust to make the total is 100%?
Now ask learners to count the squares to see how accurate their
estimate was.
Summary Explain that they will have to show the square numbers 1, 4, 9 and 16 It would be good
within a 100 grid, shading them in. to get learners to
shade in the four
What % of the grid will be left unshaded? (70%) square numbers
so they can see
Revisit the learning objectives and success criteria. Ask learners to what 70% looks
explain whether they have met the success criteria and if they have any like (the unshaded
questions or comments. parts).
Reflection
What two things really went well (consider both teaching and learning)?
Next steps
What will I teach next based on learners’ understanding of this lesson?
169
Changes to this Scheme of Work
This Scheme of Work has been amended. The latest Scheme of Work is version 2.0, published January 2021.
• The definition of the Thinking and Working Mathematically characteristic TWM.03 Conjecturing has been changed to: Forming mathematical questions or
ideas.
• The definition of the Thinking and Working Mathematically characteristic TWM 04 Convincing has been changed to: Presenting evidence to justify or
challenge a mathematical idea or solution.
There may be other minor changes that do not affect teaching and learning.
170
Scheme of Work
Cambridge Primary
Science 0097
Stage 4
This Cambridge Scheme of Work is for use with the Cambridge
Primary Science Curriculum Framework published in
September 2020 for first teaching in September 2021.
Version 1.0
Contents
Contents ................................................................................................................................................................................................................................................. 172

Introduction ............................................................................................................................................................................................................................................ 173
Unit 4.1 Animal skeletons including humans ..................................................................................................................................................................................... 178
Unit 4.2 On Earth and beyond .............................................................................................................................................................................................................. 186
Unit 4.3 Materials: properties and changes ........................................................................................................................................................................................ 197
Unit 4.4 Energy and Light ..................................................................................................................................................................................................................... 208
Unit 4.5 Life processes and Ecosystems ............................................................................................................................................................................................ 218
Unit 4.6 Electricity.................................................................................................................................................................................................................................. 230
Sample Lesson 1 ................................................................................................................................................................................................................................... 238
Sample Lesson 2 ................................................................................................................................................................................................................................... 240
172
Cambridge Primary Science (0097) Stage 4 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Primary Science Stage 4.
It contains:
• a list of subject-specific language that will be useful for your learners
• some possible models and representations that are relevant to the learning objectives
• some possible misconceptions learners may have, or develop
• sample lesson plans.
You do not need to use the ideas in this scheme of work to teach Cambridge Primary Science Stage 4. This scheme of work is designed to indicate the types of
activities you might use, and the intended depth and breadth of each learning objective. These activities are not designed to fill all of the teaching time for this stage.
You should use other activities with a similar level of difficulty, including those from endorsed resources.
The accompanying teacher guide for Cambridge Primary Science will support you to plan and deliver lessons using effective teaching and learning approaches. You
can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is based on 60
total hours of teaching for Science Stage 4 at 2 hours a week. The actual number of teaching hours may vary according to your context.
Unit and suggested order Suggested teaching time
Unit 4.1 Animal skeletons including humans 14% (8.5 hours)
Unit 4.2 On Earth and beyond 17% (10 hours)
Unit 4.3 Materials: properties and changes 19% (11.5 hours)
Unit 4.4 Energy and light 19% (11.5 hours)
Unit 4.5 Life processes and ecosystems 17% (10 hours)
Unit 4.6 Electricity 14% (8.5 hours)
Total 60 hours
173
Sample lesson plans

into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Primary Science Teacher Guide has information on
Other support for teaching Cambridge Primary Science Stage 4

https://primary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced resources for the
programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a log-in for this support site.

• the Cambridge Primary Science Curriculum Framework, which contains the learning objectives that provide a structure for your teaching and learning
• the Cambridge Primary Science Teacher Guide, which will help you to implement Cambridge Primary Science in your school
Primary Science worldwide

• paper, graph paper, pens, pencils, rulers and calculators for learners to use
• clean water
• the internet
in your school.
Activities that require a resource that may be more difficult to find are marked ‘Requires additional resources’, with a suggested alternative activity immediately
below.
The Cambridge Primary Science Equipment List provides a list of recommended scientific equipment that your school should have access to in order to teach all
stages of Cambridge Primary Science. It is available on the support site.
Websites
There are many excellent online resources suitable for teaching Cambridge Primary Science. Since these are updated frequently, and many are only available in
some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for your learners.
174
Approaches to teaching Cambridge Primary Science Stage 4

There are three components to the Cambridge Primary Science Curriculum:
• four content strands (Biology, Chemistry, Physics, and Earth and Space)
• one skills strand (Thinking and Working Scientifically)
• one context strand (Science in Context).
When planning lessons, the three components should work together to enable you to provide deep, and rich, learning experiences for your learners.
We recommend you start your planning with a learning objective from one of the four content strands. This determine the focus of the lesson. Once there is a
content learning objective lesson focus you can consider what Thinking and Working Scientifically learning objectives can be integrated into your teaching so
learners are developing their scientific skills alongside their knowledge and understanding of science.
This approach is exemplified in this scheme of work by providing activities that cover the content learning objectives while also developing selected Thinking and
Working Scientifically learning objectives. Some Thinking and Working Scientifically learning objectives are covered multiple times over the scheme of work which
reflects the need for learners to have several opportunities to develop skills.
The selection, and frequency, of Thinking and Working Scientifically learning objectives in this scheme of work may match the needs of your learners. However, the
selection of Thinking and Working Scientifically learning objectives needs suit the requirements of your school and needs of your learners. Any changes to what
Thinking and Working Scientifically learning objectives are selected to be developed when teaching the content learning objectives will require activities to be
reviewed and edited.
Once you are confident with the combination of content and Thinking and Working Scientifically learning objectives, you then have the option to integrate context into
your lessons to show how the learning objectives and/or skills relate to the world the learners know and experience. The Science in Context learning objectives
provide guidance on doing this. As including context is dependent on your learners and your context, the scheme of work does not give contextual links to an
activity. Possible ways to contextualise units are provided in the unit introductions, aligned to the relevant Science in Context objectives.
Further support about integrating Thinking and Working Scientifically and Science in Context into lessons can be found in the Cambridge Primary Science Teacher
Guide.
Models and representations

Scientists use models and representations to represent objects, systems and processes. They help scientists explain and think about scientific ideas that are not
visible or are abstract. Scientists can then use their models and representations to make predictions or to explain observations. Cambridge Primary Science includes
learning objectives about models and representations because they are central to learners’ understanding of science. They also prepare learners for the science
they will encounter later in their education.
To support the integration of models and representations into your teaching, for each learning objective we have suggested possible models you may wish to use.
175
Misconceptions
Scientific misconceptions are commonly held beliefs, or preconceived ideas, which are not supported by available scientific evidence. Scientific misconceptions
usually arise from a learner’s current understanding of the world. These ideas will informed by their own experiences rather than evidence. To support you in
addressing misconceptions, for each learning objective in each unit we have suggested, where relevant, possible misconceptions to be aware of.
Due to the range of misconceptions that learners can hold not all misconceptions have been provided and you may encounter learners with misconceptions not
presented in this scheme of work.
Misconceptions may be brought to the lesson by the learners, reinforced in the lesson, or created during a lesson. It is important that you are aware of
misconceptions that learners may exhibit so that you can address them appropriately.
It is important to note that not all misconceptions are inappropriate based on the conceptual understanding learners are expected to have at different stages of their
education. Therefore, some misconceptions may be validly held by learners at certain stages of their learning. A misconception of this type is known as an age-
appropriate concept. Trying to move learners away from age-appropriate concepts too soon may give rise to other, more significant, misconceptions or barriers to
their understanding of science. Over time age-appropriate concepts can become misconceptions when they start to interfere with the expected level of
understanding learners need to have.
The misconceptions flagged in this scheme of work are considered to be either inappropriate concepts for a learner at this stage of understanding science or
important age-appropriate concepts to be aware of so they are not challenged too early.
Health and safety

An essential part of this curriculum is that learners develop skills in scientific enquiry. This includes collecting primary data by experiment. Scientific experiments are
engaging and provide opportunities for first-hand exploration of phenomena. However, they must, at all times, be conducted with the utmost respect for safety,
specifically:
• It is the responsibility of the teacher in charge to adhere and conform to any national, regional and school regulation in place with respect to safety of
scientific experimentation.
• It is the responsibility of the teacher in charge to make a risk assessment of the hazards involved with any particular class or individual when undertaking a
scientific experiment that conforms to these regulations.
Cambridge International takes no responsibility for the management of safety for individual published experiments or for the management of safety for the
undertaking of practical experiments in any given location. Cambridge International only endorses support material in relation to curriculum content and is not
responsible for the safety of activities contained within it. The responsibility for the safety of all activities and experiments remains with the school.
The welfare of living things

Throughout biology, learners study a variety of living things, including animals. As part of the University of Cambridge, Cambridge International shares the approach
that good animal welfare and good science work together.
Learners should have opportunities to observe animals in their natural environment. This should be done responsibly and not in a way that could cause distress or
harm to the animals or damage to the environment.
176
If living animals are brought into schools then the teacher must ensure that any national, regional and school regulations are followed regarding animal welfare. In all
circumstances, the teacher responsible must ensure all animals have:
• a suitable environment, including being housed with, or apart from, other animals (as required for the species)
• a suitable diet
• the opportunity to exhibit normal behaviour patterns
• protection from pain, injury, suffering and disease.
There is no requirement for learners to participate in, or observe, animal dissections for Cambridge Primary. Although dissection can provide a valuable learning
opportunity, some learners decide not to continue studying biology because they dislike animal dissection. Several alternatives are available to dissection (such as
models and diagrams) which you should consider during your planning.
If you decide to include animal dissection then animal material should be obtained from premises licensed to sell them for human or pet consumption, or from a
reputable biological supplier. This approach helps to ensure animal welfare standards and also decreases the risk from pathogens being present in the material.
Neither you nor your learners should kill animals for dissection.
When used, fresh material should be kept at 5 °C or below until just before use. Frozen material should be defrosted slowly (at 5 °C) without direct heat. All fresh or
defrosted material should be used within 2 days. Preserved animal materials should only be handled when wearing gloves and in a well-ventilated room.
The responsibility for ensuring the welfare of all animals studied in science remains with the school.
177
Unit 4.1 Animal skeletons including humans
Unit 4.1 Animal skeletons including humans

Outline of unit:
In this unit, learners will learn about some of the main bones in the human body and be able to identify them on diagrams. They then consider some of the important
functions of skeletons including how it protects organs, gives support and enables movement.
Learners go on to find out about different types of skeleton and how some animals have a backbone while others do not. They sort animals based on whether they
have a skeleton on the outside or inside and whether they have a backbone. The unit concludes by looking at how muscles and bones work together to enable
movement.
To enable learners to understand and experience the functions of a skeleton several practical, hands-on activities are suggested, some of which involve making
structures. To enrich their learning, it is suggested that learners make first-hand observations of animals with different types of skeleton. Throughout the unit it is
important that learners explore their own skeletons by feeling their different bones and observing how their body moves.
Recommended prior knowledge or previous learning required for the unit:

Learners will benefit from previous experience of:
• recognising and naming the major external parts of the human body.
• comparing how animals, including humans, are similar and different in their external body parts and skin covering.
• learning about some of the important organs in humans (e.g. the brain, heart, stomach, intestine and lungs) and describing their functions.
Suggested examples for teaching Science in Context:

4SIC.04 Identify people who use science, including professionally, in their area and describe how they use science:
Learners could learn about how doctors treat broken bones. They could find out from a doctor (or nurse) about ways in which they can keep their bones healthy and
strong. Learners could also find out about the work of vets who treat broken bones in other animals and discuss how the skeletons of other animals are similar and
different to the human skeleton.
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Learning objective Key vocabulary Possible Models and representations Possible Misconceptions
4Bs.01 Identify some Skeleton, bone(s), Learners could label the main bones on a picture or a Learners may think that all bones are dead. They may
of the important bones skull, jaw, rib cage, model of a human skeleton. have seen the bones of dead animals at home as part
in the human body hip, spine (backbone), of the cooking process. These bones were once alive
(limited to skull, jaw, leg bones (fibula and Learners could use straws (or sticks) to make a but are now dead. Learners may also have seen
rib cage, hip, spine, tibia), arm bones physical model of a human skeleton. They could then pictures (or replicas) of human bones which look
leg bones and arm (radius and ulna) label the main bones. grey/white and stone-like, giving the impression that
bones). actual bones are lifeless. To address this
misconception, discuss with learners that they are
growing taller which must mean that their bones are
growing and many things which grow are alive. Also
discuss with learners how when bones of living
animals are broken this is very painful which is again
clear evidence that bones are alive.
This learning objective will introduce learners formally

to the jaw, rib cage and spine all of which are made of
multiple bones rather than being individual bones
themselves. This can be clarified to learners during
teaching. At this stage, learners are not required to
know the individual bones within these structures
although that can be provided if appropriate to do so in
your context.
4Bs.03 Describe some Skeleton, bone(s), Learners could add labels to a diagram of a human Learners may think that bones cannot enable
of the important function, major organs, skeleton with its main functions. For example: movement because they are hard and rigid. This
functions of skeletons support, protect, • The skull/: protects the brain. misconception will be addressed in this unit.
(limited to protecting movement, muscles • The spine gives shape to the body.
and supporting organs, • The bones in the arms and legs help the limbs to Learners may think that bones are weak and brittle
enabling movement move. because they have heard of them breaking so bones
and giving shape to are not an effective way of protecting the body’s major
the body). Learners could construct a shelter to protect a soft organs. Address this misconception by discussing the
object to represent how the skull (or rib cage) protects relative strength of bones and how a strong force has
the brain (or other major organs). to be applied in order for them to break, with healthy
bones being harder to break.
Learners could make a simple model of a hand using
card, straws and string to demonstrate how the
skeleton helps to enable movement. Guidance for how
to make a simple model of the hand can be found on
the internet.
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4Bs.04 Know that Animal, exoskeleton, Learners could draw animals that have exoskeletons Learners may have seen pictures of skeletons in
some animals have an endoskeleton (e.g. insects, snails and shellfish) and label the cartoons and comic books leading to them having a
exoskeleton. different types of exoskeleton. Including animals such stereotypical view of what skeletons/bones look
as tortoises and turtles will add challenges as they like/are. They may think that unless skeletons are
have both internal skeletons and an exoskeleton white and a certain shape then they’re not skeletons.
feature (a shell). Clarify that as they have a backbone Address this misconception by showing them images
turtles and tortoises are classed as vertebrates. of different types of skeletons (including exoskeletons).
Learners can create physical models of animals with

and without an exoskeleton and use them to discuss
how the functions of an exoskeleton is similar to an
endoskeleton.
4Bs.05 Identify Animal, vertebrate, Learners could make a model of vertebrae (or a whole Learners may think that animals that have a hard shell
vertebrates as animals invertebrate, backbone spine) using modelling clay. Alternatively, a piece of on their back (e.g. a crab, a snail) are also vertebrates.
with a backbone and (spine), vertebrae tubing and card could be used; the card could be cut This misconception can be addressed by getting
invertebrates as into the shape of the vertebrae and slotted along the learners to compare the x-ray images of a crab (or
animals without a tubing) snail) and a cat (or dog). They will see that only the
backbone. vertebrate has a backbone. There are some notable
Learners could draw diagrams of the skeletons of exceptions such as tortoises and turtles which have
different vertebrates and label the backbone. both a shell and backbone. Highlight to learners that
we can make generalisations but we need to be aware
there may be exceptions to a generalisation. Clarify
that as they have a backbone turtles and tortoises are
classed as vertebrates.
4Bs.02 Know that Bones, muscles, pair, Learners could draw diagrams of the main pair of Learners may only associate movement with the arms
bones move because tendons, contract, muscles in the arm (i.e. biceps and triceps) and how and legs and think that this is the only place within their
pairs of muscles that relax, move they work together to enable the arm to move by body that muscles are found. Discuss with learners
are attached to them alternately relaxing and contracting. Their drawings that every movement in the body, no matter how small,
contract and relax. should also show how the tendons attach the muscles involves muscles (e.g. blinking of eyes uses several
to the bones. different muscles).
Learners can use cardboard and elastic bands to Learners may also think that relaxing muscles pushes
model the muscles and bones in a human arm. bones ‘back’ e.g. biceps pull your forearm up and then
push it back with no awareness of the role of the
contracting triceps opposite the biceps. This
misconception can be addressed by modelling the
action of both muscles on the bone and using
language clearly.
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Learning objective Suggested teaching activities and resources
Scientifically opportunities
4Bs.01 Identify some 4TWSp.02 Know that there What are the bones in our body called?
of the important bones are five main types of
in the human body scientific enquiry (research, Ask learners:
(limited to skull, jaw, fair testing, observing over What is inside our bodies?
rib cage, hip, spine, time, identifying and Listen to and celebrate their ideas while addressing any misconceptions. If necessary, elicit the word
leg bones and arm classifying, and pattern skeleton.
bones). seeking). What do you know about your skeleton?
4TWSp.01 Ask scientific Learners discuss with a partner (or in groups) their thoughts. They then share their ideas together as a
questions that can be whole class. Show learners a picture of a human skeleton (or, if possible, a life-sized replica). Point to
investigated. different bones (e.g. hip, skull) or bone structures (e.g. jaw, rib cage, spine) and ask if they know their
names (technical or common). As you do this, learners feel these bones in their own bodies (e.g. they can
feel their jaw, rib cage or spine). Label each of the bones. Learners then draw a human skeleton and label
some of the important bones. This activity could be extended by asking learners to make physical models
of a human skeleton using straws (or sticks).
Ask learners:
What would you like to find out about human skeletons?
Support learners to think of ideas by asking them to identify possible differences between different groups
of skeletons (e.g. between adults and children, between boys and girls). Listen to learners’ ideas and
model turning them into questions that can be investigated, such as:
Do adults have bigger heads than children?
Do boys have bigger feet than girls?
Model how to investigate one of the above questions. Learners then carry out an investigation about
skeletons of their choice. Learners could be put into groups to make this more manageable. Learners who
are unsure about what to do could be given a question to investigate. Most investigations will require
learners to measure different parts of the body; provide appropriate measuring equipment (e.g. tape
measures). Draw learners’ attention to which type of scientific enquiry they are carrying out to help them
become more familiar with the five different types.
Resources: diagram of a human skeleton, tape measures

