English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Lower Key Stage 2 Year 3 and 4
English Objectives
Spoken Language:
Pupils should be taught to:
• listen and respond appropriately to adults and their peers
• ask relevant questions to extend their understanding and knowledge
• use relevant strategies to build their vocabulary
• articulate and justify answers, arguments and opinions
• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
• maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
• use spoken language to develop understanding
• speak audibly and fluently
• participate in discussions, presentations, performances, role play, improvisations and debates
• gain, maintain and monitor the interest of the listener(s)
• consider and evaluate different viewpoints
• Select and use appropriate registers for effective communication.
Word Recognition: Reading
Pupils should be taught to:
• apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning
of new words they meet
• read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Reading Comprehension
Pupils should be taught to:
• Develop positive attitudes to reading and understanding of what they read by:
• listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• reading books that are structured in different ways and reading for a range of purposes
• using dictionaries to check the meaning of words that they have read
• increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and
conventions in a wide range of books
• preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
• discussing words and phrases that capture the reader’s interest and imagination
• recognising some different forms of poetry [for example, free verse, narrative poetry]
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
• understand what they read, in books they can read independently, by:
• checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
• asking questions to improve their understanding of a text
• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
• predicting what might happen from details stated and implied
• identifying main ideas drawn from more than one paragraph and summarising these
• identifying how language, structure, and presentation contribute to meaning
• retrieve and record information from non-fiction
• participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
Writing Transcription
Spelling (see spelling list – Year 3 and 4 words - Appendix 1)
Pupils should be taught to:
• use further prefixes and suffixes and understand how to add them
• spell further homophones
• spell words that are often misspelt
• place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
• use the first two or three letters of a word to check its spelling in a dictionary
• write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
Writing Transcription
Handwriting
Pupils should be taught to:
• use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
• increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of
writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].
Writing
Vocabulary, Grammar and Punctuation
Pupils should be taught to:
• develop their understanding of the concepts set out in Appendix 2 by:
• extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
• using the present perfect form of verbs in contrast to the past tense
• choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
• using conjunctions, adverbs and prepositions to express time and cause
• using fronted adverbials
• learning the grammar for years 3 and 4 in Appendix 2
• indicate grammatical and other features by:
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
• using commas after fronted adverbials
• indicating possession by using the possessive apostrophe with plural nouns
• using and punctuating direct speech
• use and understand the grammatical terminology in Appendix 2 accurately and appropriately when discussing their writing and reading
Writing Composition:
Pupils should be taught to:
• plan their writing by:
• discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
• discussing and recording ideas
• draft and write by:
• composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
• organising paragraphs around a theme
• in narratives, creating settings, characters and plot
• in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
• evaluate and edit by:
• assessing the effectiveness of their own and others’ writing and suggesting improvements
• proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
• proof-read for spelling and punctuation errors
• read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
APPENDIX 1 – Spelling Year 3 and 4 Adding suffixes beginning with vowel letters to words of more than
one syllable forgetting, forgotten, beginning, beginner, prefer,
preferred, gardening, gardener,
The /ɪ/ sound spelt y elsewhere than at the end of words myth,
gym, Egypt, pyramid, mystery
The /ʌ/ sound spelt ou young, touch, double, trouble, country
More prefixes
dis–: disappoint, disagree, disobey
mis–:misbehave, mislead, misspell (mis + spell)
in–: inactive, incorrect
il-: illegal, illegible,
im-: immature, immortal, impossible, impatient, imperfect
ir-:irregular, irrelevant, irresponsible
re–: redo, refresh, return, reappear, redecorate
sub–: subdivide, subheading, submarine, submerge
inter–: interact, intercity, international, interrelated (inter + related)
super–: supermarket, superman, superstar
anti–: antiseptic, anti-clockwise, antisocial
auto–: autobiography, autograph The suffix –ation information, adoration,
sensation, preparation, admiration
The suffix –ly sadly, completely, usually (usual + ly), finally (final + ly),
comically (comical + ly), happily, angrily, gently, simply, humbly, nobly
basically, frantically, dramatically
Words with endings sounding like /ʒə/ or /tʃə/ measure, treasure,
pleasure, enclosure, creature, furniture, picture, nature, adventure
Endings which sound like /ʒən/ division, invasion, confusion, decision,
collision, television
The suffix –ous poisonous, dangerous, mountainous, famous, various,
tremendous, enormous, jealous humorous, glamorous, vigorous, courageous,
outrageous, serious, obvious, curious, hideous, spontaneous, courteous
Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian
invention, injection, action, hesitation, completion expression, discussion,
confession, permission, admission, expansion, extension, comprehension,
