Literacy Year 4: Autumn – Weeks 1-3
Week 1 Tuesday
Week 1 Monday
Objectives
Text/Speaking/Listening
Narrative: Unit 1 Stories with historical settings
Word/Sentence
Independent group activities
Outcomes
This unit uses the period of WW2 as a setting. It would be easy to adapt the unit to use an alternative period that chn are currently studying. During this unit read a longer
story set in World War II (or the appropriate period). Examples for WW2 include: When Hitler stole Pink Rabbit by Judith Kerr, Thunder and Lightnings by Jan Mark,
Friend or Foe by Michael Morpurgo or Blitzed by Robert Swindells. You will also need a collection of short stories set in the past, eg Britannia 100 Great Stories from
British History by Geraldine McCaughrean & Richard Brassey, The Fib & other stories by George Layton & The Story Shop compiled by Nikki Gamble.
2. Listen to a speaker,
Show chn the front cover of The Lion and the Unicorn by
Easy/Medium/Hard
Children can:
make notes on the talk. Shirley Hughes. What do chn think the story is about? Explain
While chn are listening to the story they should make a note on a 1. Identify
7. Identify and
that it is a long story and as you read it, you want chn to listen
whiteboard of any features that show the story is set in the
features of a
summarise evidence
carefully with a notepad or whiteboard in front of them. They
past. Also note things seen in illustrations. When the teacher has story set in
from a text to support
will need to listen carefully & identify any features of the
finished reading, chn spend a little time discussing with a talking
the past.
a hypothesis.
story that show it is based at an earlier time in history and
partner the features that they noticed. TD as required
2. Make
Investigate how
when they think the story is supposed to have happened, eg a
notes to
Plenary
settings & characters
distinctive setting, historical facts, clothing worn or
support
Discuss features that chn noticed, eg bombs, evacuees, labelled
are built up from small
vocabulary used. They can just make a note to remind
hypothesis.
child, black-out, rationed water & sweets. Also pictures showing
details. (T1)
themselves of something they notice. Read the story, turning
gas masks, chn wearing berets, caps & hats, boys in shorts, girls
pages and showing illustrations as you do so. Help chn to follow
in skirts & dresses, coats, not anoraks or denim jackets, boys
the narrative as well as noticing the story setting.
with braces, lamps not electric light, playing skipping, marbles,
NB Reading this story will take about 30 - 40 minutes.
etc.
9. Choose and
combine words for
particular effects.
Identify the use of
powerful verbs.
(S3)
Identify adverbs
and understand
their functions in
sentences. (S4)
Chn retell the story from yesterday,
taking it in turns to add details or
describe next event. Did chn enjoy
story? Is it easier to understand the
meaning of the story if you know
something about WWII? What did
Mick think about the war? How do we
know? He understood that it was not
the German people we were fighting,
but the ideas of a few Germans who
lead the country at that time.
Discuss how Mick’s dad had fought in
a different war (WW1).
Write two sentences on f/c: ‘She came into the
room and said…’ & ‘Joyce stomped noisily into the
kitchen and yelled…’ Which sentence tells us
more about the character & setting? Powerful
verbs & adverb - shows how character is feeling.
‘Joyce was angry’ would be a much less effective
way of describing the character. Write two
further sentences ‘The sun shone through the
trees’ & ‘The sun peeped brightly through the
trees.’ The second setting is easier to picture in
your mind – it implies there are dark shadows
where the sun can’t reach. (Grammar for Writing,
Unit 22)
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Easy
Find & underline
powerful verbs in
extract from
book (week’s
resources).
What other
technique is used
to make the
description more
effective?
Alliteration.
TD
Medium/Hard
Find & underline
powerful verbs &
adverbs in
extracts from
book (week’s
resources).
Notice how the
adverbs make the
meanings of the
verbs clearer.
Children can:
1. Identify & use
powerful verbs
when describing
settings or
characters.
Medium/Hard
2. Identify &
use adverbs.