4Bs.03 Describe some 4TWSp.02 Know that there Investigating the functions of the human skeleton
of the important are five main types of
functions of skeletons scientific enquiry (research, Recap the names of some of the most important bones in the human body. This could be done by pointing
(limited to protecting fair testing, observing over at different bones on a diagram of a skeleton and asking learners to name them or by using a variant of
and supporting organs, time, identifying and the song ‘head, shoulders, knees and toes’ which uses the names of bones instead.
enabling movement Ask learners:
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and giving shape to classifying, and pattern What is our skeleton for?
the body). seeking). Why do you think we have a skeleton?
4TWSm.01 Know that Learners discuss their ideas with a partner (or in groups). They then share their ideas together as a whole
models are not fully class. Show learners a diagram of the inside of the human body that shows the major organs as well as
representative of a real world the skeleton. Explain that an important function of the skeleton is to protect the body’s most important
situation and/or scientific parts, i.e. the major organs (such as the brain, heart and lungs). The strong, hard bones of the rib cage
idea. protect the soft, fragile organs inside. Explain to learners that they will build models that show how bones
can protect soft organs. Provide them with materials to build with (e.g. card, paper, sticky tape) and
something soft that can be squashed (e.g. a tomato). Explain that you’re going to drop a 500g mass onto
the soft object. Challenge them to use the materials to build a structure to protect the soft object. Test the
structures once learners have built them. Compare their structures to the rib cage (or skull).
How effective was your structure?
How was your structure like a skeleton?
How was your structure not like a skeleton?
Explain that another important function of the skeleton is to give the body shape and to support the major
organs. Challenge learners to build a freestanding tower (using the construction materials provided) that is
strong enough to support the weight of a ball on the top. Once they have built their towers compare them
to our skeletons and highlight how the tower models part of the human skeleton, with the ball representing
the skull.
What part of the skeleton was your tower representing? (Answer: the spine)
Is the tower a good model for our spine?
Explain that another important function of the skeleton is to enable us to move. Muscles, within our body,
are attached to our bones. Muscles then move, moving our bones, and enable us to walk or throw. Ask
learners to place their hand onto a piece of card and draw around it. They cut out the template and then
stick short pieces of straws onto the template to represent the different finger bones. They thread string
through the straws having tied a knot at the end so it doesn’t pull through. When the strings are pulled the
hand will close and when the strings are released it will open again, simulating how the muscles
(represented by the strings) work with the bones (represented by the straws) to enable the hand to move.
More information about how to make simple models of the hand can be found on the internet.
Resources: diagram of skeleton, diagram of the inside of the human body, materials for building models,
soft objects, a 500g mass, card, string, straws.
4Bs.04 Know that 4TWSc.02 Use keys to Investigating different types of skeleton
some animals have an identify objects, materials
exoskeleton. and living things. Explain to learners that some animals have a skeleton on the inside of their bodies. This is called an
‘endoskeleton’.
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4TWSp.05 Identify risks and Can you think of any animals that have an endoskeleton?
explain how to stay safe
during practical work. Listen to learners’ suggestions. An obvious example are human beings. Some living things have a
skeleton on the outside of their bodies. This is called an ‘exoskeleton’.
Can you think of any animals that have an exoskeleton?
Listen to learners’ suggestions. Explain that all insects, spiders, crustaceans (e.g. crabs, lobster) and
myriapods (e.g. centipedes, millipedes) have an exoskeleton. If you want to challenge learners show an
image of a turtle or tortoise and discuss how some animals have an internal skeleton with some bones
being part of an exoskeleton.
Give learners pictures of different animals including animals with exoskeletons and animals with
endoskeletons; ask them to sort the pictures into the two piles (i.e. exoskeleton and endoskeleton).
Discuss the learners’ choices.
Provide pairs of learners with a classification key and empty plastic containers. Take them outside to the
school grounds (or local area). Explain that they are going to search for animals that have exoskeletons.
What risks might there be to you when you are searching for living things?
What risks might there be to other living things when you are searching for living things?
Ask learners to identify potential risks and how they can be avoided.
Model how to use the classification key. Give learners time to search for animals and identify what they
are.
Does the animal have an exoskeleton or an endoskeleton?
When learners find animals with exoskeletons, they can examine them carefully and draw/photograph
them. The learners also make notes about their observations.
Ensure all learners wash their hands thoroughly after coming into contact with small animals, pond water
and soil.
Resources: Pictures of different animals, classification key, plastic containers

4Bs.05 Identify 4TWSc.02 Use keys to Investigating vertebrates and invertebrates
vertebrates as animals identify objects, materials
with a backbone and and living things. Give learners x-ray images of different animals including both vertebrates and invertebrates (e.g. fish,
invertebrates as frogs, snakes, dogs, cats, spiders, crabs, starfish, centipedes). Explain that an x-ray allows doctors,
animals without a vetinarians and scientists to image the skeleton of a living thing without cutting it open. X-ray images of
backbone.
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animals can be found on the internet. Ask learners to look at the images carefully and to write down what
they notice.
Can you identify what the animals are?
Give learners a classification key and model how to use it to help identify the animals.
Challenge learners to sort the x-ray images into two groups using any sorting criteria that they like.
Discuss learners’ choices.
Show learners a picture of a human skeleton. Identify the spine, also known as the backbone. Ask
learners to feel their own backbone. Explain that animals that have a backbone are called ‘vertebrates’.
Explain that animals without a backbone are called ‘invertebrates’. There are 1.3 million known species of
invertebrate including all insects, spiders and worms. Invertebrates are much more common than
vertebrates (of which there are around 60,000 species).
Show x-ray images of a vertebrate (e.g. a mouse) and an invertebrate (e.g. a crab).
What differences between the skeletons do you notice?
Point out the backbone of the vertebrate and the absence of a backbone in the invertebrate. Return to the
x-ray images of different animals and ask learners to sort them into vertebrates and invertebrates. Discuss
learners’ choices and address any misconceptions. Learners then label the backbones on the x-rays of the
vertebrates.
As an extension activity, show learners an image and x-ray of a turtle or tortoise.

Is this a vertebrate or invertebrate?
Discuss the responses from learners and highlight that even through the shell is evidence of an
exoskeleton a turtle/tortoise has a spine and is therefore a vertebrate.
Resources: X-ray images of vertebrates and invertebrates, a classification key

4Bs.02 Know that 4TWSm.03 Draw a diagram How do our skeletons move?
bones move because to represent a real world
pairs of muscles that situation and/or scientific Recap the key functions of the skeleton (i.e. protection, support, shape and movement).
are attached to them idea. How do you think our skeleton is able to move?
contract and relax.
Learners discuss their ideas in pairs or group. They then share their ideas together as a whole class.
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Explain to learners that the bones in our skeleton move because muscles are attached to them by
tendons. Show a picture of the human muscular skeletal system and identify some of the main muscles
and tendons.
Show learners a picture of the muscles in the arm. Explain that muscles work in pairs and that the main
pair of muscles in the arm are called the ‘biceps’ and ‘triceps’. They are attached to the bones in the arm.
How do you think the muscles enable movement of the bones?
The muscles enable the arm to move by pulling on the arm bones. They do this by either contracting (i.e.
getting shorter) or relaxing (i.e. getting longer). The muscles work in ‘opposition’ to each other so when the
biceps contract the triceps relax, and vice versa.
Encourage the learners to experience their arm muscles working. Tell them to put their elbow on a table
and to slowly raise their hand; as they do so, the biceps in the upper arm are contracting (i.e. shortening
as they pull) while the triceps behind the upper arm are relaxing (i.e. lengthening).
What can you feel?
Is there a contraction or relaxation of muscles?
Ask learners to move other parts of their body and identify if muscles are contracting or relaxing. For
example, moving their leg, their hips, their fingers, their jaw, their head.
Learners draw a diagram of the arm, label the muscles and describe how they work.
This activity could be extended by learners making a simple model of the arm that demonstrates how the
muscles work. Instructions for how to do this can be found on the internet.
Resources: Pictures of the human muscular skeletal system and the muscles in the arm
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Unit 4.2 On Earth and beyond
Unit 4.2 On Earth and beyond

Outline of unit:
In this unit, .learners will learn about the structure of the Earth and about the Earth, Moon and Sun as astronomical objects in the Solar System.
They will identify and describe Earth’s structure and describe the common features of volcanoes and how the movement of the Earth’s crust causes earthquakes.
Then learners investigate how the spinning of the Earth on its axis causes night and day, the apparent movement of the Sun across the sky and the changes in
shadows.
The focus then shifts to outer space. Learners learn about the position of the Sun at the centre of the Solar System and the names of the planets and other objects
which are found in space (e.g. comets, asteroids).
This unit contains some learning objectives that may seem contrary to the learners lived experiences and counterintuitive (e.g. the Sun seems to be moving rather
than the Earth; the Earth does not feel like it is spinning). It is vital that models and representations (e.g. the ‘torch and ball’ model, drama) are used to enable
learners to explore these abstract concepts.
Note: If you and your learners live in an area where earthquakes and volcanic eruptions occur, in this unit you can include local and national information about civil
defence and how to act in the event of an earthquake or volcanic eruption.

• learning that Earth is the planet on which we live.
• describing the Sun as a source of heat and light, and as one of many stars.
• describing the apparent movement of the Sun during the day.

4SIC.01 Describe how scientific knowledge and understanding changes over time through the use of evidence gained by enquiry.
Learners could learn about how our scientific knowledge and understanding of the Solar System, and the Earth and Sun’s place within it, has changed and developed
over thousands of years. They could research the Polish astronomer Nicolaus Copernicus and the Italian physicist Galileo Galilee and how their ideas and discoveries
in the 16th century transformed our understanding of the Solar System.
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4ESp.01 Describe the Structure, Earth, Learners could draw a cross-section of the Earth’s Most learners will only have experience of rocks that
model of the structure layers, core, mantle, structure and label the different layers. are hard and solid; they may find it difficult to
of the Earth which crust, rock, soil, molten understand that, beneath the Earth’s surface, there are
includes a core, a rock Learners could use modelling clay to make a 3d model rocks in liquid form. Address this misconception by
mantle and a crust. of the Earth’s structure. showing learners a video of lava flowing from volcanic
craters and then solidifying into solid rock.
When learners find out about the Earth’s structure they

may ask questions such as; if there is molten rock
beneath the ground why don’t we burn our feet? Why
isn’t the ground hot?’ Address these questions, which
unaddressed may lead to misconceptions, by
explaining that the Earth’s crust is about 8 km thick
which is thick enough to prevent the heat from the
mantle reaching the surface.
4ESp.02 Describe Earth, feature, Learners could draw a cross-section of a volcano and A popular science experiment involves making a model
common features of volcano, crust, plates, label the common features of the volcano ( crater, volcano ‘erupt’ by pouring vinegar and bicarbonate of
volcanoes and know crater, vent, magma, vent, magma chamber, magma, lava, conduit pipe). soda into its ‘crater’; the resultant chemical reaction
they are found at magma chamber, fizzes over the top and looks like a volcanic eruption.
breaks in the Earth's conduit pipe, molten Learners could use modelling clay to make a physical The use of this model may cause some learners to
crust. rock, lava, eruption model of the cross-section of a volcano. think that volcanic eruptions are chemical reactions. To
address this misconception, explain to the learners that
this demonstration does not represent what happens in
a volcanic eruption. Recap with learners that molten
rock and gases from inside the Earth onto the surface
through breaks in the Earth’s crust. This can happen
slowly or rapidly.
Learners may think that all volcanic eruptions involve

violent explosions (e.g. the eruption of Mount
Vesuvius, Italy in 79 CE). Address this misconception
by showing learners videos of different types of
volcanic eruption including volcanic eruptions that
occur slowly (e.g. volcanoes in Iceland and Hawaii)
4ESp.03 Know that Earth, crust, plates, Learners could simulate two of the Earth’s plates Learners may think that the Earth’s crust isn’t moving
the Earth's crust earthquake rubbing against each other by pushing two thick pieces because they cannot feel it moving. Usually, the
moves and when parts of card or polystyrene against each other. As well Earth’s plates are moving so slowly that it is impossible
pushing them together, push one piece up and the for us to sense. Address this misconception by
other down. The card/polystyrene will grind against showing learners a series of pictures starting with the
187
move suddenly this is each other and slip in a similar way to the Earth’s super continent of Gondwanaland) to show how the
called an earthquake. plates when an earthquake occurs. continents of the Earth have moved over millions of
years.
Learners could draw a diagram of two of the Earth’s
plates rubbing against each other, using arrows to Learners may think that volcanic eruptions are the
show that they’re moving in opposite directions. cause of all earthquakes. Address this misconception
by explaining how Earthquakes are caused by the
movement of the Earth’s plates rubbing against each
other rather than separating and allowing volcanoes to
form. Explain that volcanoes and earthquakes can
appear in the same area but very rarely at the same
time.
4ESs.01 Explain why Earth, axis, Learners could use a light source (like a torch) and a Learners may think night and day is caused by the Sun
the spinning of the spin/spinning, Sun, ball to model why we have night and day. This model circling the Earth and illuminating different parts of it at
Earth on its axis leads night, day, shadow, would be enhanced by using a globe instead of a ball if any one time. Address this misconception by
to the apparent apparent one is available. explaining that the Sun is at the centre of the Solar
movement of the Sun, System and the Earth goes around it. Use a light
night and day, and source and a spinning sphere as a model to show how
changes in shadows. the movement of the Earth causes night and day. The
observations (or photographs) recorded by astronauts
could also be used to reinforce the concept the Sun
does not circle the Earth.
Learners may think that the Sun ‘rises’ at the start of

the day and ‘sinks back down’ at the end of the day.
Address this misconception by using a light source and
a spinning sphere to demonstrate why the Sun
appears to rise and sink.
4ESs.03 Know that the Sun, star, Solar Learners could make simple orreries to model the Sun Learners may think that the Earth lies at the centre of
Sun is at the centre of System, centre, orbit, is at the centre of the Solar System, and how the the Solar System. This may be due the apparent
the Solar System. planet planets orbit around it. movement of the Sun across the sky; this gives the
impression that the Sun goes around the Earth once a
Learners could draw diagrams showing the position of day. Religious teachings may also have influenced
the Sun and the orbits of the planets around it. learners’ ideas. This ‘geocentric’ description of the
Solar System was the accepted view of most people
until the 16th century. Address this misconception by
discussing how our understanding of the Solar System
and the Earth’s place within it has changed over
hundreds of years. Tell learners about the work and
ideas of Copernicus and Galileo and how they
188
transformed our understanding of the movement of the
Earth, Sun and other planets. This misconception can
also be addressed through drama: learners
representing the Earth and other planets walk around
(i.e. orbit) another learner who represents the Sun.
4ESs.02 Name the Solar System, Sun, Learners could use modelling clay to make models of Learners may think that there are nine (rather than
planets in the Solar star, planet, rocky, each of the planets and their relative sizes, which they eight) planets orbiting the Sun; they think that Pluto is
System. gaseous, Mercury, then name. still classified as a planet. Explain to learners that Pluto
Venus, Earth, Mars, was reclassified as a ‘dwarf planet’ in 1992 when lots
Jupiter, Saturn, of other similar-sized objects were discovered in the
Uranus Neptune outer region of the Solar System. If Pluto hadn’t been
reclassified it would have meant that the Sun would
have had hundreds (or possibly thousands) of planets.
4ESs.04 Know that Planetary system, star, Learners could draw a picture of the Solar System Learners may think that the only planets in the
planetary systems can planet, asteroid, including the Sun, the planets, the asteroid belt universe are the ones in the Solar System. Explain to
contain stars, planets, comet, orbit, asteroid between Mars and Jupiter and the Kuiper belt (beyond learners that, in the early 1990s, the first exoplanets
asteroids and comets. belt, exoplanet Neptune). They add labels for the asteroid belt (e.g. (or extrasolar planets) were discovered; these are
(extrasolar planet) contains asteroids) and the Kuiper belt (e.g. contains planets which orbit stars other than our own. Since
comets). then over 4000 exoplanets have been discovered.
Learners could learn about the Trappist 1 system
Learners could make models of planets, asteroids and which contains seven exoplanets orbiting a small star
comets using modelling clay. They could then combine that is not much larger than Jupiter. Three of these
these, using sticks or sting, around large yellow ball planets are thought to be like Earth (e.g. similar size
(representing a star) to create a model of a planetary and in the right conditions for liquid water to exist)
system.
189
Unit 4.2 Suggested activities