tension, musician, electrician, magician, politician, mathematician
Words with the /k/ sound spelt ch (Greek in origin) scheme, chorus,
chemist, echo, character
Words with the /ʃ/ sound spelt ch (mostly French in origin) chef,
chalet, machine, brochure
Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –
que (French in origin) league, tongue, antique, unique
Words with the /s/ sound spelt sc (Latin in origin) science, scene,
discipline, fascinate, crescent
Words with the /eɪ/ sound spelt ei, eigh, or ey vein, weigh, eight,
neighbour, they, obey
Possessive apostrophe with plural words girls’, boys’, babies’, children’s,
men’s, mice’s (Note: singular proper nouns ending in an s use the ’s suffix
e.g. Cyprus’s
opulation)
Homophones or near-homophones accept/except, affect/effect,
ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown,
here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet,
medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign,
scene/seen, weather/whether, whose/who’s
Word List – Year 3/4
accident(ally)
actual(ly)
address
answer
appear
arrive
believe
bicycle
breath
breathe
build
busy/business
calendar
caught
centre
century
certain
circle
complete
consider
continue
decide
describe
different
difficult
disappear
early
earth
eight/eighth
enough
exercise
experience
experiment
extreme
famous
favourite
February
forward(s)
fruit
grammar
group
guard
guide
heard
heart
height
history
imagine
increase
important
interest
island
knowledge
learn
length
library
material
medicine
mention
minute
natural
naughty
notice
occasion(ally)
often
opposite
ordinary
particular
peculiar
perhaps
popular
position
possess(ion)
possible
potatoes
pressure
probably
promise
purpose
quarter
question
recent
regular
reign
remember
sentence
separate
special
straight
strange
strength
suppose
surprise
therefore
though/although
thought
through
various
weight
woman/women
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Appendix 2 – Grammar Year 3
• Formation of nouns using a range of prefixes [for example super–, anti–, auto–]
• Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]
• Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]
• Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon,
therefore], or prepositions [for example, before, after, during, in, because of]
• Introduction to paragraphs as a way to group related material
• Headings and sub-headings to aid presentation
• Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]
• Introduction to inverted commas to punctuate direct speech
Appendix 2 – Grammar Year 4
• The grammatical difference between plural and possessive –s
• Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]
• Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with
curly hair)
• Fronted adverbials [for example, Later that day, I heard the bad news.]
• Use of paragraphs to organise ideas around a theme
• Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
• Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted
commas: The conductor shouted, “Sit down!”]
• Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]
• Use of commas after fronted adverbials
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Terminology for pupils – Year 3
preposition
conjunction
word family
prefix
clause
subordinate clause
direct speech
consonant
consonant letter vowel
vowel letter
inverted commas (or ‘speech marks’)
Terminology for pupils – Year 4
determiner
pronoun
possessive pronoun
adverbial
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
WORD
Year 3
SENTENCE
Year 3
TEXT
Year 3
PUNCTUATION
Year 3
• Formation of nouns using a range of
prefixes [for example super–, anti–,
auto–]
• Use of the forms a or an according to
whether the next word begins with a
consonant or a vowel [for example, a
rock, an open box]
• Word families based on common
words, showing how words are
related in form and meaning [for
example, solve, solution, solver,
dissolve, insoluble
Expressing time, place and cause
using
•conjunctions [for example, when,
before, after, while, so, because],
adverbs [for example, then, next,
soon, therefore],
*prepositions [for example, before,
after, during, in, because of]
• Introduction to paragraphs as a
way to group related material
• Headings and sub-headings to aid
presentation
• Use of the present perfect form
of verbs instead of the simple
past [for example, He has gone
out to play contrasted with He
went out to play]
Introduction to inverted commas to punctuate
direct speech
WORD
Year 4
SENTENCE
Year 4
TEXT
Year 4
PUNCTUATION
Year 4
• The grammatical difference between
plural and possessive –s
• Standard English forms for verb
inflections instead of local spoken
forms [for example, we were instead
of we was, or I did instead of I done]
• Noun phrases expanded by
the addition of modifying
adjectives, nouns and
preposition phrases (e.g.
the teacher expanded to:
the strict maths teacher
with curly hair)
• Fronted adverbials [for
example, Later that day, I
heard the bad news.]
• Use of paragraphs to organise
ideas around a theme
• Appropriate choice of pronoun or
noun within and across sentences
to aid cohesion and avoid
repetition
• Use of inverted commas and other
punctuation to indicate direct speech
[for example, a comma after the
reporting clause; end punctuation within
inverted commas: The conductor
shouted, “Sit down!”]
• Apostrophes to mark plural possession
[for example, the girl’s name, the girls’
names]
• Use of commas after fronted
adverbials
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Year Grammar Objectives Example Terminology
3
Recognise simple sentences and begin
to recognise compound and complex
sentences
Encourage children to extend their sentences using joining words (conjunctions).
They can join simple sentences (clauses)
The boat arrived late and the man walked down the gangway.
They can add a subordinate clause to a sentence
When the rain stopped, the girls went back to the playground.
Sentence
Conjunction
3 Use and recognise nouns, adjectives
and adjectival phrases
Explain what a noun is, and how an adjective or adjectival phrase can modify the
noun: Mrs Coles’ house was noisy, loud and messy. Peter and Poppy, who were my
age, looked after me very nicely.
Noun
Adjective
3 Use powerful verbs
Introduce the idea of a verb
Explain the concept of a verb and encourage children to use powerful verbs in their
writing
Not: I went out of the room but I stormed out of the room ... or
I plodded out of the room I crept out of the room...