Y4 N Unit 1 – Aut – 3Weeks
Literacy Year 4: Autumn – Weeks 1-3
Week 1 Friday
Week 1 Thursday
Week 1 Wednesday
Objectives
Text/Speaking/Listening
Narrative: Unit 1 Stories with historical settings
Word/Sentence
Independent group activities
Outcomes
Look at the description (week’s
Look again at the powerful verbs Easy/Medium/Hard
that are used, eg scolded &
With the help of the chn label the black and white
resources) of the first
grizzled. They help to describe
image of Mick (week’s resources) to describe his
breakfast the evacuees had in
the other characters. More is
character. Show his feelings and describe some of his
the big house. How did Lenny
shown about the characters by
actions and why he does those things, as well as his
feel? How do we know? Discuss
what
they
said
and
their
appearance. Chn draw one of the characters in the
issue of Lenny not eating bacon.
appearance, eg we know Mrs B. is book (or use week’s resources) and label them in a
Were other characters
sympathetic to his religion? How cross because she said ‘There’s
similar way. Encourage chn to use powerful verbs and
good food wasted! I’ll not have
do we know? What happened to
adverbs.
TD with Easy
that!’ The exclamation marks
Jews in Germany during WWII?
Plenary
help us to understand how she
Which character did show some
Does the author make the reader feel sympathy for or
said it too.
kindness to Lenny? Nelly. How
dislike of your character? Why do you think that?
do we know? She smiled.
Before Friday’s lesson Read The Brave Little Boats of Dunkirk from Britannia (see booklist) and discuss who is telling the story (a soldier).
6. Develop a range of
Teach this second:
Teach this first:
Easy/Medium/Hard
personal strategies for
Rotate chn through both activities in groups.
Look again at the breakfast
Past tense is used a lot in stories with
learning new/irregular
Activity 1: Chn identify past tense of
scene in The Lion and the
historical settings (except when characters
words. Understand changes
irregular verbs (see plan resources).
Unicorn. How do we know
are speaking). Write on f/c some irregular
in tense and use past tense.
Activity 2: Chn write a character sketch of
what the characters are
tense changes taken from text, eg know –
(S2) 7. Use evidence from
the person they drew and labelled
like? What indications or
knew, can – could, sit – sat, have – had, stink
the text to support a
hints are we given as to their – stank, tread – trod, is – was, see – saw, run yesterday. Use evidence from the text to
hypothesis. Spell irregular
justify their opinions. Use powerful verbs
personality – whether they
– ran. Can chn think of other irregular egs?
tense changes. (W8) Write
and adverbs.
will turn out to be nice and
Perhaps they can find verbs that change in
character sketch. (T11)
TD with Activity 2 as each group does it.
sympathetic or quite nasty?
same way as verbs above. Spelling Bank p24
7. Identify and summarise
evidence from a text to
support a hypothesis. (T2)
7. Deduce characters'
reasons for behaviour
from their actions.
7. Explain how writers use
expresive language to
create images.
9. Choose and combine
words for particular
effects. Identify the use
of powerful verbs. (S3)
4. Create roles showing
how behaviour can be
interpreted from
different viewpoints.
7. Deduce characters'
reasons for behaviour
from their actions.
8. Interrogate texts to
deepen and clarify
understanding and
response.
Teach this second:
Read The Little Ships by Louise Borden
(available to buy from Hamilton Education). This
is another version of the Dunkirk story told from
a different viewpoint: a young girl who went with
her father to rescue soldiers. Discuss the
different emotions and feelings that the
characters might have experienced, eg fear,
hunger, thirst, misery, cold, wet, etc. But perhaps
also relief, excitement, anger, pride. Include
ideas from yesterday’s text. How does the book
make chn feel? Why?
Teach this first:
Write war, towards, water on f/c. Ask
chn to say each word in turn. What
sound does the ‘wa’ make? Repeat with
woman, wound, sword and ‘wo’. As a
class look at the use of the letter
strings at beginnings, middles & endings
of words. Can chn think of other words
with those letter strings? Can we make
any generalisations? Repeat with other
letter combinations (see resources).
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Easy/Medium/Hard
Hot-seat confident chn as the
little girl, her father, one of the
soldiers who was rescued
(teacher might be hot-seated as
a French soldier with little
English!). Chn ask questions to
find out how the characters felt
and what they did at different
points in the story.
Children can:
1. Identify
evidence from
the text to
describe
characters.
2. Use powerful
verbs & adverbs
to describe
characters.
Children can:
1. Recognise and
use past tense.
2. Spell irregular
verb changes.
3. Write a
character
sketch from
notes.
Children can:
1. Explore the
occurrence of
certain letter
strings
2. Ask relevant
questions.
Hard
3. Respond to
questions in
role.