4ESp.01 Describe the 4TWSm.03 Investigating the structure of the Earth
model of the structure Draw a diagram to represent
of the Earth which a real world situation and/or Ask learners:
includes a core, a scientific idea. What do you think is beneath our feet?
mantle and a crust.
4TWSc.07 Use secondary Allow learners time to discuss their ideas in pairs/groups. They then share their ideas together as a whole
information sources to class. Explain to learners that the internet, information books and knowledgeable experts are all
research an answer to a secondary sources of information. When we are not able to find out the answer to a question ourselves,
question. we can use secondary sources of information.
Ask learners to use secondary sources of information to research ‘what is beneath our feet’. Focus their
research by asking:
What is the Earth’s crust?
What is the Earth’s mantle?
What is the Earth’s core?
Learners then present their findings to the class.
Explain to learners what a cross-section is using an example such as a cake (or a piece of fruit) that has
been sliced in half. Display a cross-section of the Earth and discuss its structure, identifying the names of
the different layers. Compare this to the learners’ own findings.
Learners then draw a cross-section of the structure of the Earth and add labels (and descriptions) of the
different layers.
This activity could be extended by asking learners to make physical models of the structure of the Earth
using different-coloured modelling clay.
Resources: Secondary sources of information, a cake, a picture of the cross-section of the Earth
4ESp.02 Describe 4TWSm.03 Investigating volcanoes
common features of Draw a diagram to represent
volcanoes and know a real world situation and/or Recap the structure of the Earth. Remind learners that beneath the Earth’s crust there is molten rock (i.e.
they are found at scientific idea. rock that is so hot it has melted into a thick liquid). Show learners a picture of a volcano erupting.
breaks in the Earth's What do you think is happening in this picture?
crust. 4TWSc.07 Use secondary What can you see?
information sources to
190

research an answer to a Learners discuss their ideas with a partner or group. Explain that the picture shows a volcano erupting. A
question. ‘volcano’ is where a break in the Earth’s crust has occurred, allowing the molten rock beneath to flow out
onto the Earth’s surface. When this first happens, it is called a volcanic eruption. Molten rock on the
surface is called lava and molten rock not yet on the surface is called magma. Ash and hot gasses are
often released.
Ask learners:
What is inside a volcano?
What are the common features of a volcano?
Explain to learners the meaning of the term ‘common features’ using the example of a tree; the common
features of a tree are the things that all trees have (e.g. leaves, branches, roots). The common features of
a volcano are the things which all volcanoes have.
Explain to learners that the internet, information books and knowledgeable experts are all sources of
secondary information. When we are not able to find out the answer to a question ourselves, we can use
secondary sources of information. We cannot see inside a volcano to find out its common features. When
we are not able to find out the answer to a question ourselves, we can use secondary sources of
information, such as the internet, information books and knowledgeable experts.
Task learners with using secondary information sources, even writing an email or letter to a volcanologist,
to identify the common features of a volcano. Once learners have researched the common features of a
volcano, model how to draw and label a cross-section of a volcano. Learners then draw their own.
Display a map showing where volcanoes are found on the Earth.

What do you notice about where volcanoes occur on the Earth’s surface?
Allow learners time to look at the map and discuss their observations. Have a whole class discussion
about their observations. Elicit that volcanoes are grouped together rather than spread across the Earth’s
surface. Explain that these are places where the Earth’s crust is breaking open, so volcanoes form.
This activity could be extended by making physical models of volcanoes and labelling their common
features.
Resources: A picture of a volcano erupting, secondary sources of information, a map of volcanoes on the
Earth
191

4ESp.03 Know that 4TWSp.02 Know that there Investigating the causes of earthquakes
the Earth's crust are five main types of
moves and when parts scientific enquiry (research, Recap the structure of the Earth and remind learners about the different parts (i.e. crust, mantle, core).
move suddenly this is fair testing, observing over Show learners a short video of an earthquake. Ask learners:
called an earthquake. time, identifying and What do you think was happening in the video?
classifying, and pattern
seeking). Listen to learners’ ideas. If necessary, explain that they were watching an earthquake.
What do you think causes earthquakes?
4TWSc.07 Use secondary
information sources to Allow learners time to discuss their ideas in pairs/groups. Outline the five main types of scientific enquiry
research an answer to a and explain that they are going to carry out a research enquiry into what causes earthquakes. Remind
question. learners about secondary sources of information and how to use them. Learners spend time researching
what causes an earthquake. Learners then present their findings to the rest of the class e.g. as a poster,
4TWSm.01 Know that discussion, letter informing people what an earthquake is.
models are not fully
representative of a real world Enhance learners’ understanding of earthquakes by placing two pieces of cloth onto a tray so they almost
situation and/or scientific meet in the middle; the pieces of cloth should be long enough to stick out over the edge of the tray. The
idea. pieces of cloth represent two of the Earth’s plates. Pour some soil onto the tray so it covers the two pieces
of cloth. Place some blocks (or toy houses) on top of the soil along the line where the pieces of cloth
nearly meet. Pull one of the pieces of cloth to simulate the earthquake and observe the effect on the soil
(or toy houses).
Learners can write up their observations of the model and discuss how representative of the real life
situation of an earthquake the model is.
Show learners an image of the Earth crust, broken into tectonic plates. Discuss how earthquakes happen
due to movement of the Earth’s crust and this movement is always happening even if earthquakes are not
happening. From scientific evidence, scientists have been able to model and simulate how the Earth’s
crust has moved over time. Show learners a video simulation of the movement of the Earth’s crust over
time and explain the crust moves several centimetres every year.
Resources: A video of an earthquake, secondary sources of information, cloth, a tray, soil, blocks, video
simulation of Earth’s crust moving over time
4ESs.01 Explain why 4TWSm.02 Use models to Investigating the causes of night and day
the spinning of the show relationships, quantities
Earth on its axis leads or scale. Use a globe (or video) to show learners that the Earth is spinning. For example a video of how the Earth
to the apparent moves relative to the stars if the stars are kept central all the time.
movement of the Sun,
Put learners into groups and give each group a torch and a large ball (like a football). Ask:
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night and day, and Why do we have night and day?
changes in shadows. Can you use the torch and ball to find out?
Explain that the torch represents the Sun and the ball represents the Earth. Remind learners that the Earth
is spinning. Make the room as dark as possible. Model shining the torch onto the ball while someone turns
it. Place a mark on the ball, or stick a toy figurine onto it. Ask as the ball is turned, and the toy figure
moves, what time of day is it for the toy figure in our model .e.g. when he is on the edge of the light and
dark it could be evening, when in light it is day time.
Discuss how half of the ball is illuminated while the other half is in darkness. Compare this to night and
day on Earth.
Learners then enact the model. Call out certain times of day and see if the learners can position their
model to show that time of day. Learners then draw a label a range of diagrams showing the position of
the Earth and Sun at different times of day. They label which part of the Earth is experiencing day time
and which part is experiencing night time.
Emphasis how this model shows a relationship between the Sun and the Earth.
Resources: Torches, balls

4TWSp.02 Know that there Investigating changes in shadows
are five main types of
scientific enquiry (research, Ask learners:
fair testing, observing over What do you notice about your shadows over the course of a day?
time, identifying and
classifying, and pattern Show learners a time lapse video of a shadow changing over a day. Explain to learners that the Sun
seeking). appears to move across the sky because the Earth is spinning. The Earth is moving and not the Sun. The
rotation of the Earth causes shadows to change over a day because it changes the angle at which the
4TWSc.08 Collect and Sun’s light hits objects.
record observations and/or
measurements in tables and Put learners into groups and give them a torch. Ask them to place an opaque object (e.g. a cup) in the
diagrams. middle of their table and then to move the cup so the torch is shining onto it from different angles. They
observe how the length of the shadow changes depending on the angle of the torch.
4TWSa.04 Present and How is this model similar to what happens to our shadows?
interpret results using tables,
bar charts and dot plots. Remind learners that there are five main types of scientific enquiry and briefly discuss what they are.
Explain to learners that they’re going to carry out an ‘observing over time’ enquiry into how their shadow
changes during the day. Take them outside early in the morning. Put them into pairs and ask each pair to
draw a cross on the ground using chalk. One learner in each pair should stand on the cross while their
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partner draws around their shadow. They should then label the outline with the time and their names. At
regular intervals during the day, take the learners outside and get them to stand on the cross and draw
around their shadow. They should also measure the length of their shadow, using a measuring tape, and
record the length of each shadow reading in a table.
At the end of the day review their data and discuss how their shadows have changed. They could plot how
the length of their shadows have changed on a line graph. Learners could also investigate how the length
of the shadows of other objects (e.g. buildings, trees) change.
Resources: Time lapse video, torches, opaque object, measuring tape, chalk
4ESs.02 Name the 4TWSc.07 Use secondary Investigating the planets in the Solar System
planets in the Solar information sources to
System. research an answer to a Ask learners:
question. What is a planet?
Learners discuss their ideas with a partner or in a group. They then share their thoughts with the whole
class. Explain that a planet is a large object which orbits (i.e. goes around) a star.
Can you name any planets?
Learners discuss their ideas with a partner or in a group. If necessary, elicit that the Earth is a planet and
that there are seven other planets orbiting our star, the Sun.
Display a picture showing the names and order of the planets in the Solar System (i.e. Mercury, Venus,
Earth, Mars, Jupiter, Saturn, Uranus and Neptune). Explain to learners that they’re going to use secondary
sources of information (e.g. the internet, information books) to find out interesting information about the
different planets. To focus learners research, pose the following questions:
Which planet is the smallest? Largest?
Are any planets the same size?
How long does it take each planet to orbit the Sun?
What is each planet made out of?
What is it like on the surface of each planet?
Learners summarise their findings on a poster and share with the rest of the class.
Explain to learners what a mnemonic is; Share a commonly-used mnemonic for remembering the names
and order of the planets, e.g. ‘My very eager mother just served us noodles’. Ask learners to create their
own version.
Resources: Secondary sources of information
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4ESs.03 Know that the 4TWSm.02 Use models to Investigating the Solar System
Sun is at the centre of show relationships, quantities
the Solar System. or scale. Ask learners:
What is the Sun?
4TWSm.01 Know that
models are not fully Listen to learners’ ideas. Explain that the Sun is a star. Stars are large balls of gas in space that give off
representative of a real world heat and light. Explain that a Solar System consists of a star with some planets orbiting it. Show learners a
situation and/or scientific diagram of the Solar System that shows the orbits of the different planets around the Sun.
idea. Where is the Sun in the Solar System?
Elicit that the Sun is at the centre of the Solar System. Explain to learners that an orrery shows the relative
position and movement of the Sun and planets and show them an example of an orrery (e.g. a physical
model, a video, a picture).
Take learners to a large open space outside. Select a learner to be ‘the Sun’ and eight other learners to be
the planets; the learners could be labelled. The ‘Sun’ stands still in the middle of the space. The ‘planets’
then stand in a row in the correct order. The ‘planets’ then start to walk around the ‘Sun’ in circles. The
‘Sun’ always remains at the centre. Show learners the picture of the planetary orbits again and discuss the
limitations of the physical model (e.g. it doesn’t accurately represent the relative distances of the planets
from the Sun or the shape of the different planetary orbits).
Resources: A diagram of the Solar System, orrery

4ESs.04 Know that 4TWSm.03 Draw a diagram Investigating other objects in the Solar System
planetary systems can to represent a real world
contain stars, planets, situation and/or scientific Recap the names of the eight planets in the Solar System and the central position of the Sun (i.e. a star).
asteroids and comets. idea. Explain to learners that there are many smaller objects that also orbit the Sun in the Solar System. There
are billions of lumps of rock called ‘asteroids’ and lumps of ice called ‘comets’.
Show learners images of asteroids and comets:

What do they look like?
How do they compare to planets and moons?
Highlight that asteroids and comets are often not spherical and are irregular in shape. They are also much
smaller than a planet or moon.
Show learners a diagram of the Solar System that shows the asteroid belt and the planets. Explain to
learners that large amounts of asteroids are found in the asteroid belt which is found between Mars and
Jupiter; identify the asteroid belt on the diagram.
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Display a diagram of the Solar System that shows the Kuiper Belt beyond Neptune. Explain that beyond
the furthest planet Neptune, on the edge of the Solar System, are the Kuiper Belt. In this region, of the
Solar System, billions of comets are found. Every comet in the Solar System is orbiting the Sun. Some
comets have an orbit which means they can be seen from the Earth in the night sky at regular intervals.
Tell learners about Halley’s comet which can be seen from Earth every 75-76 years. To enhance learners
understanding of comets show them photographs of comets taken by space probes. Learners could
research the European Space Agency Rosetta space mission which successfully landed a probe onto the
surface of a comet in 2014. Lots of information about this space mission can be found on the internet.
Learners could be shown how comets have been represented in art (e.g. Halley’s comet is shown in the
Bayeux tapestry and a painting by Giotto from 1301).
List the objects that we have observed in the Solar System: a star, planets, moons, asteroids, comets.
Explain that there are many other systems away from the Solar System we often call planetary systems
because they contain planets.
Do you think they contain the other objects?
Share with learners that we have discovered more than 2,500 other planetary systems. We have
discovered binary systems (two stars orbiting each other), trinary systems (three stars orbiting each other)
as well as systems with just rocky planets.
Provide learners with a planetary system name and details and ask them to draw a diagram showing that
planetary system. (E.g. Wolf 359 contains a red drawf star and two planets, Kepler-47 is a binary star
system with three planets.) Information about other planetary systems can be found on the internet.
Resources: Diagrams of the Solar System; diagrams of the Sun, the planets, asteroids and comets.
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Unit 4.3 Materials: properties and changes
Unit 4.3 Materials: properties and changes

Outline of unit:
This unit begins by focussing on the particle model and how it explains the properties of solids and liquids. Learners explore granular solids which can be difficult to
classify because, in some ways, they behave like a liquid. As part of this, learners will consider the scientific meaning of the terms: ‘particle’, ‘material’ and
‘substance’.
The unit then explores the processes of freezing (i.e. solidification) and melting in the context of the particle model. Learners investigate, in a variety of contexts,
what happens to solids when they are heated and liquids when they are cooled.
The unit finishes by having learners investigate what happens when a chemical reaction takes place. Learners observe several chemical reactions and learn about
the new substances that have been produced.
This unit provides opportunities for learners to make first hand observations and record, and present, their findings in a variety of ways.

• identifying, naming, describing, sorting and grouping common materials (including wood, plastic, metal, glass, rock, paper and fabric).
• learning about the difference between an object and a material.
• testing materials to determine their properties.
• describing solids, liquids or gases.
• describing differences in the properties of solids and liquids.