Verb
3 Introduce the idea of tense in verbs
Explain the concept of a verb and help children to recognise these. They also relate
the tense of verbs used to the type of writing. E.g. narrative is usually past tense,
description can be present tense.
She ran along the road and saw the robber vanishing down a trapdoor.
My friend has red hair, blue eyes and is always telling jokes.
Verb
Past tense
Present tense
3 Use dialogue in narrative or in drama
Start by relating speech bubbles to speech marks. Make sure what is inside the
speech bubble (marks) is what we or the characters SAY.
“I’m hungry!” yelled the big, bad wolf. “Give me some FOOD!”
Inverted commas or
speech marks
Direct speech
3
Extend the range of sentences with
more than one clause.
Co-ordination: using ‘and’, ‘or’ and ‘but’
(compound)
Subordination: using a wider range of
conjunctions to add subordinate
clauses (complex).
Extend children’s use of longer sentences in their writing, so they frequently use
sentences with at least one subordinate clause.
Use joining words (conjunctions) such as: and, or, but, if, when, where, because, so,
although, etc.
Conjunction
Clause
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Year Grammar Objectives Examples Terminology
4 Use adverbs to modify verbs
Children need to understand that we can not only say that something is done or
happened, but also HOW.
She went off happily to see her granny.
He kicked the ball furiously into the wall.
Adverb
4 Use conjunctions to express time or
cause
Extend children’s use of complex sentences by encouraging them to think about how,
when, where or why something was done or happened.
Dad tripped on the stairs because the cat was lying there.
When the film was over, we all went and had a meal.
He was certainly still angry so the dogs thought it best to keep out of his sight for a
while.
Conjunction
Clause
Sentence
Subordinate clause
4 Use prepositions to express time and
place
Help children make their writing more interesting by using prepositional phrases.
With a heavy heart, the princess put the frog back in the pond.
He kicked the ball right over the wall.
Preposition
Phrase
4 Person – understanding that writing
can be third or first person
Children need to become aware that writing can be ‘She did this...’ or ‘I did this...’.
We can write in the 3rd or the 1st person.
The dog wandered down the street looking for cats and food.
I wandered down the street looking for my dog.
Verb
4
Use adverbs and adverbials
(prepositional phrases which act as
adverbs)
Extend children’s understanding of adverbs, showing them how to use a phrase to say
HOW something is done or HOW it happened.
He spoke crossly and in a loud voice to all the children.
The dog ran with the lead in its mouth, down the street.
Adverb
4 Use commas after or before phrases
and clauses
Introduce the idea of a ‘short pause’ which does not merit a new sentence but does
require a comma. Show chn how we can use commas before or after phrases or
clauses.
After the door slammed, the class sat in total silence.
As light as a bird, the glider disappeared into the clouds.
Comma
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Year Grammar Objectives Examples Terminology
4 Choosing nouns or pronouns for clarity
and cohesion and to avoid repetition.
Encourage children to use pronouns to help them make sense and be clear:
1. Avoid repetition: While Sam watched the TV programme. Sam finished making his
Lego spaceship.
2. Avoid ambiguity: Mary wanted to help her granny and she was feeling very tired.
3. Add to the cohesion: When she went to bed, Mog was feeling rather full of milk
and cat food.
Pronoun
4
Use dialogue in narrative or in drama,
emphasising the differences between
spoken and written speech.
Extend children’s use of dialogue, consolidating the use of speech punctuation and
ensuring that what is in the speech marks is what is SAID, not what might be
written.
E.g. We can use contracted forms, and we can use slang...
“Give me a break,” sneered Tom, “You can’t expect me to believe that!”
“Ger’off, you’re hurting me,” Sam told his younger brother.
Inverted commas or
speech marks
Direct speech
4 Use the possessive apostrophe
Use for singular and plural nouns.
Joanna’s temper was rising fast.
He really wanted his brother’s football shirt.
All the dogs’ dinners had been stolen.
Apostrophe
4 Use fronted adverbials
Extend children’s use of adverbs by encouraging them to start their sentences with
an adverbial.
In total silence, the children tiptoed along the corridor.
Without blinking, Max stared into all their yellow eyes.
Adverbial
Phrase
4 Use of the present perfect form of
verbs in contrast to the past tense Present perfect
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Spelling – Year 3
Term 1 – to revise the common words from Y1/2
to revise the understanding of adding suffixes
to revise the understanding of creating plurals
Topic, Science and Numeracy words should be taught alongside the rules below.
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To revise spelling of
common words.
Word
workouts
they because friend when
what where there their
February early earn earth
often sew sure
half heart often reign
strength sentence island
junior behave certain
chocolate difficult
To be secure in
spelling of common
words.
Numeracy –
odd even
more less
number table
chart
different
method
(numbers)
To consolidate the
understanding of
adding the suffix
ing to verbs.
Most words add ing.
Words ending in e – drop the e
add ing.
Words with a short vowel
before the final letter double
the final letter.
Tense
change
GFW – Unit 1
(p.34)
Spelling
Bank (p.4)
Support for
Spelling
(p.16, 36)
help ask see say look
hope write care like
smile come take decide
hop run shut shop plan
win swim sit fit hit
building educate disturb
guide guard
multiply mention
To know and
understand the
rules for adding
ing to verbs.