Y4 N Unit 1 – Aut – 3Weeks
Literacy Year 4: Autumn – Weeks 1-3
Week 2 Wednesday
Week 2 Tuesday
Week 2 Monday
Objectives
Text/Speaking/Listening
Narrative: Unit 1 Stories with historical settings
Word/Sentence
Independent group activities
Outcomes
Watch a short extract from a film Writers use adjectives to describe
Easy
Medium
Hard
or TV programme set in the past
settings and characters. Use exciting Chn work with first Same as Easy, but
Same as
(see list of suggested websites
adjectives not boring words that
6 nice sentences,
give more than one
Medium,
make the setting or the character
copying them out
alternative
but try all
below). When did this story take
difficult to imagine. Write nice on
and replacing the
adjective for nice.
sentences
place? How do chn know? Discuss
– last four
Chn could use a
features that paper-based stories f/c. What do chn think it means? Find word nice with one
dictionary definitions. Write some
alternative (not
phrase instead of a are
do not have, for example
trickier!
nice (!) sentences on f/c (week’s
the class choice).
single word.
costumes, music and scenery.
TD
Books may include illustrations
resources). What can we use to
that help with understanding the
replace nice in each sentence? What
Plenary
text, and include descriptive
is meant by the word nice in each
Have chn found different meanings for the word nice?
passages to create settings and
case?
Ask Hard group to share their last four sentences.
introduce characters.
8. Read
Show chn the cover of Rose Blanche and ask them
This is another historical story told over a
Easy/Medium/Hard
extensively
to predict the content. Who is Rose? What does
number of months. How does the author show
Working in mixed ability groups,
favourite
her name mean? What is reflected in the window?
that time has passed? Write words & phrases on
look at the main stages of the
genres.
Look at page 1 - where is the book set? Read up to
f/c: when, winter was coming, then, still, after
narrative (week’s resources). Map
10. Use
the page where Rose goes into the forest. What do supper, early in the morning, one day, suddenly,
the stages on a timeline – chn could
conjunctions to
chn think will happen next? Finish reading book &
all through the bitter winter, even at night, then
do this using ICT to drag & drop or
establish
discuss chn’s reactions to it. What do chn think
one morning, meanwhile, as the weeks went by.
cut & paste the stages into place
cohesion within
happened to Rose? Who are the new soldiers that
Time connectives have been used (often at the
(week’s resources). Then decide on
paragraphs.
have arrived? Does book make chn feel optimistic?
beginning of a paragraph) to show how much time
a time connective to introduce that
Explore
Why/why not? When is the story set? How do chn
has passed (Grammar for Writing Unit 25).
part of the narrative. Chn can use
chronology in
know? How does it differ from the other short
Sometimes there are jumps in time, some events
list of suggested words & phrases
narrative. (T3)
stories we have read?
are skimmed over quickly & others told in detail.
(week’s resources).
10. Organise text
Show story structure using
Explain how a story can be structured
Easy/Medium/Hard
In pairs chn choose one of story structure aides (week’s
into paragraphs to Story Hill structure of The
into paragraphs using the Story Hill or
resources) to show stages of the story of The Lion and the
distinguish
Little Ships (week’s resources)
Five Finger model (Grammar for
Unicorn. Write in notes or sentences. What time connective
between
& model how to use Five Fingers
Writing Unit 25). Discuss reasons why
could be used to start each paragraph?
different
structure for Rose Blanche. Use a new paragraph is started: change of
TD visit pairs as appropriate
information,
the timeline list from yesterday
place, change of time, (new speaker Plenary
events or
(chn write inside the fingers).
hard group can include this).
Share some of the story stages and establish that everyone
processes. (T15)
On IWB reveal each stage one
Concentrate on change of time for
has divided the story into similar sections.
Explore narrative
by one. Can chn predict what
today’s activity. NB there may be more
order. (T4)
each stage will include?
than one paragraph for each section.
2. Compare the
different contributions
of music, words and
images in short extracts
from TV
programmes/films.
Explore chronology in
other media texts. (T3)
Investigate play scene.
(T6) Investigate how
settings & characters
are built up from small
details. (T1)
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Children can:
1. Compare the
features of
film with
written
narrative.
2. Use
interesting
adjectives to
replace common
words like nice.
Children can:
1. Use
connectives
to show
passage of
time in a
narrative.
Children can:
1. Understand
the structure
of a story:
introduction,
build up,
problem or
dilemma,
resolution and
ending.