4SIC.01 Describe how scientific knowledge and understanding changes over time through the use of evidence gained by enquiry.
Learners could consider about how our knowledge and understanding of particles and the particle model has changed and developed over time. They could learn
about the ideas of the ancient Greek Democritus and how those ideas have changed over time.
4SIC.02 Describe how science is used in their local area

Learners could discuss if there are examples in their lives, e.g. at home or local companies, who use an understanding of solids, liquids, freezing, melting and
chemical reactions. This could include food production, where flour is often poured as it acts like a liquid, or considering industries that make products through
chemical reactions. It may be possible to have someone from a local company come in and talk the learners about how this science is used.
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4Cm.02 Understand Material, substance, Learners could draw particle diagrams to show the Learners may think that the terms ‘material’,
the difference between particle difference between a pure substance and a material. ‘substance’ and ‘particle; mean the same thing
materials, substances because of their everyday use. To address this
and particles. misconception, repeatedly model the correct use of the
terms and give learners lots of opportunities to use
them in context.
4Cm.01 Describe the Particle, particle Learners could draw and label diagrams showing the Learners may think that the particles in a liquid are
particle model for model, solid, liquid arrangements of particles in a solid and a liquid. much further apart than the particles in a solid. This
solids and liquids. misconception may be seen when they draw the
particles in a solid and a liquid. Address this
misconception by explaining that liquid particles are
close together like solids, but they are arranged
randomly and are not as rigidly kept in place as in
solids. Particle diagrams and drama activities are good
ways of helping learners to understand the
arrangement of particles in solids and liquids.
4Cm.03 Know that Particle, particle Learners could role-play particles in a solid (e.g. an ice Learners may think that the particles in a solid are not
particles are in model, constant, cube). They line up in regular rows, standing shoulder in constant motion because solids keep their shape
constant motion, even motion, solid, vibrate to shoulder and with their hands on the shoulders of and; they cannot directly observe the movement of
when in a solid. the person in front of them. To simulate the constant particles. Address this misconception by explaining
motion of particles in a solid they shake from side to that particles, even in a solid, are in constant motion
side (while staying in the same place). because they contain energy which makes them
vibrate. Using drama is a good way of addressing this
misconception.
4Cp.01 Use the Particle model, Learners could role-play particles in a solid (e.g. an ice Learners may think that particles are much larger than
particle model to particle, property, cube). They line up in regular rows, standing shoulder they are (e.g. the size of grains of sand). Address this
explain the properties solid, liquid, vibrate, to shoulder and with their hands on the shoulders of misconception by explaining that particles are very,
of solids and liquids. volume the person in front of them. The fixed position of each very small (i.e. much too small to see). Use the
‘particle’ demonstrates why solids keep their shape example of the ink in a full stop which contains many
and have a fixed volume. millions of particles.
Learners could role-play particles in a liquid in an

outdoor area. Mark out a semicircle using cones; this
represents a bowl. The ‘particles’ stand in the ‘bowl’
and move around each other staying close to the other
‘particles’ at all times.
4Cp.02 Describe and Solid, liquid, powder, Learners could draw labelled diagrams that show how Learners may think that granular solids are liquids
explain how some granular solid, particle granular solids can behave like liquids. For example, because they can be poured and (partially) take on the
solids can behave like model they could draw powders being poured from one shape of a container. This misconception can be
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liquids (e.g. powders), container to another and partially taking on the shape addressed by showing learners what a powder looks
referring to the particle of a container. like when magnified and how it is made up of many
model. small pieces of solids. If they compare that to a liquid,
Learners could draw what granular solids look like they will see the individual particles in a liquid cannot
through a magnifying glass or hand lens (or be identified. The powder is therefore many solids
microscope) and label their properties. which together behave like a liquid.
4Cc.01 Describe Solidification, solidify, To model the process of melting, learners could role- Learners may think that liquids solidify (or freeze)
solidification/freezing freezing, freeze, play particles in an ice cube which has been left on a because they lose water. This may be because they’ve
and melting, using the melting, melt, particle sunny windowsill on a hot day. They start off seen mud (or clay) drying out. This misconception can
particle model to model, change of state representing particles in a solid. They line up in regular be addressed by explaining that when a liquid cools
describe the change of rows, standing shoulder to shoulder. They shake the particles slow down and move into the regular,
state. slightly but staying in a fixed position because they are fixed pattern associated with a solid. Drama is a good
particles in a solid. Then they model the change from a way of addressing this misconception however be
solid to a liquid as the ice cube warms up. The learners aware drama can lead to learners believing particles
begin to shake more and more until they start to move act with an intention. To avoid learners
closely around each other. anthropomorphising particles ensure you explain
drama activities carefully.
To model the process of solidification (or freezing)
learners could role-play particles in a bowl of water that
has been placed into a freezer. In an outdoor area,
mark out a semicircle using cones; this represents a
bowl. The ‘particles’ stand in the ‘bowl’ and move
around each other staying close to the other ‘particles’
at all times. They begin by closely and randomly
moving around each other because they are particles
in a liquid. As the water cools down the particles start
to line up in regular rows, shoulder to shoulder. They
finish in regular rows, tightly packed together and only
shaking slightly from side to side.
4Cc.02 Understand Change of state, Learners could draw a series of diagrams that illustrate Learners may think that a change in state results in a
that the change of substance, physical the process of a substance melting or freezing, new or different material, for example water being a
state of a substance is process, freezing, labelling the physical changes that take place. different substance to ice. Give learners first-hand
a physical process. solidification, melting experience of these changes that will allow them to
see that the substances are the same whether liquid or
gas using their senses (for example ice and water,
frozen and liquid fruit juice, melted and solid chocolate
etc.)
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4Cc.03 Know that Substance, react, Learners could draw and label a series of diagrams Learners may think that chemicals are ‘used up’ during
some substances will chemical reaction, that illustrate the stages of a chemical reaction (e.g. a chemical reaction and they no longer exist. This
react with another reactant, product, vinegar reacting with bicarbonate of soda) and record misconception can be addressed by explaining to
substance to produce produce, substance the new substances that have been produced. learners that chemicals change form in a reaction; they
one or more new do not disappear. Even if no longer visible the
substances and this is chemicals are still present somewhere. Provide
called a chemical learners with the opportunity to see bubbles being
reaction. formed in a chemical reaction, explain that this is
visible evidence that the chemicals have changed form
(i.e. produced a gas).
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4Cm.02 Understand 4TWSc.07 Use secondary Investigating materials, substances and particles
the difference between information sources to
materials, substances research an answer to a Introduce the terms particles, material and substance to the learners.
and particles. question. What do you think each one means?
Once you understand the range of the learners’ responses, explain to learners that everything is made
from ‘particles’ which are tiny things that are too small to be seen with our eyes. Particles can only be seen
with a very powerful microscope. To illustrate how small particles are ask the learners to draw a full stop.
Explain that their full stop contains millions of particles. Many particles together make materials. A
‘material’ is something that is made from matter or more informally ‘stuff’ (i.e. particles). As everything is
made from matter everything is a material. Introduce the word ‘pure’ and explain that it means ‘consisting
of only one thing (i.e. not mixed with anything else)’. Explain that some materials are a mixture of different
things (e.g. plastics) while others are pure. If something is pure it can be and called a ‘substance’.
Give pairs of learners’ cards of different materials/substances (e.g. water, diamonds, plastic, salt, sugar,
wood and glass). Using the internet the learners find out if each material is a material or a substance. As
they find the answer for each they create a ‘materials set’ and a ‘substance set’.
Do any of the answers surprise you?
Discuss with learners wood as an example of a common material which is made of many substances.
Highlight to learners that common language means we often use the word material even when referring to
a single pure substance (e.g. diamond or water)
Resources: Cards of different materials/substances, sources of secondary information

4Cm.01 Describe the 4TWSm.01 Know that Investigating the particle model
particle model for models are not fully
solids and liquids. representative of a real world Give pairs of learners a variety of liquids and solids. Ask them to sort the materials into solids and liquids.
situation and/or scientific How did you know which ones were solid?
idea. How did you know which ones were liquid?
4TWSm.03 Explain what the word ‘properties’ means. Ask:

Draw a diagram to represent What are the properties of solids and liquids?
a real world situation and/or
scientific idea. Listen to learners’ ideas and address any misconceptions. Elicit that a solid keeps its shape and has a
fixed volume. A liquid has a fixed volume but changes shape to fill the container it is in. Model to learners
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4TWSm.02 Use models to what these definitions means by throwing and catching a solid ball, and by pouring water from one
show relationships, quantities container to another.
or scale.
Explain that everything is made of very tiny things called particles and the arrangement of the particle
determines if something is solid or liquid. Display a diagram showing the particles in a solid (e.g. 9 circles
arranged in 3 rows of 3 with all the circles touching and lined up). Explain that the particles in a solid are
close together and arranged in a regular way. In a solid they are held in a fixed position. Learners draw
and label their own diagram of the particles in a solid.
Display a diagram of the particles in a liquid (e.g. 9 circles that are close together and arranged in a
random way. Ensure all circles are in contact with at least one other circle). Explain that particles in a
liquid are still held closely together but they are able to move around each other because they are not as
fixed. Learners draw and label their own diagram of the particles in a liquid.
What are the limitations of our solid and liquid particle diagrams?
How are they different to the real thing?
Discuss with learners the limitations of their solid and liquid particle diagrams (e.g. in the real world,
particles are not circular shaped or two dimensional). Explain that models are used in science to
demonstrate how processes, which cannot be directly experienced or observed, happen and to explain
scientific concepts and phenomena. Scientific models are often not fully representative of a real world
situation or scientific idea as they cannot show all of the detail.
Put learners into groups; explain that each learner represents a particle. Ask the groups to arrange
themselves as if they are particles in a solid and then particles in a liquid.
Resources: Different solids and liquids, particle model diagrams for a solid and a liquid
4Cm.03 Know that 4TWSm.02 Use models to Investigating the behaviour of solids and liquids
particles are in show relationships, quantities
constant motion, even or scale. Recap the properties of solids and liquids and how they are made of tiny things called particles. Display
when in a solid. diagrams showing the particles in a solid and a liquid.
Why do solids keep their shape and have a fixed volume?
4Cp.01 Use the Why do liquids take on the shape of a container?
particle model to Ask learners to look at the particle model diagrams and discuss their ideas. They then share their thoughts
explain the properties with the whole class.
of solids and liquids.
Elicit that particles in a solid are close together, arranged in a regular way and held together in a fixed
position. Therefore, they have a fixed shape (i.e. volume). Particles in a liquid are close together, arranged
in a random way, held together but less fixed than in a solid so they are able to move around each other.
Therefore, they are ‘runny’; they take on the shape of a container and can be poured.
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Take learners into an open space (e.g. outside or a classroom with tables moved to the side). Mark out a
‘bowl’ with a circle of cones and a box with square of cones.
Show learners a bowl and a box and explain how the two layout of cones represent those two containers.
Show learners a cube of wood. Explain to learners that they will each represent a particle in an cube of
wood and the cube is in the ‘bowl’. Place the cube of wood into the bowl.
Is the cube of wood a solid or liquid?
To represent this, how do you need to stand in the ‘bowl’?
Elicit that cube of wood is a solid and that learners need to line up in regular rows, standing shoulder to
shoulder, closely packed together. Ask learners to line up as described. Explain that particles are in
constant motion because they contain energy. Particles in a solid are in a fixed position but they vibrate.
Ask learners to shake from side to side on the spot to represent this. Discuss with the learners that if the
cube of wood was tipped from the bowl into the box what would happen.
Would the cube of wood change shape?
Show learners what happens using the cube of wood.

To represent this what do you need to do?
The learners need to move as one ‘solid’ keeping together and moving from the cones representing the
bowl to the cones representing the box without changing position relative to each other.
Show learners a jug of water. Pour some water into the bowl. Tell learners they will now be liquid water.
How do you need to stand in the ‘bowl’ to represent the particles in a liquid?
Elicit that they still need to stand closely together but they should now move around each other randomly.
Ask learners to do this. Demonstrate tipping the water from the bowl to the box – repeat if necessary.
To represent this what do you need to do?
Learners then move around each other from the cones representing the bowl to the cones representing
the box. Ensure they ‘fill’ the bottom of the box to show the liquid spreading out to the shape of the
container.
Resources: Particle model diagrams for a solid and a liquid, cones, cube of wood, water, jug, bowl, box
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4Cp.02 Describe and 4TWSc.01 Use observations Investigating granular solids
explain how some and tests to sort, group and
solids can behave like classify objects. Recap how particles in solids and liquids behave and how this explains their properties. Give learners a
liquids (e.g. powders), range of granular solids (e.g. sand, rice, salt) and a variety of empty containers. Ask learners to pour the
referring to the particle granular solids from one container to another and observe what happens.
model. Is the sand a solid or liquid? Why?
Discuss with learners how the sand (or other granular solid) poured and takes on the shape of the
container.
Does this make it a liquid?
Ask learners to examine the sand with magnifying glasses or hand lenses and describe what they see. If
magnifying glasses or hand lenses are not available, show learners magnified images of sand (and other
granular solids). Explain that granular solids (e.g. sand) are made up of thousands of tiny solids, called
‘grains’. If you took an individual grain it is a solid. Having many solids moving around each other does not
mean you now have a liquid, it is about how the particles in the solid move. They can’t be liquids because
their particles randomly move around each other.
Learners draw what the sand looks like through a magnifying glass or hand lens and label the properties
of an individual grain and a collection of grains.
Resources: A range of granular solids, containers, magnifying glasses or hand lenses.
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4Cc.01 Describe 4TWSp.02 Know that there Investigating melting and solidification/freezing
solidification/freezing are five main types of
and melting, using the scientific enquiry (research, Explain to learners that they’re going to investigate the processes of melting and solidification/freezing.
particle model to fair testing, observing over What happens to a solid if you heat it up?
describe the change of time, identifying and
state. classifying, and pattern Place learners into pairs. Give each pair of learners an ice cube, an empty bowl and a bowl containing hot
seeking). (but not boiling) water. They put the ice cube into the empty bowl and then place this bowl on top of the
4Cc.02 Understand ‘hot water bowl’. Ask learners to observe and record what happens to the ice cube.
that the change of 4TWSp.04 Identify variables
state of a substance is that need to be taken into Discuss their observations as a whole class and identify that they all observed melting. Explain that when
a physical process. account when doing a fair a solid is warmed up it melts and turns into a liquid. Display diagrams showing the arrangement of
test. particles in a solid and a liquid. Explain that when the ice cube was a solid the particles were arranged in a
regular, closely-packed pattern. The particles were held together in a fixed position and moving (i.e.
4TWSp.03 Make a prediction vibrating) only slightly. Warming up the ice cube made them move (i.e. vibrate) more and more until they
describing some possible became less fixed and they started to move around each other. This is a gradual process until all of the ice
outcomes of an enquiry. cube has melted and all the solid has been turned into liquid water
4TWSa.01 Identify whether Ask learners:

results support, or do not Do all solids melt at the same rate? Which solid melts into a liquid the quickest?
support, a prediction. Remind learners that there are five main types of scientific enquiry and briefly outline each. Explain to
learners that they’re going to carry out a ‘fair test’ enquiry into the melting speed of different solids. In a fair
test one thing is changed to see what effect this has; this is called the ‘independent variable’. Everything
else is kept the same; these are called the ‘control variables’. One thing is measured to see what (if any)
effect there is; this is called the ‘dependent variable’.
Put the learners into groups and give each group three different solids (e.g. chocolate, butter, ice) and six
bowls. Explain that they’re going to half-fill three of the bowls with hot (but not boiling) water. They will then
put each solid into an empty bowl and place that bowl on top of one of the ‘hot water bowls’; they will time
how long it takes for each solid to melt.
What are we changing?
Elicit that learners will be changing the type of solid.
What are we measuring?

Elicit that learners will be measuring how long it takes each solid to fully melt and turn into a liquid. Provide
them with stopwatches (or other equipment to measure the time).
What will you be keeping the same?

Ask learners to identify the control variables. Elicit that the water needs to be the same temperature in
each bowl and they could also use a thermometer to check the temperature of the water is the same.
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Learners also need the same amount of each solid. Give learners weighing scales so they can ensure
they have the same amount of each solid.
Which solid do you predict will melt the quickest?

Model how to make a scientific prediction. Ask learners to predict, and record, which solid they think will
melt the quickest; they should justifying their prediction.
Learners then carry out the investigation and record their results in a table.
Which solid melted the quickest?
Was your prediction correct?
Discuss learners’ results and whether they support their predictions.
Explain to learners now they have considered what happens when you heat a solid now, they will consider
what happens if they cool a liquid.
What happens to a liquid when you cool it down?
Why do you think that?
Explain to learners that they’re going to put different liquids into a freezer and observe what happens to
each liquid as it cools down.
Which liquids would you like to put into the freezer?
Ask learners to select which liquids they want to put into the freezer. Select liquids that are safe and
practical to work with (e.g. water, milk, fizzy drink, fruit juice). Pour the liquids into separate sections of an
ice cube tray and put the tray into the freezer. Learners observe, at regular intervals, what is happening to
the ice cubes until they are completely frozen.
What has happened to the liquids?
Elicit that the liquids have changed into solids. Display a diagram showing the arrangement of particles in
a liquid and solid. Explain that, at the start, the particles in the liquids were closely packed in a random
way. They were held together weakly and moved around each other. Cooling the liquids down made the
particle move more slowly until, eventually, they formed a closely-packed, regular pattern held together in
fixed positions. At this point the liquids had turned into solids; their particles only moving (i.e. vibrating)
slightly.
Resources: Bowls, different types of solid, stopwatches, different types of liquid, ice cube trays, a freezer,
salt
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4Cc.03 Know that 4TWSp.05 Identify risks and Investigating chemical reactions
some substances will explain how to stay safe
react with another during practical work. Put learners into groups and give each group an empty container, some vinegar and some bicarbonate of
substance to produce soda. Ask them to pour some of the vinegar into the empty container. Then ask them to add some
one or more new 4TWSc.06 Carry out bicarbonate of soda to the vinegar and observe what happens.
substances and this is practical work safely. What happened when you added the bicarbonate of soda to the vinegar?
called a chemical
reaction. Discuss learners’ observations. Explain that they have just witnessed a chemical reaction. In chemical
reactions a substance (called the reactant) reacts with another substance (another reactant) to produce
one or more new substances (called products). In this case, the vinegar reacts with the bicarbonate of
soda to produce a gas called carbon dioxide; explain that the gas was in the bubbles that they observed).
Explain to learners that neither vinegar nor bicarbonate of soda are dangerous substances for them to
handle but this is not always the case. Ask:
What risks could there be from chemicals?
What must you always do when handling chemicals?
Draw out the key point that some chemicals can be very dangerous, such as chemical that can catch fire
easily or chemicals that could burn their skin or be toxic is swallowed. Learners must never experiment
with chemicals without the supervision of a responsible adult. Explain that when handling chemicals that
could be harmful learners should wear protective clothing (e.g. gloves, goggles). They should be careful
not to get any chemicals on their skin or to swallow any.
Learners will benefit from opportunities to experience carrying out the chemical reactions for themselves. If
it is not possible to carry out investigations in class then show learners videos of chemical reactions.
Remind learners that there are five main types of scientific enquiry; briefly outline what they are. Explain
that they are going to carry out an ‘observing over time’ enquiry. Ask learners to place an iron nail (or
another metal object that containers iron) into a container with water so the iron nail (or other object) is half
in and half out of the water. Over the next few days, learners observe and record what happens to the nail.
What has happened to the nail after being in the water for a few days?
Discuss learners’ observations. Explain that the orange substance that has developed on the surface of
the nail is called rust. The iron in the nail has reacted with the water and oxygen in the air to produce a
new substance (i.e. rust). This activity could be extended by learners investigating what effects the speed
at which iron rusts (e.g. putting one nail in freshwater and another in saltwater).
Resources: Plastic containers, vinegar, bicarbonate of soda, gloves, safety goggles, iron nails
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Unit 4.4 Energy and Light
Unit 4.4 Energy and light

Outline of unit:
This unit begins by focussing on energy. Learners research what energy is and where it is found. They then learn that energy cannot be made, lost, used up or
destroyed but it can be transferred.
The unit then looks at light where learners investigate how light travels in straight lines and reflects from surfaces. The unit finishes by investigating how we can see
non-luminous objects.
This unit provides multiple opportunities for learners to make observations and use a range of models to describe scientific phenomenon. Learners can also develop
their prediction and conclusion making skills.