Numeracy –
add subtract
choose use
jot
To consolidate the
understanding of
Most words add ed. Tense
change
Spelling
Bank
help ask look watch To know and
understand the
Numeracy –
decide
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
adding the suffix ed
to verbs.
Words ending in e – drop the e
add ed.
Words with a short vowel
before the final letter double
the final letter.
GFW – Unit 1
(p.34)
(p.23)
Support for
Spelling
(p.16, 36)
hope care like decide
smile hate plan rub clap
crop
discover increase interest
injure inquire
rules for adding
ed to verbs.
multiply
divide
To spell regular
verb endings s, ed
and ing.
Most verbs add s, ed and ing.
Single syllable ending with a
consonant preceded by a short
vowel double the final
consonant.
Words ending in e drop the e.
y change to i as necessary.
Add es for hissing buzzing
sounds.
Tense change
GFW – Unit 1
(p.34)
Spelling
Bank
(p.23, 46)
Support for
Spelling
(p.16, 36)
cook play help jump work
drag stop hug drop
save note explore cause
carry cry marry spy try
touch hiss buzz, wash
rush fizz kiss.
As above
To begin to
recognise and use
regular verb
endings
accurately.
Numeracy –
multiply
divide
estimate
point repeat
To begin to identify
irregular tense
changes and to
begin to group
them.
Tense
change
GFW – Unit 2 (p.36)
Spelling
Bank
(p.24)
Support for
Spelling
(p.36)
blow – blew
know – knew
throw – threw
sing – sang
run – ran
swim – swam
To begin to
identify and use
irregular verb
endings when
writing.
To consolidate the
understanding of
adding the suffixes
er and est to words.
Most words add er or est.
Words ending in e – drop the e
add er or est.
Words with a short vowel
before the final letter double
the final letter.
Comparative and
superlative adjectives
GFW - Unit 10 (p.52)
Spelling
Bank
(p.8)
Support for
Spelling
(p.62)
quick cold long tall rich
nice late close ripe rude
big hot thin fat
To know and
understand the
rules for adding er
and est to words.
Numeracy –
long short
high low near
far few
further
closer early
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
late heavy
light
To consolidate the
understanding of
adding suffixes ed,
ing, er and est to
root words ending in
consonant + y.
The y is changed to i with the
exception of ing.
Exceptions skiing, taxiing.
Tense change
GFW – Unit 1
(p.34)
Spelling
Bank (p.4,
23)
copy try cry happy reply
carry silly
To know the rule
for adding
suffixes to words
ending with y.
Numeracy –
multiply
divide
estimate
repeat collect
approximate
investigate
To consolidate the
understanding of
how words change
when y is added.
Most words add y.
Short vowel words double the
final consonant.
Words ending in digraph e drop
the e add y.
Words become
adjectives
GFW – Unit 10 (p.52)
Spelling
Bank
(p.9)
crisp smell cheek full
fun fur run sun rat nut
grease haze bone stone
laze.
To know and
understand the
rule for adding y
to change a word.
To consolidate the
understanding of
how words change
when s or es is
added to create a
plural.
Most words add s.
Add es if the word ends in a
hissing buzzing shushing sound.
Words ending in y add s if the
final letter is preceded by a
vowel, if not change the y to i.
Words change from
singular to
plural
GFW – Unit 11 (p. 54)
Spelling
Bank (p.10)
Support for
Spelling (p.
23, 40)
pen book shoe monkey
bush box glass witch
brush watch fox kiss
baby family berry puppy
To know when to
add s and es to
the end of words
to create plurals.
Numeracy –
difference
part method
strategy
pattern rule
To consolidate the
recognition and
spelling of common
suffixes and
understand how
they change word
meanings – ly, ful,
less.
Most words add the suffix.
Words ending in y change to i.
ful – full of
less - without
ly – adverbs
ful/less – noun or
adjective
GFW - Unit 10 (p.52);
Unit 23 (p.80)
Spelling
Bank
(p.13)
Support for
Spelling
(p.23, 43)
quietly loudly friendly
likely
hopeful wishful forgetful
painful
careless endless
thoughtless
speechless
To recognise and
spell words which
use the suffixes
ful and less.
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To further
investigate the
spelling and use of
suffix ly.
Most words add the suffix.
Words ending in y change to i.
ly – in this manner (adverb)
Words become
adverbs
GFW – Unit 23 (p.80)
Spelling
Bank
(p.13, 14)
Support for
Spelling
(p.43, 62)
slowly quickly coldly likely
silently happily, sadly
mysteriously noisily
shockingly.
immediate(ly) regular(ly)
To recognise and
spell words which
use the suffix – ly.
Numeracy –
horizontal
vertical
diagonal
approximately
roughly
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Term 2 – to identify, understand and use prefixes
to consolidate the use of the apostrophe
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome
To consolidate the
recognition and spelling
of common suffixes and
understand how they
change word meanings –
ment and ness
Add the suffix unless a
word ends in y in which
case change to i if
necessary – this does not
always follow the rule.
These suffixes state a
sense of being.
Words
change
from verb
to noun
GFW – Unit
7 (p.46)
Spelling
Bank
(p.26)
enjoyment
movement
management
environment
fairness happiness
silliness nastiness
kindness
To recognise and
spell words which
use the suffixes
ment and ness.
Numeracy -
measurement
To consolidate the use of
the apostrophe to spell
contractions.
In contractions, the
apostrophe shows where
a letter or letters are
missed out.
Watch out for
homophone use of its and
theirs.
Spelling
Bank (p.15)
Support
for
Spelling
(p.65)
don’t can’t isn’t
doesn’t won’t I’d
I’ve I’ll I’m she’s
he’s it’s there’s
you’re we’re we’ll
they’ve you’ve
they’re
To use an
apostrophe
accurately when
spelling and writing
contractions.
To consolidate the use of
the apostrophe to
identify
ownership/possession.
An apostrophe is used
before an s is added to
demonstrate possession.
When a word is a plural it
is added after the s.
Exceptions – children –
children’s.
GFW – Unit
27 (p.88)
The boy’s coat.
The boys’ coats.
To use an
apostrophe
accurately when
spelling.
To recognise and know
the u sound spelt ou.
You may want to
teach/revise the same
spelling with other
sounds at the same time.
Spelling
Bank (p.33,
48)
young cousin double
trouble couple
country thought
through though
To spell words
which use the ou as
a u sound; to know
alternatives.
Numeracy -
count double
rough roughly
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome
To investigate and learn
the spellings of words
with endings that sound
like zhuh
The ending sounding like
zhuh is always spelt –
sure.
Most likely
to be nouns
GFW – Unit
7 (p.46)
measure treasure
pleasure enclosure
To spell and use
words with the
zhuh ending
correctly.
Numeracy -
measure
To investigate and learn
the spellings of words
with endings that sound
like chuh.
The ending sounding like
chuh is often spelt -
ture.
However a root word
ending (t)ch with an er
does not follow the rule
(teacher).
Most likely
to be nouns
picture adventure
creature departure
mixture.
To spell and use
words with the
chuh ending
correctly.
To recognise and spell
common prefixes and
understand how these
influence word meanings –
un and dis.
Add the prefix to the
start of the root word to
change its meaning.
In the case of un and dis
creating the antonym.
un – means not;
dis – means not, the
opposite of.
Words take
on the
opposite
meaning
Spelling
Bank (p.6,
7)
Support
for
Spelling
(p.26, 49)
unhappy unable
unwell untidy
unlucky untie
disown disobey
dislike disagree
dishonest disappoint
To recognise and
use the prefixes in
writing.
To recognise and spell
common prefixes and
understand how these
influence word meanings –
de and mis and non.
Add the prefix to the
start of the root word to
change its meaning.
de – means making the
opposite of;
mis means false or
wrong; non means not –
opposite of.
Words take
on the
opposite or
contrary
meaning
Spelling
Bank
(p.6, 17)
Support
for
Spelling
(p.49)
de-ice decompose
debug depart
decode deform
deflate
misbehave mistake
misplace miscount
misfortune
nonsense non-stick,
non-fiction
To recognise and
use the prefixes in
writing.
Numeracy –
miscount
decompose
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome
Hyphens are sometimes
used.
To recognise and spell
common prefixes and
understand how these
influence word meanings –
re and pre.
Add the prefix to the
start of the root word to
change its meaning.
re – means again.
pre – means before.
Spelling
Bank
(p.6)
Support
for
Spelling
(p.49)
recycle reappear
recall refill return
replace revisit redo
prefix prepare
precaution predict
recover recite
register regular
remember reign
To recognise and
use the prefixes in
writing.
To recognise and spell
the common prefix in in
all its forms – il, ir and im.
Focus on in and im.
In this instant it means
not.
Before l in becomes il
Before m or p in becomes
im
Before r in becomes ir
Words
change to
opposite
meaning
Spelling
Bank
(p.57)
Support
for
Spelling
(p.80)
inactive incorrect
incredible invisible
immature impolite
impossible
independent
increase inquire
injure interest
improve immediate
To recognise and
use the prefixes in
and im in writing.
Numeracy –
increase
investigate
To review the prefixes
taught through the term.
Choose a selection of
prefixes and create
activities which will
enable children to
investigate and
therefore revise and
enhance their learning.
prove produce
promise property
professor
To demonstrate an
understanding of
the spelling of
prefixes.
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Term 3 – to identify and use further prefixes and suffixes
to revise the spelling of words which begin with silent letters
to begin to explore homophones
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome
To recognise and
spell common
prefixes and
understand how
these influence
word meanings –
anti and ex.
Add the prefix to the
start of the root word to
change its meaning.
anti means against.
ex means outside or
outside of.
Spelling
Bank
(p.17)
Support for
Spelling
(p.69)
exit explode, extend
export exclaim
antiseptic anti-
clockwise antidote
antibiotic
To recognise and
use the prefixes in
writing.
Numeracy –
clockwise anti-
clockwise
To recognise and
spell common
prefixes and
understand how
these influence
word meanings – co
and auto.
Add the prefix to the
start of the root word to
change its meaning.
co means joint/together.
auto means self or own.