• identifying different light sources, including the Sun.
• knowing darkness is the absence of light.
• investigating how light can pass through some materials and is blocked by others, and understanding the terms transparent, translucent and opaque.
• describing how shadows are formed when light from a source is blocked by an object.
• investigating how the size of a shadow is affected by the position of the object and the position of the light source.
• constructing simple series circuits (limited to cells, wires and lamps).

4SIC.02 Describe how science is used in their local area.
When teaching about reflection, learners could consider how reflective materials are used to help keep people safe at night. For example, people wearing reflective
clothing or roads having reflective studs.
4SIC.03 Use science to support points when discussing issues, situations or actions.
Learners can debate how the term energy is used in day to day life and if misuse of the term is appropriate or not. They can draw on their scientific knowledge to
discuss this issue and consider what actions, if anything, should be done.
4SIC.05 Discuss how the use of science and technology can have positive and negative environmental effects on their local area.
Learners could investigate night-time outdoor lighting in their area and how this impacts local wildlife. They can consider the positive and negatives of artificial
lighting in general and what is being done to limit the negative effects.
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4Pf.01 Know that Energy, matter, sound, Learners could draw the classroom and label where Learners will be familiar with the everyday usage of the
energy is present in all light, heat energy is present. They could repeat this for other word ‘energy’ (e.g. people saying they have ‘run out of
matter and in sound, familiar places (e.g. a kitchen). energy’ when they are tired). This may lead to
light and heat. misconceptions when learning about the scientific
concept of energy. Address possible misconceptions
by explaining that everyday words often have a
different meaning when they are used in a scientific
context. Explain that energy doesn’t run out, it is
transferred into other types of energy.
4Pf.02 Know that Energy, transfer Learners could draw diagrams showing energy being Learners may think that energy can be ‘used up’ (often
energy cannot be transferred from one place to another, such as: to mean lost or destroyed) because of their experience
made, lost, used up or • from a fire to the surrounding air (or ground) in the of feeling tired or of batteries in their toys that stop
destroyed but it can be form of heat and light working. Giving them lots of opportunities to use their
transferred. • from the wind to a sail (or wind turbine) in the form senses to witness energy transfers for themselves can
of movement help to address this misconception (e.g. feeling the
• from a speaker to the air in the form of sound. heat energy from a warm drink when holding a cup).
4Pf.03 Know that Energy, movement, Learners could draw a series of diagrams of different Learners may think that movement energy caused by
energy is required for action moving objects and label where the energy is coming the wind or air (e.g. blowing on a toy windmill) is not
any movement or from (e.g. a sailboat with the energy coming from the energy because it cannot be seen, only its effects can
action to happen. wind). be seen. This misconception can be addressed by
ensuring learners witness plenty of examples of
wind/air energy and by reinforcing there is energy,
even if we cannot see something moving.
4Pf.04 Know that not Energy, transfer, Learners could draw diagrams showing energy being Learners may not consider sound or light energy to be
all energy is object, sound, light, transferred from one object to another object but also ‘energy’ as they do not produce movement in most
transferred from one heat, temperature include, and label, energy transfer to the surrounding cases. To address this misconception, make sure they
object to another, but environment (e.g. sound, light, temperature increase). have plenty of experience of a range of different
often some energy energy transfers, highlighting the type of energy that
during a process can can be detected. For example, when we clap our
be transferred to the hands, some of the movement energy is transferred to
surrounding sound energy in the surrounding environment.
environment and this
can be detected as
sound, light or
temperature increase.
4Ps.01 Know that light Light, light source, light Learners draw diagrams of light rays travelling in Learners may think that light can bend into visible
travels in straight lines ray, straight line straight lines from a light source. They label the light curves because they’ve seen rainbows. Explain to
and this can be source and the light rays. learners that rainbows are not light rays. They are
209
represented with ray where the Sun’s light is being split by droplets of water
diagrams. floating in the Earth’s atmosphere. Learners can
explore rainbows using prisms. Demonstrate that light
travels in straight lines by shining a torch beam across
a dark room and sprinkling dust particles to reveal the
straight light beam.
4Ps.02 Know that light Light source, light, light Learners could draw light rays travelling in straight Learners may think that light doesn’t reflect from non-
can reflect off ray, straight line, lines, hitting a surface and then bouncing from the shiny surfaces because they cannot see light rays
surfaces. reflect, reflection, surface in another direction. They label the light rays being reflected. Address this misconception using ray
bounce, surface and the surface. diagrams to model what happens when light hits a
surface.
4Ps.03 Describe how Light source, light ray, Learners draw diagrams which show: Learners may think that we can see things because
objects which are not straight line, reflect, 1. A light ray leaving a light source and travelling light rays travel from our eyes towards an object.
light sources are seen. reflection, bounce in a straight line. Address this misconception by taking them to an
2. The light ray hits an object which is not a light entirely dark room with no light sources so that they
source (e.g. an apple). can experience it for themselves. Learners can then be
3. The light ray is reflected from the object and provided with a torch and objects to show how they
into an eye. can only see the objects when the light source is
Learners could use drama to demonstrate the process directed at the objects. Explain that they cannot see
by which we see an object which is not a light source. because their eyes cannot produce light of their own,
In groups learners role-play a light source (e.g. the but when the torch, which is a source of light, is on
Sun), a light ray’, an object and an eye. The learner they can see the objects. You could also tell them
representing the light ray leaves the learner about the work and ideas of the early Arabic
representing the light source walks towards the learner mathematician, astronomer and physicist Ibn Al
representing the object, bounces off the ‘object’ and Haytham who is considered to be the ‘father of modern
moves towards the learner representing the eye. optics’. He proved that we see objects because light
bounces off them and into our eyes. When drawing
A bouncy ball, table and hoop could be used to model ‘light diagrams’ encourage learners to always include
the process by which we see objects which are not the light source to reinforce the idea that light leaves a
light sources. The ball represents a ray of light, the light source and either directly enters our eyes or
table the object and the hoop an eye. Learner throw reflects from an object into our eyes.
the ball against the table to get it through the hoop.
The way the ball moves models the movement of light.
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4Pf.01 Know that 4TWSc.08 Collect and Investigating energy
energy is present in all record observations and/or
matter and in sound, measurements in tables and Introduce the term energy
light and heat. diagrams. What does energy mean?
Can you give some examples of energy?
Learners share their answers. Do not correct any misconceptions at this stage but do note them for
correction over the unit.
Explain to learners that energy helps us do things and give examples:

• Energy warms our bodies and homes.
• Energy allows us to grow, move and think.
• Energy allows electrical appliances (e.g. freezers, cookers) and machines (e.g. cars) to work.
Explain to learners that they are going to go on an ‘energy hunt’. Ask them to identify different types of
energy in the school buildings and grounds. Model completing a table They record what they find in their
own table and then present their findings to the rest of the class.
Show learners some example from a ‘teacher version’ discuss that energy is present in all matter (all
particles are moving), sound, light and heat.
Resources: None
4Pf.02 Know that 4TWSp.03 Make a prediction Investigating energy transfer
energy cannot be describing some possible
made, lost, used up or outcomes of an enquiry. Show the word energy to learners.
destroyed but it can be What happens to energy?
transferred. 4TWSa.01 Identify whether Where does energy in food go when we eat the food?
results support, or do not
support, a prediction. Explain to learners that energy cannot be made, lost, used up or destroyed but it can be transferred.
Discuss with learners that sometimes they may say the ‘use’ energy or they have ‘run out of’ energy,
4TWSc.06 Carry out where they mean energy has been lost or destroyed, which is not scientifically true and what they are
practical work safely. saying/doing is using common phrases to describe a feeling or explain something informally.
Explain to learners ‘energy transfer’ means to move energy from one form or place to another. This means
there is the same amount of energy today as there was when the world began. When we ‘use’ energy, it is
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changing from one form into other forms of energy. For example, when we burn wood the energy is
changed from a store in the wood into heat, light and noise.
Light energy can be transferred into heat energy when it hits an object. Ask learners to place a glass of
cold water in a sunny spot and to measure the temperature of the water with a thermometer.
What do you think will happen to the temperature of the water?
After 30 minutes, ask learners to take the temperature of the water again. Explain that some of the energy
in the sunlight has been transferred into heat energy, this causes the temperature of the water to increase.
Ask learners to identify if their results support (or do not support) their predictions.
Explain that heat energy is in everything. Heat energy can be transferred. Give learners a cup filled with
warm water. Ask them to take the temperature of the water every minute for the next 30 minutes.
What do you predict will happen to the temperature of the water?
Discuss learners’ predictions. They then carry out the investigation.

What happened to the temperature of the water? Why?
Listen to learners’ observations and ideas. Ask learners to identify if their results support (or do not
support) their predictions. Explain that the temperature of the water goes down because the heat energy is
being transferred into the surrounding cup and air.
Give learners different types of percussion and string musical instruments. Ask them to explore how
movement energy is transferred into sound energy when they play the instruments (e.g. when they hit the
drum with their hands movement energy is transferred into sound energy).
Resources: Glasses, thermometers, cups, musical instruments

4Pf.03 Know that 4TWSm.02 Use models to Investigating the energy of movement
energy is required for show relationships, quantities
any movement or or scale. Explain to learners that energy is required for any movement or action to happen. Display a picture of a
action to happen. windmill (or wind turbine).
4TWSc.03 Choose How is the windmill turning?
equipment from a provided Why is it moving?
selection and use it
appropriately. Explain that energy must be transferred from the wind to a windmill in order for it to turn. Display a picture
of a waterwheel.
4TWSm.03 Draw a diagram How is the waterwheel turning?
to represent a real world Why is it moving?
Explain that energy must be transferred from the water to the wheel for it to turn.
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situation and/or scientific
idea. To explore the energy of movement (or ‘kinetic energy’) learners could make physical models of:
• wind turbines using a piece of card, drawing pin and stick
• waterwheels using a stick, two circular pieces of card and empty plastic pots
• sailboats using an empty plastic bottle, a stick and a piece of card.
Learners could then draw diagrams of their models and label where the energy is coming from that causes
the movement.
This activity could be extended by learners considering the energy of movement involved in bouncing
balls. Put learners into pairs and give them two balls where one ball is larger than the other (e.g. a tennis
ball and a football). Ask learners to drop the balls at the same time and observe what happens. Neither
ball should bounce very high. They then put the smaller ball on top of the larger ball and drop them. The
smaller ball will bounce much higher this time because the larger ball hits the smaller one, giving it extra
energy.
Resources: Pictures of a windmill and a waterwheel, resources for making physical models, bouncing
balls
4Pf.04 Know that not 4TWSm.03 Draw a diagram Investigating energy transfer to the surrounding environment
all energy is to represent a real world
transferred from one situation and/or scientific Put learners into groups; give each group a cell, two wires and a lamp. Model how to make a simple circuit
object to another, but idea. and ask learners to make their own. Ensure that every group has been able to make their lamp light up.
often some energy Ask learners to carefully place their hand near to the lamp, warning them not to actually touch the lamp.
during a process can What do you feel?
be transferred to the
surrounding Explain that energy, in the form of electricity, is flowing around the circuit. It is being transferred from the
environment and this cell to the lamp. Some of the energy, however, is being transferred to the surrounding environment in the
can be detected as form of light and heat
sound, light or
temperature increase. In pairs, learners stretch some plastic film over a bowl and hold it in place with a rubber band. The plastic
film should be stretched quite tightly like the skin of a drum. Sprinkle some rice (or dried beans) on top.
Ask learners to tap the side of the bowl with a spoon.
What do you see? (Answer: The rice moving)
Why is the rice moving?
Where is the energy for the movement coming from?
Discuss their observations. Explain that energy is transferred from the spoon to the bowl when they tap
and this is then transferred to the rice, but some of it is also transferred to the surrounding environment in
the form of sound.
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Ask learners:
What other energy transfer can you think of where some energy is transferred to the surrounding
environment?
Learners draw diagrams for each of the enquiries above, and if possible their own examples, and label
where the energy is being transferred to and in what form.
First-hand experience of energy transfer will be the best way for learners to learn about them, but if it is
not possible to carry out the above investigations in class, then videos of these and similar examples of
energy transfer can be found on the internet.
Resources: Wires, cells, lamps, bowls, plastic film, spoon, rubber bands, rice, a heavy object, string
4Ps.01 Know that light 4TWSm.03 Investigating light
travels in straight lines Draw a diagram to represent
and this can be a real world situation and/or Before the lesson which uses this activity, prepare a set of hole-punched cards for each group. Place
represented with ray scientific idea. three pieces of card on top of each other; punch a hole through the middle of the card so that the holes
diagrams. align.
4TWSa.03 Make a
conclusion from results and Explain to learners that we’re going to be investigating light.
relate it to the scientific What do you already know about light?
question being investigated.
Learners discuss their ideas with a partner or in groups. They then share their thoughts in a whole class
discussion. Note any misconceptions for addressing in this activity or in other lessons. Explain that light
comes from a light source (e.g. the Sun). For this investigation, we are going to use torches as our light
sources.
Put learners into groups; give each group a torch and a set of hole-punched cards. Ask learners to
position their pieces of card about 20 cm apart in an upright position with the holes aligned. They could be
held in place using books (or modelling clay). Make the room as dark as possible. Ask learners to shine
their torch through the hole in the first piece of card and observe what happens. When all the holes are
correctly aligned, the light from the torch will travel through each hole in turn. Ask learners to move the
middle card so its hole is no longer aligned with the others.
What do you notice?
Explain that the light will hit the card and not be able to travel onwards; light will not bend round to go
through the hole.
What does this investigation demonstrate about light?
Elicit that light travels in straight lines. Ask learners to write a conclusion explaining that light travels in
straight lines and how their observations show this.
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This activity can be enhanced by shining a powerful torch across a dark room, taking care not to shine it
into anyone’s eyes. Sprinkle dust along the light beam; some of the light will reflect from the dust particles
revealing the light beam which learners will be able to see is straight. Learners could also be shown
pictures of laser beams or car headlights on a foggy night.
These investigations would be best for learners to experience first-hand, but could be done as teacher
demonstrations if equipment is limited.
Model drawing ray diagrams to represent what is happening, explaining each part of the diagram
especially that we often refer in science to light as light rays. Learners draw their own ray diagrams
showing the light rays travelling in a straight line through the aligned holes or being blocked when the
holes are not aligned.
Resources: Torches, sets of hole-punched cards

4Ps.02 Know that light 4TWSc.08 Collect and Investigating reflection
can reflect off record observations and/or
surfaces. measurements in tables and Recap that light rays travel in straight lines. Put learners into groups. Give each group a torch and a range
diagrams. of opaque materials; include both reflective and unreflective materials. Ask learners to shine their torches
onto the different materials and observe what happens.
4TWSp.04 Identify variables What happened when you shone the torch onto the different types of material?
that need to be taken into Listen to learners’ observations. Introduce the term ‘reflect’ and explain that light reflects or bounces off
account when doing a fair surfaces.
test. Did the same amount of light reflect off each material?
4TWSc.05 Take Listen to learners’ observations and discuss that some materials reflect more light than other materials.
measurements in standard
units, describing the Ask learners:
advantage of standard units Which material reflects the most light?
over non-standard units.
Explain to learners that they are going to carry out a ‘fair test’ scientific enquiry to find out the answer to
this question. In a fair test one thing is changed to see what effect this has; this is called the ‘independent
variable’. Everything else is kept the same; these are called the ‘control variables’ the thing you are
measuring to see what, if any, effect there is, is called the ‘dependent variable’.
Explain that they are going to shine a torch at each of the pieces of material and use a 5 point scale (1
being not reflective to 5 being very reflective) to judge how much light is reflected from them (model how to
make this judgement).
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Ask learners:
What are we changing?
Elicit that learners will be changing the type of material.

What are we measuring?
Elicit that learners will be measuring how much light is reflected off each material.
What will you be keeping the same?
Ask learners to discuss in pairs (or groups) what they will keep the same. Learners then share their ideas
with the whole class. List learners’ suggestions. If necessary, elicit that they will need to use the same
torch. The distance between the material and the torch will also be kept the same; demonstrate to learners
how to use a tape measure to do this. Explain that taking measurements with standard units is better
because they are more reliable and universally recognised.
Why should we use a tape measure?
Why not use one pencil length?
Explain that taking measurements with standard units is better because they are more reliable and
universally recognised. Discuss if they used a pencil but between the groups the pencils were different
sizes this would lead to variation in something we want to control.
Ask learners:
How will you record your results?
Listen to learners’ suggestions and then model how to draw a results table. Learners draw their own
results table.
Make the room as dark as possible. Learners carry out their investigation and record their results. Discuss
learners’ findings and which materials they found were the most/least reflective.
Resources: A range of opaque materials, torches, tape measures

4Ps.03 Describe how 4TWSm.03 Investigating how we see objects that are not light sources
objects which are not Draw a diagram to represent
light sources are seen. a real world situation and/or Before this lesson, gather a collection of straight sticks and attach an drawing of an arrow to one end of
scientific idea. each stick.
Recap that light travels in straight lines and reflects off surfaces. Explain to learners that some things are
sources of light while others are not.
What light sources can you think of?
How do you think we see light sources like a light bulb?
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Learners discuss their ideas in groups. They then share their thoughts with the whole class.
Explain to learners that we see light sources because the light rays leave the light source travel in a
straight line until they reach our eyes. To help them understand, draw a ray diagram on the board showing
a light ray going from a light source to an eye. In addition, select a learner to stand at the front of the
classroom; they hold a torch to show that they are a light source. Select learners to hold the prepared
sticks pointing away from the light source in different directions (to represent light rays). Select a learner to
represent the eye of an animal and position them to they ‘see’ a light ray. Explain to learners that often
sources of light are intense and should not be directly looked at the intensity of the light can damage the
eye (e.g. do not look directly at the Sun)
Ask learners:
How do you think we see objects which are not light sources?
Learners discuss their ideas in groups. Ensure they consider the understanding that has just been
covered.
Put the learners into groups around tables and give each group a torch. Make the room as dark as
possible. Put an object which is not a light source (e.g. a ball) in the middle of each group’s table. Choose
one person in each group to shine the torch onto the top of the ball while the other learners stand around it
and observe what happens.
Is the ball a light source? How can you all see the ball?
What is happening to the light from the torch when it hits the ball?
Challenge learners to use the sticks to model how they can see the object. Look at their models and
address any misconceptions. They should have a ‘light ray’ leaving the torch and hitting the ball. The light
ray hitting the ball is then reflected from the ball to a person who is now able to see the object. Learners
draw and label ray diagrams to show this process.
Remove the torches and make the room as light as possible.

Why can you still see the balls even though the torches have gone?
What is the light source now?
Elicit that the light source is now the Sun; sunlight comes through the windows, bounces off the balls (and
every other object in the room) and into their eyes which is why they can see them. Learners could draw
and label a ray diagram of this.
Resources: Torches, prepared sticks, balls
217
Unit 4.5 Life processes and ecosystems
Unit 4.5 Life processes and ecosystems

Outline of unit:
This unit begins by exploring habitats. Learners identify that different animals and plants are found in different habitats and that the animals and plants are suited to
the conditions found there. They investigate how some plants and animals can survive in several different habitats.
The unit then focusses on food chains and learners develop their use of the words predator, prey, herbivore, carnivore and omnivore. Learners research the diet of
different animals and use their findings to construct food chains.
Learners then learn about infectious diseases in plants and animals and how vaccinations prevent us from getting sick. The unit finishes by investigating the
importance of movement for maintaining human health. When learning about the importance of movement for human health learners have opportunities to
investigate the effects of physical activity on the body; this should not be taught in a purely theoretical way.
Some of the activities in this unit require observations of seeds and plants taken over a number of days or weeks. This should be kept in mind during lesson
planning to ensure appropriate time is allocated for taking observations and making conclusions.

• learning about habitats as a place where plants or animal naturally live.
• describing different habitats that contain different plants and animals.
• identifying similarities and differences between local environments in terms of hot, cold, dry, wet, many plants, few plants, many animals and few animals.
• learning that humans need to manage diet, maintain hygiene and move regularly to be healthy.
• describing what illness is and learning about the common signs of illness in humans.
• identifying and describing simple food chains, where plants are producers and animals are consumers of plants and/or other animals.
• identifying some of the important organs in humans (limited to brain, heart, stomach, intestine and lungs) and describe their functions.

4SIC.03 Use science to support points when discussing issues, situations or actions.
Learners could use scientific evidence when discussing the important role vaccinations have in protecting human health. They could look at the work of Edward
Jenner and the development of the smallpox vaccine as an example. Learners can also look at human health more broadly and consider the importance of exercise
in maintaining health and preventing diseases like obesity.
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4Be.01 Know that Animal, suited, habitat Learners could draw a habitat and some of the Learners may believe that an animal becomes suited
different animals are common animals that are found there. They add labels to the conditions in their habitat during their lifetime
found in, and suited to, describing the conditions in the habitat and how the (e.g. a polar bear grows a thick, warm coat because
different habitats. different animals are suited to it. they live in a very cold place). This misconception can
be addressed by explaining to learners that animals
becomes suited to their habitat through a process of
random variation and takes place over a very long
period and many generations. This is why animals will
have features not suitable for a habitat they are living
in e.g. polar bears in temperate zoos still have thick
coats.
4Be.02 Know plants Plant, animal, survive, Learners could draw (or make models) of two plants of Learners may think that plants/animals cannot survive
and animals can environment, habitat the same species in two different habitats and outside of their habitats. Address this misconception by
survive in annotate the differences. For example, learners could teaching learners about invasive species and other
environments other draw a tropical plant (e.g. a dragon plant, a flamingo animals that successfully live in different habitats. For
than their habitats. plant) in its native habitat (i.e. tropical forest) and in a example, the natural habitat of foxes is woodland but
plant pot inside a home. This activity could also be they have started to live in large numbers in towns and
done for two animals (e.g. a polar bear in the Arctic cities around the world.
and one in a zoo in a warmer country).
4Bp.03 Know that Plant, animal, energy, Learners could draw diagrams with arrows to show Learners may think that plants get all their food and
plants and animals grow, growth, healthy where plants and different animals get their energy energy from the soil through their roots. Address this
need energy to grow, from. misconception by growing some plants in the
live and be healthy, classroom without any soil (e.g. putting seeds in damp
and plants get their cotton wool, growing a bulb suspended over some
energy from light while water) and by teaching learners about the functions of
animals get their roots.
energy from eating
plants or other
animals.
4Bp.02 Know that Plant, animal, Learners could draw simple diagrams to show how Learners may think that if they have close contact with
plants and animals can infectious diseases, infectious diseases can be spread through the air (e.g. someone who has an infectious disease they will get
have infectious vaccinations, vaccine, by someone sneezing) or through touch. that disease automatically and immediately. To
diseases, and prevent, prevention, Learners could draw simple ‘cartoon strips’ showing address this misconception, explain to learners that
vaccinations can health how a vaccine works. They could focus on how this is not always the case. Whether an infectious
prevent some Edward Jenner’s small-pox vaccine worked. disease is spread from one person to another depends
infectious diseases of on lots of different factors; this includes the type of
animals. disease and how fit and healthy someone is.
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4Be.03 Describe food Food chain, producers, Learners draw diagrams of food chains labelling Learners may think that the arrow in a food chain
chains as being made consumers, producers, consumers, herbivores, carnivores, means ‘eats’ and therefore they may draw their arrows
of producers and herbivores, carnivores, omnivores, predators and prey. pointing in the wrong direction (e.g. the arrows point
consumers, and omnivores, predators, from the fox towards the rabbit and from the rabbit to
classify consumers as prey the grass). To address this misconception reinforce
herbivores, omnivores, that the arrow shows how energy is transferred from
carnivores, predators one living thing (the consumed) to another (the
and/or prey. consumer). It may also help learners to see pictures of
the living things, as well as their names, in a food
chain.
Learners may think that the last animal in a food chain

eats all of the preceding animals/plants (e.g. the fox
eats rabbits and grass). Address this misconception by
emphasising that each arrow in a food chain
represents a single feeding relationship. Learners can
also be shown a plant or animal which has arrows to
two different living things, to show it is eaten by both.
4Bp.01 Know that Medicine, illness, Learners could draw simple ‘cartoon strips’ showing Learners may think that medicines are bad for them
medicines can be used safely how a medicine (e.g. paracetamol) works in the body. because they are sometimes referred to as ‘drugs’; this
to treat some illnesses, word can have a negative meaning. Address this
and describe how to misconception by explaining to learners that there are
use them safely. illegal drugs and legal drugs. Medicines are often legal
drugs.
4Bp.04 Describe the Health, movement Learners could produce posters showing the Learners may think that they do not need to be active,
importance of importance of exercise and the positive effects it has especially if they are eating healthily. To address this
movement in on the human body. misconception, be sure to make it clear to learners that
maintaining human both a good, balanced diet and regular movement are
health. vital for keeping our bodies healthy.
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4Be.01 Know that 4TWSc.08 Collect and Investigating habitats
different animals are record observations and/or
found in, and suited to, measurements in tables and Explain the term ‘habitat’ and give learners some examples (e.g. a woodland, a desert). Explain that
different habitats. diagrams. different animals are found in different habitats. The animals that are found in a habitat are suited to live
there. Show learners a picture of a camel and discuss the habitat (i.e. desert) that it lives in.
4TSWa.04 Present and What is the habitat a camel lives in like?
interpret results using tables, What features does a camel have that help it to live in that habitat?
bar charts and dot plots.
Discuss with learners and collectively describe some of the ways a camel is suited to living there (e.g. wide
4TWSa.02 Describe simple feet so they can walk on sand more easily; long eyelashes to protect their eyes from sand and sunlight; a
patterns in results. colour that helps them to blend in with their surroundings).
Show learners a list of habitats (e.g. desert, meadow, woodland, grassland, forest, seashore, ocean). Ask
them to choose two habitats and to research answers to the following questions:
What is the habitat like?
What animals live in the habitat?
How are they suited to the habitat?
How are the animals in one habitat different to those in another?
Learners use secondary information sources to carry out research and present their findings to the class.
Explain the term ‘microhabitat’ to learners. Take them outside to the school grounds (or local area) so that
they can explore and identify different microhabitats (e.g. under a log/rock, the branch/canopy of a tree).
Provide them with identification guides and empty plastic containers; if available, magnifying glasses or
hand lenses, and digital cameras can also be used. Explain that they are going to survey different
microhabitats. They describe what the microhabitat is like and what they find there in a table.
What is the habitat like?
What animals live in the habitat?
How are they suited to the habitat?
How are the animals in one habitat different to those in another?
Ask learners to identify potential hazards and how they can be avoided (e.g. not trying to turn over large
logs or rocks). Model how to use Identification guides. Give learners time to survey different microhabitats
and identify/record what they find in a table. Learners then present their findings in bar charts and identify
simple patterns e.g. woodlice are always found in dark, damp places. Make sure all learners wash their
hands after handling animals and that they understand why this is important.
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Resources: Secondary information sources, containers, identification guides

4Be.02 Know plants 4TWSc.01 Use observations Investigating where animals and plants can survive
and animals can and tests to sort, group and
survive in classify objects. Recap what the terms ‘environment’ and ‘habitat’ mean. Explain that many plants and animals can survive
environments other in environments other than their habitats, but may not thrive. (If required define the difference between
than their habitats. 4TWSc.07 Use secondary survive and thrive for learners) Provide an example, such as animals that are kept in non-specialised zoo
information sources to enclosures or humans living in extreme environments.
research an answer to a
question. Ask learners:
Are there any plants and animals living around us which are not originally from here?
Discuss their answers and talk about how we might know a plant or animal is in an environment other that
its natural habitat, for example considering how well suited it is to the environment. Show learners an image
of a camel which is in a desert environment, a grassland environment, a forest environment.
Can the camel survive in those environments?
Which environment is its natural habitat?
Which environment is it suited to the most? How do we know?
Support learners in identifying features of the camel which indicate it originally comes from the desert but
that is able to survive in other environments, which is why they can be seen all over the world in zoos or
parks.
Provide learners with two sets of cards; animal and plant cards which show images of a plant or animal per
card, environment cards which show an environment (e.g. a desert, a forest, a river)
What environments can each plant and animal survive in?
Learners then match the cards first showing what each plant and animals natural habitat is and then to
show the range of environments each plant or animal can survive in. Learners can use secondary
information sources to support the grouping activity.
Resources: Plant and animal cards, environment cards, secondary information sources
4Bp.02 Know that 4TWSc.02 Use keys to Investigating plant and animal health
plants and animals can identify objects, materials
have infectious and living things. Discuss what the term ‘infectious disease’ means.
diseases, and Can you think of any infectious diseases?
vaccinations can 4TWSp.02 Know that there How are infectious diseases spread?
prevent some are five main types of
scientific enquiry (research,
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infectious diseases of fair testing, observing over Listen to learners’ suggestions and address any misconceptions. Explain that plants, as well as animals,
animals. time, identifying and can have infectious diseases. If a plant has an infectious disease its leaves are often discoloured or covered
classifying, and pattern in spots. Show learners pictures of plants suffering from common infectious diseases such as blight,
seeking). bacterial wilt, and snow mould
4TWSc.07 Use secondary Ask:

information sources to How healthy are the plants growing in the school grounds/local area?
research an answer to a
question. Take learners outside to the school grounds/local area and ask them to examine the plants for signs of
diseases. If they find evidence of an infectious disease, ask them to collect a sample (e.g. one of the
infected leaves) into a plastic container. Back in the classroom, give learners pictures of different infectious
plant diseases and ask them to identify what is wrong with them. If no plants are found to have a disease
provide learners with a collection of images showing healthy and diseased plants and have them sort the
images into ‘healthy’ or ‘diseased’
Remind learners that there are five main types of scientific enquiry and briefly outline what they are. Explain
what secondary sources of information are and how to use them. Tell learners that they’re going to carrying
out a ‘research’ enquiry to answer the question:
What common infectious diseases affect animals?
Learners use secondary sources of information to find out about infectious diseases that affect animals.
They should not be allowed to research freely on the internet to ensure that they do not come across
distressing images of animals that have infectious diseases. Learners can use specific texts that have been
vetted in advance and/or interview knowledgeable experts (e.g. farmers, vets, doctors).
Explain to learners that animals, including humans, can be protected from some infectious diseases by
vaccinations. Learners research the answers to:
What are vaccinations? How do they work?
Learners use secondary sources of information to find out about vaccinations. They should not be allowed
to research freely on the internet to ensure that they do not come across distressing images of humans
suffering from infectious diseases (e.g. smallpox). Learners can use specific texts that have been vetted in
advance and/or interview knowledgeable experts (e.g. vets, doctors).
Show a diagram to learners showing the process of vaccination and how a vaccine can help build up
immunity to a disease. Ask learners to describe the process in their own words.
Resources: Pictures of diseased plants, plastic container, vetted texts about diseases and vaccinations
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4Bp.03 Know that 4TWSa.03 Make a Investigating where plants get their energy from
plants and animals conclusion from results and
need energy to grow, relate it to the scientific Explain to learners that all living things need energy.
live and be healthy, question being investigated. Why is energy required?
and plants get their
energy from light while 4TWSc.04 Describe how Discuss with learners that all action and movement, including growth, requires energy. Inform learners they
animals get their repeated measurements will carry out some investigations to find out where plants and animals get their energy from and what they
energy from eating and/or observations can give need it for.
plants or other more reliable data.
animals. Note: The plant investigations requires several weeks each so ensure this is accounted for in your planning.
4TWSc.05 Take
measurements in standard Remind learners that there are five main types of scientific enquiry and briefly outline them. Explain to
units, describing the learners that they’re going to carry out an ‘observing over time’ enquiry into plant growth. Put learners into
advantage of standard units groups and give each group two plants of the same type. Ask them to cover one of the plants with black
over non-standard units. paper (or an opaque bag) and then place both plants on a sunny windowsill. They give each plant the same
amount of water at the same time over two weeks. After two weeks, uncover the plant that was covered with
black paper or an opaque bag and compare the two plants.
Which plant looks healthier? (Answer: It should be the uncovered plant)
Why is the one that was uncovered healthier?
Where do you think a plant gets its energy from?
Discuss learners’ ideas. Explain that plants get energy from light which they need to stay healthy. Give each
group two fast growing seedlings of the same type (e.g. tomato, bean, pea). Cover one with black paper (or
an opaque bag). They give each plant the same amount of water at the same time during the investigation.
Every week, for as long as possible, learners measure the growth of each plant using standard units (e.g.
mm, cm). Discuss the advantages of using standard units (e.g. mm, cm) over non-standard measurement
units (e.g. finger widths) for measuring plant growth. Explain that taking measurements with standard units
is better because they are more reliable and universally recognised. If you used finger widths to measure
plant growth then different learners have different finger widths and it wouldn’t be clear, when interpreting
the data, what a finger width meant.
Over the investigation ask learners:
Which plant is growing the most?
What do you think plants need energy for?
Discuss learners’ ideas. Explain that plants need energy to grow; without light energy a plant’s growth is
reduced.
Resources: Plants, tape measures, black paper/opaque bag
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4TWSp.03 Make a prediction Investigating where animals get their energy from
describing some possible
outcomes of an enquiry. Before this lesson, collect different types of food packaging. The packaging must have information about the
energy that the food contains; this will be recorded in either Kcals (Kilocalories) or KJs (Kilojoules).
4TWSa.01 Identify whether
results support, or do not Show an image of a range of animals
support, a prediction. Where do animals get their energy from?
Explain to learners that animals get energy from eating plants or other animals. When we eat and drink, we
consume stores of energy. Our bodies turn energy into other forms including movement (e.g. breathing,
running)
Show learners the packaging of different foods. Ask them to predict which foods will be ‘high-energy’ or
‘low-energy’ and why they think this. Learners place their predictions in a table in their predicted order of
energy.
Give learners packaging from different types of food including the information about the amount of energy
that the item of food (or drink) contains. This is shown in either Kcals (i.e. Kilocalories) or KJs (i.e.
Kilojoules). Model how to find the energy information on the packaging and how to interpret it:
Which foods are high in energy?
Which foods are low in energy?
Learners rank the foods in order of their energy content and compare against their predictions to see if they
were right or not.
Ask learners:
What is our food made of?
What food do other animals eat?
Provide learners with a pack of plant and animal cards, each card showing a different plant or animal ideally
that recognisable to the learners and where the plants and animals have feeding relationships. For each
card learners match it with a source of food. For example, for a cow it would be matched with grass. For an
owl it would be matched with a mouse. For a lion it would be matched with a gazelle. Learners can use
secondary information sources to support their matching if required.
Show learners a food chain and explain that a food chain does not just show feeding relationships it shows
how energy is transferred. Highlight how all animals, including humans, get their energy from eating plants
or other animals.
Resources: Food packaging, plant and animal cards
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4Be.03 Describe food 4TWSc.02 Use keys to Investigating food chains
chains as being made identify objects, materials
of producers and and living things. Give pairs of learners’ pictures of a wide variety of animals, including a picture of a human; ensure that
consumers, and there are herbivores, carnivores and omnivores.
classify consumers as 4TWSm.03 Draw a diagram Which animals eat only plants?
herbivores, omnivores, to represent a real world Which animals eat only meat?
carnivores, predators situation and/or scientific Which animals eat both plants and meat?
and/or prey. idea.
Ask them to sort the animals into three groups: ‘eats plants’; ‘eats meat’ and ‘eats both plants and meat’.
Once learners have sorted the pictures, discuss their choices and address any misconceptions. Learners
could be supported with information books and/or keys about animals. Introduce the terms ‘herbivore’,
‘carnivore’ and ‘omnivore’ defining each one. Reinforce learners understanding by displaying pictures of
more animals and asking them to say whether each animal is a herbivore, a carnivore or an omnivore.
Display a food chain which shows the Sun, grass, a grasshopper, a frog, a python and an eagle. Explain
that food chains show feeding relationships and how energy is transferred from one living thing to another.
They show what is eaten by what: each arrow means ‘is eaten by’ and shows the direction in which the
energy is transferred. In this food chain, grass is eaten by a grasshopper, the grasshopper is eaten by a
frog, the frog is eaten by a python, the python is eaten by an eagle. At each stage energy is transferred from
the living thing that is being eaten to the thing that is eating it. Explain that food chains always start with the
Sun because it is the source of all energy on Earth. Sunlight is not eaten by plants but the energy in sunlight
is required for a plant to make food.
Introduce the terms ‘producer’ and ‘consumer’ and define them. Plants are producers because they make
their own food. Animals are consumers because they do not make their own food; they eat plants and/or
other animals.
Introduce the terms ‘predator’ and ‘prey’. Explain that predators are animals that eat other animals. Prey are
animals that get eaten by predators. Sometimes, a predator can also be prey. The terms predator and prey
are usually only applied to animals. Look at the food chain again.
What is the producer?
What animal is a predator?
What animal is prey?
Identify the terms that apply to each living thing:

• the grass is the producer
• the grasshopper is a consumer, a herbivore and prey
• the frog is a consumer, carnivore, predator and prey
• the python is a consumer, carnivore, predator and prey
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• the eagle is a consumer, carnivore and predator.
Display a new food chain (e.g. the Sun, a bush, a goat, a jackal and a lion). Ask learners to identify the
producer, consumers, predator(s), prey, herbivores and carnivores. Discuss learners’ choices and address
any misconceptions.
Display another food chain that includes an omnivore (e.g. the Sun, a plant with berries, a slug, a crow, a
fox). Ask learners to identify the producer, consumers, predator(s), prey, herbivores, carnivores and
omnivores. Discuss learners’ choices and ensure that they identified the crow as the omnivore because it
will eat berries from a plant as well as the slug.
Provide pairs of learners with an environment (e.g. desert) Learners use secondary sources of information
to identify a food chain for their environment which they draw; they add labels to show the producer,
consumer, herbivore, omnivore, carnivore, predator and prey. Model how to research different animals and
find out what they eat (i.e. their diet).
Resources: Pictures of animals, secondary information sources,

4Bp.01 Know that 4TWSp.02 Know that there Investigating medicines
medicines can be used are five main types of
to treat some illnesses, scientific enquiry (research, Explain to learners that they are going to learn about medicines.
and describe how to fair testing, observing over What are medicines?
use them safely. time, identifying and What do medicines do?
classifying, and pattern Learners discuss their ideas with a partner/group. They then share their thoughts through a whole class
seeking). discussion. Explain that medicines are used to treat illnesses.
What medicines have you heard of?
4TWSp.01 Ask scientific Have you taken any medicines in your life? What for?
questions that can be
investigated. Ask learners to list medicines that are familiar with. Discuss what some of these medicines do; be sensitive
to illnesses that learners may have experienced.
Remind learners that there are five main types of scientific enquiry; briefly outline what they are. Explain to
learners that they are going to carry out a ‘research’ enquiry using secondary sources of information. When
we are not able to find out the answer to a question ourselves, we can use secondary sources of
information.
How can you use medicines safely?
Learners use secondary sources of information, checked in advance and vetted to ensure learners do not
come across inappropriate material, to research how to use medicines safely. They present their findings as
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an information poster or a short play. Address any misconceptions that learners may have regarding the
safe use of medicines.
Discus with learners how there are some illnesses which cannot be treated with medicines, especially new
illnesses. Research and scientific testing is needed to develop new medicines to treat such illnesses.
Resources: Vetted specific texts and/or information books

4Bp.04 Describe the 4TWSp.03 Make a prediction Investigating the importance of movement in maintaining human health
importance of describing some possible
movement in outcomes of an enquiry. Ask learners:
maintaining human How can we stay healthy?
health. 4TWSc.04 Describe how
repeated measurements Learners discuss in pairs/groups. They then share their ideas allowing you to create a class list of the
and/or observations can give learners’ ideas and suggestions. If necessary, elicit that ‘being active’ and ‘moving our bodies regularly’ are
more reliable data. really important way of maintaining our health.
What happens to our body when we move?
4TWSa.01 Identify whether
results support, or do not Listen to learners’ ideas. Explain that we are going to carry out an investigation into the effect of movement
support, a prediction. on our bodies. Explain to learners that they will run on the spot (or do star jumps) for a minute. Ask:
What effect do you think movement will have on your body?
Discuss with learners how to make an effective prediction based on their own knowledge and experience.
Learners predict what effect they think exercise will have on their body.
Learners work in pairs. One learner times a minute (using a stopwatch) while their partner runs on the spot.
Once the minute is over, the learners discuss what is different about their body consider what they now feel
or if it is behaving different. On an outline of a human body the learners annotate how their body is different.
The learners then swap over. Ask learners to repeat this process three times. Ensure that learners take a
break between each period of exercise and drink plenty of water.
Why should you repeat the activity and record observations three times?
Explain that taking repeated measurements will make their observations more reliable. Once learners have
completed their enquiries ask:
What effect did the movement have on your body? Do your results support or not support your prediction?
Discuss with learners the effect of movement on their bodies. Elicit that movement; makes muscles work,
require more energy than when they are resting, causes an increase in breathing as they need more
oxygen, causes sweating as their body becomes warmer (some energy being transferred from the store to
movement is lost as heat) so they sweat to cool down, causes their hearts to beat faster. Learners may
struggle to appreciate this is healthy so spend time discussing why it is beneficial to move easily and
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quickly. Discuss with learners that the healthier they are the more movement they can do easily, and they
need to move in order to be healthy.
Resources: Stopwatches
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Unit 4.6 Electricity
Unit 4.6 Electricity

Outline of unit:
This unit begins by exploring the need for connectivity within a circuit; for an electrical device to work it must be connected to the power supply without any breaks
so the electricity can flow around the circuit. This knowledge is then used to understand that switches are devices that deliberately cause a break in circuit to turn an
electrical device off.
Learners then explore what effect changing the number or type of components in a simple circuit has on the brightness of a lamp. The unit concludes by
investigating materials which allow electricity to easily flow through them (i.e. conductors) and those that inhibit electricity (i.e. insulators).
It is expected that learners investigate electricity in a practical, hands-on way by making (and using) their own simple circuits during their enquiries. It is vital that
children are reminded about the potential dangers of electricity and how to stay safe during practical work throughout the unit.

• identifying things that require electricity to work.
• identifying how we use electricity and learning how to be safe with it.
• using the components of simple circuits (limited to cells, wires and lamps).
• constructing simple series circuits (limited to cells, wires and lamps).

4SIC.02 Describe how science is used in their local area.
Learners could explore how the electricity they use in their homes (and school) is generated and transported to them. They could learn about the local power
infrastructure and the people who keep it working. If there are solar panels and/or wind turbines in the local area, learners could investigate renewable sources of
energy and learn how electricity can be generated in different ways. It may be possible for learners to visit a power station or invite in someone who works in power
generation to discuss with learners how electricity is generated and used.
4SIC.05 Discuss how the use of science and technology can have positive and negative environmental effects on their local area.
Learners could investigate the effect that the generation and use of electricity has on their local area. This includes positive effects and negative effects and may
also reference the wider environmental impact of energy generation such as the materials required for power generation facilities and where those materials are
sourced.
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4Pe.01 Know that an Electricity, electrical Learners could draw a picture of a circuit containing Learners may think that electricity comes from a plug
electrical device will appliance/device, two wires, a cell and a lamp. Stage 4 learners do not without realising that it has come from a power
not work if there is a electrical circuit, need to use the conventional circuit symbols; this is generation source and been transported to the plug
break in the circuit. complete circuit, covered in Stage 6 of the syllabus. The components through a series of cables. Address this misconception
connect/connections, are connected so the lamp is shown as ‘on’. Learners by showing learners a picture of a power grid that
break, circuit, cell, then draw another simple circuit diagram but this time shows a power station with cables flowing out to cities
wire, lamp there is a break in the circuit, so the lamp is shown as and then houses. Also discuss the purpose of pylons
‘off’. Learners add a label that explains why the lamp is and cables in the local area.
not lit in the second circuit diagram.
Learners stand in a circle and hold hands to represent

a circuit. Select one learner to be the ‘cell’ and another
to be the ‘lamp’. The ‘cell’ starts by squeezing the hand
of the person on their left. The ‘squeeze’ is passed
around the circle; this represents the electricity flowing
around the circuit. When the ‘electricity’ reaches the
‘lamp’, the learners representing the lamp shout ‘on’.
Repeat, but this time two learners stop holding hands.
When the ‘electricity’ reaches this part of the circle it
stops because the break means it can go no further.
This model has a significant limitation. Electricity flows
continuously round a circuit, not in pulses. The lamp is
‘on’ at all times. It’s important to discuss this limitation
with learners.
4Pe.02 Describe how Switch, circuit, open, Learners draw a simple circuit containing a switch, cell, Learners may think that switches contain electricity
a simple switch is used closed two wires and a lamp; the switch begins in the open and that when they are in the ‘on’ position electricity
to open and close a position (i.e. ‘off’). They label that the lamp is off and flows from them into the circuit as opposed to through
circuit. explain why. them. Address this misconception by asking learners
to make a circuit that contains only a switch and a
Learners draw a simple circuit, as above, but this time lamp.
the switch is in the closed position (i.e. ‘on’). They label
that the lamp is on and explain why. Learners familiar with remote, wireless switches may
believe that mechanical switches send a message to a
power source rather than controlling the current locally.
This misconception can be addressed by
demonstrating mechanical switches and how they
have no interaction with the power source but
complete a circuit.
4Pe.03 Describe how Electrical circuit, Learners could draw a series of simple circuit Learners may think that the larger the battery the more
changing the number complete circuit, series diagrams: powerful it is. This is not always the case. Address this
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or type of components circuit, component, • Diagram 1 contains two wires, one cell and one misconception by giving learners the opportunity to
in a series circuit can cell, lamp, switch, lamp. The lamp is shown as on. examine different-sized batteries and identify their
make a lamp brighter motor, buzzer, • Diagram 2 contains two cells and the lamp is number of volts.
or dimmer. bright/brighter, shown as being brighter.
dim/dimmer • Diagram 3 contains three cells and the lamp is Learners may think that adding a motor to a circuit will
shown as brighter still. make the lamp brighter; they may think the motion of
the motor generates additional power. Address this
Learners could draw a series of simple circuit misconception by giving learners the opportunity to
diagrams: investigate what happens when a motor is added to a
• Diagram one contains two wires, one cell and one simple circuit that contains a lamp.
lamp. The lamp is shown as on.
• Diagram two contains one cell and two lamps both Learners may think that adding more lamps to a circuit
of which are shown as being dimmer. will make all of the lamps brighter. Address this
• Diagram three contains one cell and three lamps misconception by demonstrating what happens when
all of which are shown as being even dimmer. more lamps are added to a circuit.
4Pe.04 Know some Material, electrical Learners could draw a simple circuit diagram. They Learners may think that all non-metals are electrical
materials are good conductor, electrical could use the letter ‘e’ to represent electricity. When insulators. Address this misconception by
electrical conductors, insulator, metal, non- the circuit is made from an electrical conductor (e.g. demonstrating that graphite conducts electricity.
especially metals, and metal metal wire) the letter ‘e’ is written all the way around Learners could also investigate the conductivity of salt
some are good the circuit and the lamp is shown as on, signifying that dough and salty water; ensure that learners are
electrical insulators. the electricity is flowing. When the circuit contains an warned about the risks of mixing water and electricity.
electrical insulator (e.g. wood) the letter ‘e’ is not
written and the lamp is shown as being off. Learners may think that the plastic coating on wires
conducts electricity. Address this misconception by
An open and closed door could be used to represent placing different plastics into a circuit and seeing if the
electrical conductors and insulators. When the door is lamp lights up. Also discuss with learners what would
open it represents a conductor; allowing the electricity happen if you directly touched something that had
to flow through. When the door is closed it represents electricity flowing through it. Explain that you would
an insulator; preventing the electricity from flowing receive an electric shock. Plastic is an electrical
through. insulator, so it is used to cover the wire to protect us
from the electricity.
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4Pe.01 Know that an 4TWSp.05 Identify risks and Investigating simple circuits
electrical device will explain how to stay safe
not work if there is a during practical work. Ask learners to list of all the things that use electricity that they can think of. Learners share their list and
break in the circuit. create a class master list. Identify any electrical devices in the classroom and discuss where they get
4TWSc.03 Choose electricity from. If needed add these to the list. Remind learners that most electrical devices are powered
equipment from a provided by batteries or ‘mains’ electricity (i.e. from a plug in the wall).
selection and use it
appropriately. Ask learners:
What are the potential dangers of electricity?
Discuss with learners the ways in which electricity can be dangerous. Explain that learners must:
• never stick anything into plugs or touch bare wires
• never take apart electrical devices or use anything that is powered by electricity near water
• not play on (or near) electricity pylons or substations
• never try to cut open batteries because they contain harmful, corrosive chemicals.
Put learners into groups. Give each group 4 wires, a lamp, a cell, a motor, component labels and
component description cards. Explain that the different parts of a circuit are called components. Ask
learners to match the labels and the descriptions to the components. Discuss their choices and address
any misconceptions. Explain that learners are going to investigate simple circuits and electricity.
Ask learners:
What risks are there when investigating electricity?
How can we investigate electricity safely?
Learners discuss their ideas with a partner or in a group. They then share their thoughts through a whole
class discussion. Ensure that learners know that: components may become hot if used for too long; they
and cells may cause a short circuit if incorrectly stored. Reassure learners that their investigations will only
use very small amounts of electricity so they are safe. They must never investigate electricity using larger
amounts, for example from a plug; this would be very dangerous.
Set the groups the challenge of using the components to make the lamp light up. If needed, provide
‘suggestion cards’ to support groups that are struggling. Once every group has made the lamp light up,
explain that they have made a simple circuit.
What did you notice when you were making your simple circuits?
Listen to learners’ observations.
233

What happened if one of the wires wasn’t touching one of the other components?
The learners change their circuit so there is now a break.