Spelling
Bank
(p.17)
Support for
Spelling
(p.69)
co-star cooperate
coincidence
automatic autograph
autobiography
To recognise and
spell words which
use the prefixes
auto and co.
To recognise and
spell common
prefixes and
understand how
these influence
word meanings –
sub, super and
inter.
Add the prefix to the
start of the root word to
change its meaning.
sub means below
super means above
inter means between or
among.
sub-zero
subheading
superman superstar
interact international
intercity
To recognise and
spell words which
use the prefixes
sub, super and
inter.
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome
To investigate, spell
and read words
with silent letters.
Silent b occurs after m,
before t.
Silent k and silent g are
found before n.
Silent l follows vowels a, o
and ou.
Silent w often precedes r.
Spelling
Bank
(p.11)
knee knock knot
knife know knew
gnat gnaw gnash
gnome write wrong
wrist wrap sword
answer rhyme
honest when whale
climb lamb comb
debt doubt half
could calm would
To spell and read
words with silent
letters accurately.
To add suffixes
beginning with
vowels to words of
more than one
syllable – er en ing
ed ation
If the last syllable of a
word is stressed and ends
with one consonant which
has one vowel letter before
it, the final consonant it
doubled before any ending
beginning with a vowel is
added.
The consonant is not
doubled if the syllable is
unstressed.
Depending on
the suffix:
tense change
or verb to
noun
Spelling
Bank (p.4, 8,
23, 46, 53,
36)
forgetting forgotten
beginning beginner
prefer preferred
gardening gardener
limiting limited
limitation
To begin to
understand this
concept.
Numeracy –
multiplication
investigation
To identify,
investigate and
spell words which
use the suffix
ation.
The suffix ation is added
to verbs to form nouns.
Word change
from verb to
noun
Spelling
Bank (p.36)
creation education
dictation preparation
admiration adoration
station nation
education relation
To begin to
identify and spell
words ending in
ation and to know
they are abstract
nouns.
Numeracy -
multiplication
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome
To investigate and
spell words which
use the suffix ous.
Apply the rules for adding
a suffix to a word ending
with a vowel – there are
exceptions.
our is changed to or before
ous is added.
If there is an i sound
before the ous ending then
it is usually spelt with the i
but there are exceptions.
Words
become
adjectives
Spelling
Bank (p.29)
famous poisonous
dangerous various
tremendous enormous
previous obvious
serious courageous
To begin to read
and spell words
ending with the
suffix ous.
To revise the
spelling, meaning
and use of
homophones.
A homophone sounds the
same but can be spelt
differently and meanings
are different.
Spelling
Bank (p.22,
49)
there they’re their
two too to
night knight
bear bare
quite quiet
To be secure with
the meaning and
spelling of basic
homophones.
Numeracy -
weight
To investigate the
meaning, spelling
and use of
different
homophones.
A homophone sounds the
same but can be spelt
differently and meanings
are different.
Spelling
Bank (p.22,
49)
Support for
Spelling
(p.53)
break brake
he’ll heel heal
grate great
here hear
fare fair
peace piece
meat meet
To be secure with
the meaning and
spelling of basic
homophones.
To investigate the
meaning, spelling
and use of
different
homophones.
Spelling
Bank (p.22,
49)
accept except
affect effect
knot not
berry bury
plane plain
main mane
To be secure with
the meaning and
spelling of basic
homophones.
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome
Support for
Spelling
(p.53)
scene seen
To review the
spellings taught
throughout the
year revisiting
particular rules and
patterns where
appropriate.
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Spelling Year 4
Term 1 – to revise prefixes and suffixes from Y3
Topic, Science and Numeracy words should be taught alongside the rules below.
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To revise spelling of
common words.
bicycle breath breathe
calendar grammar
paragraph dictionary
library knowledge material
nephew weary
To be secure in
spelling of common
words.
Numeracy –
thousands
hundreds
millions
survey factor
quotient
positive
negative
To spell regular verb
endings s, ed and ing.
Most verbs add s, ed and ing.
Single syllable ending with a
consonant preceded by a short
vowel double the final
consonant. Words ending in e
drop the e. y change to i as
necessary. Add es for hissing
buzzing sounds.
Tense change
GFW –
Unit 1
(p.34)
Spelling Bank
(p.4, 23, 46)
Support for
Spelling (p.16,
36)
do spend go enjoy walk
drive decide make stare
smile shut win slim tip
rely try fly fry reply
wash wish rush fix mix
crush advertise approve
concentrate continue
murmur possess punctuate
To recognise and
use regular verb
endings accurately.
Numeracy –
increase
decrease
multiply
divide predict
estimate
approximate
calculate
To consolidate the
understanding of
adding the suffix ing
and ed to verbs.
Most words add ing.
Words ending in e – drop the e
add ing.
Words with a short vowel
before the final letter double
the final letter.
Tense change
GFW –
Unit 1
(p.34)
Spelling Bank
(p.4, 23, 46)
Support for
Spelling (p.16,
36)
drop dig hum mop drag
stop bat
group burn disgust count
benefit surround surprise
separate quarrel decorate
describe situate
To know and
understand the
rules for adding ing
and ed to verbs.
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To identify irregular
tense changes and to
begin to group them.
Tense
change
GFW – Unit 2
(p.36).
Spelling Bank
(p.24)
Support for
Spelling (p.36)
ring - rang
drink – drank
begin – began
think – thought
fight – fought
speak – spoke
eat – ate
go – went
is - was
To identify and use
irregular verb
endings when
writing.
To recognise and spell
the common prefix in
in all its forms – il, ir
and im.
Focus on il and ir.
In in this instance it means
not.
Before l in becomes il.
Before m or p in becomes im.
Before r in becomes ir.
Gives the opposite
meaning
Spelling Bank
(p.57)
Support for
Spelling (p.80)
indecent inverted
incapable inaccurate illegal
illegible impractical
improper improbable
irregular irrelevant
irresponsible
To recognise and
use the prefixes in
writing.
Numeracy -
irregular
To recognise and spell
common prefixes and
understand how these
influence word
meanings – anti and ex.
Add the prefix to the start of
the root word to change its
meaning.
anti means against.
ex means outside or outside
of.
Spelling Bank
(p.17)
Support for
Spelling (p.69)
exile external expel
exchange exterior
antifreeze antibody
antidote anticlimax
excite experience
experiment explore
extreme
To recognise and
use the prefixes in
writing.
To recognise and spell
common prefixes and
understand how these
influence word
meanings – co and auto.
Add the prefix to the start of
the root word to change its
meaning.
co means joint/together.
auto means self or own.
Spelling Bank
(p.17)
Support for
Spelling (p.69)
co-education co-writer
coincidence coordinate
autocracy autocrat
autopilot
To recognise and
spell words which
use the prefixes
auto and co.
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To recognise and spell
common prefixes and
understand how these
influence word
meanings – sub, super
and inter.
Add the prefix to the start of
the root word to change its
meaning.
sub means below
super means above
inter means between or among.
submarine submerge
supermarket superman
superstar
interactive interface
interlink interlude
To recognise and
spell words which
use the prefixes
sub, super and
inter.
To consolidate the
spelling of words which
use the suffix ous.
Apply the rules for adding a
suffix to a word ending with a
vowel – there are exceptions.
our is changed to or before
ous is added.
If there is an i sound before
the ous ending then it is
usually spelt with the i but
there are exceptions.
Words become
adjectives
GFW – Unit 26
(p.86)
Spelling Bank
(p.29)
famous poisonous
dangerous various
enormous previous
humorous glamorous
vaporous ridiculous
disastrous righteous
adventurous murderous
vigorous courageous
wondrous thunderous
treacherous
To read and spell
words ending with
the suffix ous.
To review the spellings
consolidated and
taught in term one.
To validate the
learning of spelling
rules and patterns
in Term 1.
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Term 2 – to revise and further investigate the use of homophones
to revise and further investigate the use of the apostrophe
to revise and further investigate the use of plurals Topic, Science and Numeracy words should be taught alongside the rules below.
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To further investigate
the meaning, spelling and
use of different
homophones.
A homophone sounds
the same but can be
spelt differently and
meanings are different.
Function and
type of words
within
sentences
Spelling Bank
(p.22, 49)
Support for
Spelling (p.53)
hole – whole
morning – mourning
place – plaice
no – know
new - knew
eyes – ice
eye – I
To be secure
with the meaning
and spelling of
basic
homophones.
To further investigate
the meaning, spelling and
use of different
homophones.
Function and
type of words
within
sentences
Spelling Bank
(p.22, 49)
Support for
Spelling (p.53)
through – threw
for – four
heard – herd
right – write
ant – aunt
be – bee
are – our
deer – dear
bare – bear
blue – blew
To be secure
with the meaning
and spelling of
basic
homophones.
To consolidate the
understanding of how
words change when s or
Most words add s.
Add es if the word
ends in a hissing
buzzing shushing sound.
Words change
from
singular to
plural
Spelling Bank
(p.10, 41)
dog house meal
balloon sister
school word bus
To know when to
add s and es to
the end of words
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
es is added to create a
plural.
Words ending in y add s
if the final letter is
preceded by a vowel, if
not change the y to i.
GFW – Unit 11
(p.54); Unit 30
(p.94)
Support for
Spelling (p.40)
church dish lunch
box fish patch
to create
plurals.
To investigate what
happens to words ending
in f when suffixes are
added.
Most endings change to
ves.
Double ff add s.
Words ending fe use
ves.
Words mostly
change from
singular to
plural.
GFW – Unit 11
(p.54); Unit 30
(p.94)
Spelling Bank
(p.28)
Support for
Spelling
(p.56)
calf elf half
staff puff sniff
cliff knife wife
life belief curve
To know when to
change to ves or
just add s.
To investigate spelling
patterns in pluralisation.
Most nouns add s.
Nouns ending in hissing
sounds etc add es.
Nouns ending in a
consonant + y change y
to i and add es.
Nouns ending a vowel +
y add s.