What do you notice?
Elicit that the lamp will not light up when one of the wires is not touching one of the other components.
Explain that the electricity cannot flow around the circuit and through the lamp when there is a break in the
circuit (i.e. when one of the components is not connected to all of the others) so the lamp will not work.
Allow learners time to explore the effect of creating breaks in their circuits. If possible, learners can also
replace the lamp with other components (e.g. a motor or buzzer) and see if the effect is the same when
they create a break.
Learners draw two versions of their simple circuits and add labels to show whether the lamp is on or off.
The first diagram shows all of the components as connected and the lamp is on; the other diagrams shows
a break in the circuit and the lamp is off.
Resources: Component labels, component description cards, suggestion cards, wires, lamps, cells
4Pe.02 Describe how 4TWSc.06 Carry out Investigating switches
a simple switch is used practical work safely
to open and close a Recap the potential dangers of electricity and how to investigate it safely. Show learners two circuit
circuit. 4TWSc.03 Choose diagrams: one in which the components are all connected and one where there is clearly a break in the
equipment from a provided circuit.
selection and use it What do you notice about these simple circuits?
appropriately.
Listen to learners’ suggestions. If necessary, focus their observations by asking:
Will the lamp light up in both circuits?
Listen to learners’ ideas. Explain that an electrical device will only work in a circuit where all the
components are connected. If there is a break the electricity cannot flow around the circuit and through the
electrical device so it will not work. Place different components to make simple cell circuits (e.g. wires,
lamps, cells) at the front of the room. Put learners into groups and ask them to select components to make
a simple circuit in which the lamp lights up. Once learners have completed this task, walk over to the light
switch and switch it on (or off). Ask:
What does a switch do?
Listen to learners’ ideas. Show learners the circuit symbol for a switch in the open position and in the
closed position; ask them to look at them carefully. Ask:
How do you think a switch works?
How does it switch an electrical device on or off?
234

Listen to learners’ suggestions. Elicit that a switch works by deliberately breaking the circuit. Show
learners two simple circuit diagrams containing three wires, a lamp, a switch and a cell; in one diagram the
switch is in the closed position (i.e. ‘on’) and in the other it is in the open position (i.e. ‘off’).
In which circuit will the lamp light up?
In which circuit will the lamp not light up?
In which circuit is the switch in the on position?
In which circuit is the switch in the off position?
Learners discuss their ideas with a partner. As a whole class identify the circuit that has the switch in the
‘closed’ position (i.e. where there is no break) as being the one where the lamp will light up. The switch
here is ‘on’.
Give individual learners a piece of card, two split pins and a paper clip. Model how to use these resources
to make a simple switch. Model connecting the switch to a simple circuit and using it to switch a lamp on
and off. In groups, learners make their own simple circuits and take it in turns to connect them to their
switches and use them to switch the light on or off.
Learners then draw two drawings, one showing the simple circuit with the switch in the ‘closed’, on
position (with the lamp on) and the other with the switch in the ‘open’, off position (with the lamp off). They
label their drawings, explaining how the switch works and whether it is on or off.
If resources are limited, construct a simple circuit containing a switch and demonstrate to learners how it
works. Alternatively, show learners a video of a switch working in a simple circuit. Learners could then
produce drawings showing circuits with switches in the open and closed positions; they show whether the
lamp is lit/unlit depending on the position of the switch.
Resources: Wires, lamps, cells, resources to making simple switches

4Pe.03 Describe how 4TWSp.04 Identify variables Investigating what affects the brightness of a lamp
changing the number that need to be taken into
or type of components account when doing a fair Recap the potential dangers of electricity and how to investigate it safely. Put learners into groups, ask
in a series circuit can test. them to construct a simple circuit from two wires, a cell and a lamp. Support groups where necessary.
make a lamp brighter Explain to learners that they will carry out a ‘fair test’. In a fair test, one thing (called the independent
or dimmer. 4TWSa.02 Describe simple variable) is changed to see what effect this has. Everything else is kept the same; these are called the
patterns in results. ‘control variables’. The thing you are measuring to see what effect, if any, there is, is called the ‘dependent
variable’. Ask:
4TWSa.03 Make a How could we make the lamp brighter or dimmer?
conclusion from results and
Elicit that we could change the number or type of components to see what effect this has on the
brightness of the lamp (e.g. increase the number of cells).
235

relate it to the scientific What component would you like to change?
question being investigated.
Learners discuss in their groups whether they would like to increase the number of one of the components
(e.g. cells, lamps, wires) or add additional components (e.g. a motor or buzzer). Once each group has
decided, ask:
What are you changing?
Listen to each group’s choice. Ensure learners know this is the independent variable. Provide learners
with the additional components.
What are you measuring?
Elicit the brightness of the lamp. If light meters are available, learners could take a light reading before and
after making the change. If not, they could observe and record whether the lamp is getting brighter or
dimmer. Ensure learners know this is the dependent variable.
What are you going to keep the same?

Ask each group to identify what they are going to keep the same when carrying out their investigation.
Support learners where necessary. Ensure learners know these are the control variables.
How will you record your results?

Model drawing a results table. Learners then draw their own results table.
Learners carry out their investigation. Ask them to look at their results and see if they can identify what has
happened to the dependent variable (e.g. more cells = a brighter lamp; more lamps = dimmer).
Ask learners to write a conclusion that explains how to make a lamp brighter (or dimmer) in a simple circuit
based on the observations from across the whole class.
If resources are limited, construct a simple circuit and add cells (or lamps) while learners observe what
happens to the brightness of the lamp.
Resources: Wires, lamps, motors, buzzers, cells

4Pe.04 Know some 4TWSc.06 Carry out Investigating electrical conductors and electrical insulators
materials are good practical work safely
electrical conductors, Recap the potential dangers of electricity and how to investigate it safely. Introduce the terms ‘electrical
especially metals, and 4TWSp.02 Know that there conductor’ and ‘electrical insulator’. Explain to learners that electrical conductors let electricity flow through
some are good are five main types of them readily and electrical insulators do not let electricity flow through them readily; we often say that
electrical insulators. scientific enquiry (research, electrical insulators inhibit the flow of electricity.
fair testing, observing over
time, identifying and
236

classifying, and pattern Put learners into groups. Give each group three wires, a cell, a lamp and a variety of materials, including
seeking). some electrical conductors (e.g. different types of metal) and some electrical insulators (e.g. plastics,
fabric, wood). Remind learners that there are five types of scientific enquiry; briefly discuss what they are.
4TWSa.02 Describe simple Explain to learners that they are going to carry out an ‘identifying and classifying’ enquiry. Ask:
patterns in results. Which materials are good electrical conductors and which are good electrical insulators?
How could you use the electrical components to find out?
Learners discuss their ideas for their enquiry and share their ideas with the whole class. Elicit that they
need to make a simple circuit and then connect two of the wires to each of the different materials; model
how to do this.
How will you know if the material is an electrical conductor or an electrical insulator?
Elicit that the lamp will light up if the material is an electrical conductor because it will let the electricity flow
through it and therefore through the circuit. If the lamp does not light up the material is an electrical
insulator because it has inhibited the electricity flow through it and therefore electricity is not flowing
through the circuit.
Model drawing a results table. Learners use their results to identify which materials are electrical
conductors and which are electrical insulators. Ask learners to identify any simple patterns in their results.
Discuss learners’ findings and elicit that metals are good electrical conductors while most non-metals are
good electrical insulators. Highlight that some non-metals will also conduct electricity e.g. graphene in a
pencil. Demonstrate this to learners using a pencil.
This activity could be extended by asking learners to think about how electrical conductors and electrical
insulators are used in our everyday lives to enable us to use electricity safely. Their discussion could be
focussed by asking them:
Why are wires made of metal but covered in plastic?
If resources are limited, construct a simple circuit and place different materials into it while learners
observe whether the lamp lights or not; they decide whether it is an good electrical conductor or good
electrical insulator.
Resources: Wires, cell, lamp, a variety of electrical conductors and electrical insulators
237
Sample Lesson 1
CLASS:
DATE:
Learning objectives 4Cc.01 Describe solidification/freezing and melting, using the particle models to
describe changes of state
4TWSm.03 Draw a diagram to represent a real world situation and/or scientific idea.
4TWSc.08 Collect and record observations and/or measurements in tables and
diagrams.
4TWSp.03 Make a prediction describing some possible outcomes of an enquiry.
Lesson focus / I can identify when solidification/freezing and melting takes places
success criteria I can use diagrams to describe the change between solid and liquid state
I can make observations
I can make a prediction about what I expect to observe
Prior knowledge / Previous Learners need to know about the properties of solids and liquids and how they
learning behave differently.
Learners need to have prior experience of the particle model to describe a solid and
liquid.
Plan

Introduction Start the lesson by showing learners some ice-cream in a bowl. Ask Ice cream
learners if they like ice-cream and what their favourite flavour is. Explain to
learners that they are going to learn about solidification/freezing and
melting by making ice-cream. To start we will recap solids and liquids. Ask
learners:
What are the properties of solids and liquids?
Can you identify any solids or liquids in the classroom?
How do you know they are a solid/liquid?
Discuss learners’ ideas and address any misconceptions. Explain to

learners that there are five main types of scientific enquiry. Discuss what
they are. Explain that, in this lesson, they are going to observe over time
how liquid milk changes as it is cooled down and then warmed up.
Main activities Put the learners into groups. Give each group a cup containing milk and Before making ice-
some other empty containers. Ensure that all containers are clean. Ask: cream check that no
Is the milk a solid or a liquid? learners have
allergies. If learners
Before discussing learners’ ideas, encourage them to pour the milk into are going to be
different containers and observe what happens. Establish that the milk allowed to taste their
is a liquid. Learners draw a diagram of the milk in the cup and label that ice-cream, ensure
it is a liquid and a description of its properties. Ask: that all equipment is
What do you predict will happen to the milk if we cool it down? clean and that they
have washed their
Discuss learners’ predictions. Explain that they are now going to cool hands before
the milk down and make it into ice-cream. Ask learners, in their groups, beginning the
to: activity.
1. Pour the cup of milk into a small, sealable, clear plastic bag.
2. Add a tablespoon of sugar to the milk. • Cups
3. Seal the bag. • Different-sized
4. Half fill a large sealable bag with ice-cubes. Add six tablespoons of containers
salt. • Small, clear,
5. Place the small bag (containing the milk) into the upright, large bag sealable bag
(containing the ice-cubes). • Large, clear
6. Seal the large bag and shake it hard for 5 minutes. sealable bag
7. Carefully remove the small bag, unseal it and empty the contents • Milk
into an empty bowl. • Sugar
• Ice cubes
The milk/sugar mixture will have turned into ice-cream. Ask:
• Salt
238

How has the milk changed? • Tablespoons
Is the ice-cream a solid or a liquid? How do you know? • Bowls
*Ensure all
Discuss learners’ observations and ideas. Explain that the ice-cream is resources/equipment
a solid; it keeps its shape rather than taking on the shape of the bowl. are clean.
Learners draw a diagram of the ice-cream in the bowl; they label the
ice-cream as a solid and its properties. Explain to learners that when a
liquid is cooled down it freezes (or solidifies) and becomes a solid.
Learners describe what happened to the milk and how it changed as it
was cooled down.
Ask:
What do you predict will happen to the ice-cream when it warms up?
Discuss learners’ predictions. Ask them to observe and record what
happens as the ice-cream warms up.
Once the ice-cream has melted ask:

What has happened to the ice-cream?
How has it changed?
Is it still a solid?
Discuss learners’ observations. Explain that when solids warm-up they

melt and become a liquid. The ice-cream has melted and is a liquid
again. It takes on the shape of the bowl and can be poured. Learners
describe the process of melting that they have just observed.
Relate the process of freezing and melting to the particle model using
drama. Take learners to an open space, or create space by moving
tables to the side of the classroom. Using cones mark out a ‘bowl’ on
the ground. Ask learners to be ‘particles’. To simulate the liquid milk,
ask them to stand closely together, randomly, inside the ‘bowl’. They
move around each other, staying close together at all times. Then, to
represent the ‘particles’ being cooled down as they change from a liquid
to a solid, ask learners to line up in regular rows, standing closely
together. Once all of the ‘particles’ are lined up explain that the liquid
has now solidified/frozen and become a solid. Learners then simulate
the process of melting by starting to move closely around each other
again randomly.
End/Close/ Recap the processes of freezing and melting. Discuss other examples
Reflection/ of freezing and melting (e.g. water freezing in very cold weather;
Summary chocolate/butter melting on a hot day).
Reflection
Next steps
239
Sample Lesson 2
CLASS:
DATE:
Learning objectives 4ESs.02 Name the planets in the Solar System
4ESs.03 Know that the Sun is at the centre of the Solar System.
4TWSm.01 Know that models are not fully representative of a real world situation
and/or scientific idea.
4TWSm.02 Use models to show relationships, quantities or scale.
4TWSm.03 Draw a diagram to represent a real world situation and/or scientific idea.
Lesson focus / I can name the planets in the Solar System
success criteria I can describe the Solar System, with the Sun in the centre and then planets in orbit
around the Sun
I can use a model to describe the Solar System
I can draw a diagram to describe the Solar System
Prior knowledge / Previous Learners need to know that the Earth is a planet and that the Sun is one of many
learning stars.
Learners will benefit from previous experience describing the movement of the
Earth around the Sun
Plan

Introduction Start the lesson by explaining that there are eight planets in the Solar Pictures of the
System and one star, the Sun. Ask: different planets
What are the names of the planets in the Solar System? and the Sun
Listen to learners’ suggestions and celebrate what they already now. Give
learners pictures of the planets and the Sun; each labelled with their name.
Ask them to put the pictures in the correct order. Discuss learners’ choices
and address any misconceptions. Display a picture showing the order of the
planets and the location of the Sun. Explain that the Sun is at the centre of
the Solar System
Main activities Explain to the learners that they are going to create a scale model of the Resources:
Solar System to show the position of the Sun and the planets using toilet Toilet rolls, a large
rolls. Take the learners outside to a large open space; have name labels open space, name
ready to give each learner that represents a planet. labels for the
planets and the
Select a learner to be the Sun; ask them to stand in the middle of the Sun
space. Explain that one sheet of toilet paper represents 10,000,000
miles! Start by the ‘Sun’ and unroll 3.6 sheets, a learner stands at this
point to represent Mercury. Unroll 3.1 more sheets, a learner stands at
this point to represent Venus. Unroll 2.6 more sheets; a learner stands at
this point to represent Earth. Continue until you get to Neptune using the
following sheets information;
• Earth to Mars unroll 4.8 sheets
• Mars to Jupiter unroll 34.3 sheets
• Jupiter to Saturn unroll 40.3 sheets
• Saturn to Uranus unroll 90 sheets
• Uranus to Neptune unroll 101 sheets
Once all of the ‘planets’ are in position ask them to walk in a circle
around the ‘Sun’ to simulate their orbits. Emphasise the location of the
Sun at the centre of the Solar System. Discuss the limitations of this
model with learners (e.g. the orbits of the planets are not perfectly
circular, the distances shown are an approximation)
Return to the classroom and ask learners to draw a diagram showing

their understanding of the Solar System, in particular the sequence and
names of the planets with a reference to the relative distance between
the planets.
240

End/Close/ Share a mnemonic for remembering the order of the planets (e.g. My
Reflection/ very eager mother just served us noodles’). Challenge learners to think
Summary of their own.
Reflection
Next steps
241
Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554 f: +44 1223 553558
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Unit Suggested teaching time

Unit 4.1 Historical stories 20 hours

Unit 4.2 Recounts 20 hours

Unit 4.3 Poems from different times and cultures 10 hours

Unit 4.4 Explanations 20 hours

Unit 4.5 Fantasy stories 20 hours

Unit 4.6 Playscripts that show a range of dramatic

Unit Suggested teaching time

Unit 4.8 Stories about issues and dilemmas 20 hours

Unit 4.9 Persuasive texts 20 hours

Total 150 hours

Sample lesson plans

Other support for teaching Cambridge Primary English Stage 4

Included on this support site are:

Resources for the activities in this scheme of work

Approaches to teaching Cambridge Primary English Stage 4

Organisation of learning objectives into units

Unit 4.1 Historical stories

Unit 4.1 Historical stories

Recommended prior knowledge:

Unit 4.1 Historical stories

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Show examples of the three kinds of adverbs on the board:

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Unit 4.2 Recounts

Unit 4.2 Recounts

Recommended prior knowledge:

Unit 4.2 Recounts

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Encourage learners to use on-screen spellcheckers when produce word-processed pieces of

Learning objectives Suggested teaching activities Resources

Provide some success criteria for their writing, such as:

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

He made his discovery in 1900. → He didn’t publish his

He made his discovery in 1900 although he didn’t publish his

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Unit 4.3 Poems from different times and cultures

Unit 4.3 Poems from different times and cultures

Recommended prior knowledge:

Speaking and Listening

Unit 4.3 Poems from different times and cultures

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

Explore learners’ understanding of implicit meaning by questioning them and modelling

Learning objectives Suggested teaching activities Resources

Learning objectives Suggested teaching activities Resources

I broke my sister’s favourite toy –

4Rv.08 Comment on the He is as tall as a skyscraper.

4Rv.03 Identify and record He is tall like a giraffe.

Learning objectives Suggested teaching activities Resources

Descriptive words Words from our culture

Learning objectives Suggested teaching activities Resources

Unit 4.4 Explanations

Unit 4.4 Explanations