Singular to
plural
GFW – Unit 11
(p.54); Unit 30
(p.94)
Spelling Bank
(p. 41)
Support for
Spelling
(p.56)
leaf self thief
cliff dwarf scarf
loaf city family
berry jelly watch
glass beach
sandwich miss
pass
To become
confident in
knowing which
plurals to use.
To consolidate the use
of the apostrophe to
identify
ownership/possession.
An apostrophe is used
before an s is added to
demonstrate
possession.
When a word is a plural
it is added after the s.
Exceptions – children –
children’s.
The function
of words in a
sentence.
GFW – Unit 27
(p.88)
I ate the dog’s
dinner.
I ate the dogs’
dinner.
To use an
apostrophe
accurately when
spelling.
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To understand how to
use a possessive
apostrophe with plural
words.
The apostrophe is
placed after the plural
form of the word; s is
not added if the plural
ends in s, (exception
Jesus’s) but is added if
the plural does not end
in s (an irregular plural
– children’s)
Function of
words within
sentences.
GFW – Unit 27
(p.88)
To begin to
understand and
use the
possessive
apostrophe
accurately with
plural words.
To recognise and know
the i sound spelt y
elsewhere than at the
end of words.
myth gym Egypt
pyramid mystery
mysteriously
cymbal system
cynical dyslexia
symbol cylinder
synthesis syrup
To spell words
that use the i
sound as a y in
the middle of
words.
To identify, learn and
spell words with the ai
sound spelt ei, eigh, or
ey.
Letters and
Sound (Phase
5 p.144)
vein weigh eight
neighbour they
obey
To correctly
differentiate
and spell the ai
sounding words.
Numeracy –
weigh weight
eight eighth
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Term 3 – to know and learn words which use specific spellings (ie ch but more than one sound)
to revise and further investigate the rules of plurals
to consolidate and extend understanding of ‘tion’ sounding suffixes
Topic, Science and Numeracy words should be taught alongside the rules below.
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate endings
that sound like shun –
tion.
tion is used when the
root word ends in t
or te.
Take off the e
before adding tion.
tion words are nearly
always nouns.
Verbs
become
nouns
Spelling Bank
(p. 51)
Support for
Spelling (p.76)
invention inflation action
injection completion
exception reaction
opposite (opposition)
position
To know the rule
and correctly spell
words ending in
tion.
Numeracy –
operation
calculation
direction
translation
fraction
approximation
estimation
prediction
equation
To investigate endings
that sound like shun –
sion.
sion is used if the
root word ends in d,
de or se.
There are some
exceptions.
Verbs
become
nouns
Spelling Bank
(p. 51) Support
for Spelling
(p.76)
decision explosion
extension supervision
comprehension division
television invasion
confusion
To know the rule
and correctly spell
words ending in
sion.
Numeracy –
division
revision
To investigate endings
that sound like shun –
ssion.
ssion is used if the
root word ends in a
ss (express) which is
a soft sh sound or in
mit (permit).
Words
become
nouns
Spelling Bank
(p. 51) Support
for Spelling
(p.76)
session profession,
discussion permission
confession mission
passion
To know the rule
and correctly spell
words ending in
ssion.
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
To investigate endings
that sound like shun –
cian.
cian is used if the
root word ends in c
or cs – common in
occupations.
Words
become
nouns
Spelling Bank
(p. 51) Support
for
Spelling(p76)
musician electrician
magician politician
physician optician
mathematician
To know the rule
and correctly spell
words ending in
cian.
Numeracy -
mathematician
To review the rules for
spelling words whose
endings sound like shun.
All the above. All the above. To correctly
identify the
different spellings
and explain the
different rules.
To learn and spell words
which are Greek in
origin and use the k
sound spelt ch.
Origins of
words
Dictionary work school chorus chemist
Christmas character
anchor
To correctly
identify and spell
the ch words with
the k sound.
To learn and spell words
which are mostly
French in origin and use
the sh sound spelt ch.
Origins of
words
Dictionary work chef chalet machine
brochure champagne
chauffeur chateau
chameleon chaos
chaotic chaperone
To correctly
identify and spell
the ch words which
have a sh sound.
To identify, learn and
spell words which end
with the g sound but
are spelt gue.
Origins of
words
Dictionary work league morgue tongue
synagogue prologue
monologue fatigue
vague plague rogue
To correctly
identify and spell
the gue words.
To identify, learn and
spell words which end
with the k sound but
are spelt que.
Origins of
words
Dictionary work antique unique mosque
opaque barbeque
mystique technique
cheque grotesque
physique plaque
To correctly
identify and spell
the que words.
To identify, learn and
spell words which are
Roman pronunciation
of these words may
Origins of
words
Dictionary work science scene scissors
muscle disciple
To correctly spell
the sc words.
English Scheme of Work – St Blaise Primary School
Year 3 and 4 St Blaise Primary School
Objective Rules Grammar
Links
Possible
Resources
Sample words Outcome Curriculum
vocabulary
mostly Latin in origin
which use the s sound
but are spelt sc.
have influenced their
spelling.
fascinate descend
iridescent horoscope
conscience
To review the spelling
of the word groups
taught in the half term.
To teach the remaining
‘must be taught’ words.
peculiar quality quantity
quarter sufficient
medicine accident