Y4 N Unit 1 – Aut – 3Weeks
Literacy Year 4: Autumn – Weeks 1-3
Week 2 Friday
Week 2 Thursday
Objectives
10. Organise text
into paragraphs to
distinguish between
different
information, events
or processes. (T15)
6. Use knowledge
of phonics,
morphology and
etymology to spell
new and unfamiliar
words.
7. Use knowledge
of word
structures and
origins to develop
their
understanding of
word meanings.
Text/Speaking/Listening
Narrative: Unit 1 Stories with historical settings
Word/Sentence
Independent group activities
Outcomes
Retell the story of The Lion and the Unicorn emphasising the
Easy
Medium
Hard
Children can:
main stages and the timing of the different stages in relation
Chn rewrite the
As Easy group, but
As Easy group, but
1. Write a
to each other. Model writing the introductory paragraph of
introductory
chn can choose
chn must not choose
paragraph
The Lion and the Unicorn in their own words. Ask chn for
paragraph of The
which of the stages
the introductory
beginning with a
Lion and the
suggestions. Think about which time connective should be used
identified yesterday paragraph. Go onto a
time
Unicorn in their own
to start the paragraph, eg The morning after a bomb
to rewrite in their
second paragraph if
connective.
words.
destroyed the Robinson’s house, mum decided that Lenny had
own words.
time.
to be evacuated to the country.
Look at some details of the stories
The childhood of evacuees was very
Easy/Medium
Hard
Children can:
read during the last two weeks –
different from that of the chn in
Using the list of root
Can chn find any
Easy
check chn’s understanding: shelter,
class. Note the suffix hood. Write
words (week’s resources), words with two
1. Recognise & spell
attic room, gargoyle waterspout,
suffixes, ending
these sentences on the board: The
can the chn add one of
suffixes: ship, hood, ness
synagogue, scullery, summerhouse,
with ness, eg
effects of war changed their
the four suffixes (ness,
& ment.
pedestal, nits, canteen (The Lion and
neighbourhood. Lots of kindness was
worthlessness,
Medium
hood, ship & ment) to
the Unicorn), geometry, motley,
shown to the evacuees. A partnership
2. Recognise, use & spell
make a word? Medium use absentconvoy, sullen, minesweeper, bail,
was formed between the men. The
mindedness?
suffixes: ship, hood, ness
longer list of root words.
mole (The Little Ships), mayor,
government encouraged men to join
& ment.
Plenary
barbed wire, dispirited, shrouded
the army. Underline the suffixes.
Hard
Read the poem The Evacuee (week’s
(Rose Blanche). Read the words in
Discuss what happens to words such
3. Recognise, use & spell
resources) taken from the BBC People’s War
context to help in understanding.
as lovely when ness is added as a
suffixes: ship, hood, ness
site. Ask for reactions from chn.
Discuss the importance of expanding
suffix: ‘y’ becomes an ‘i’ to give
& ment, including words
chn’s vocabulary and using vocabulary
loveliness. (Spelling Bank p26)
with two suffixes.
that matches the historical setting.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y4 N Unit 1 – Aut – 3Weeks
Literacy Year 4: Autumn – Weeks 1-3
Week 3 Wednesday
Week 3 Tuesday
Week 3 Monday
Objectives
9. Develop and refine
ideas in writing using
planning and problemsolving strategies. Use
settings and
characterisation to
engage readers'
interest.
Plan a story identifying
stages. (T10)
9. Develop and refine
ideas in writing using
planning and problemsolving strategies. Use
settings and
characterisation to
engage readers'
interest.
Text/Speaking/Listening
Narrative: Unit 1 Stories with historical settings
Word/Sentence
Independent group activities
Outcomes
Explain to chn that this week they will be writing their own story – Easy/Medium/Hard
based on a photograph taken during World War II (week’s
In mixed ability groups chn think about and discuss the people
who live or work in the setting. Imagine a main character –
resources). Show the series of photographs and discuss ideas of
perhaps one of the people in the photograph. What do they do?
possible story lines (these can be based on the short stories
How do they get on with the other characters? What kind of a
shared during the last two weeks or the longer story that should
person are they?
be completed this week). Try to imagine being in the scene. What
TD visit groups in turn
can you see, hear, smell, feel or taste? Who is there? What are
they thinking? What might they be saying? Choose one photograph Plenary
for everyone to work with this week – class vote after ideas have
List the main character ideas on f/c. Add descriptive words or
been shared.
phrases. Select a name.
Enlarge it and prepare copies for the groups to use.
Look again at the chosen photograph in detail. Describe the
Easy/Medium/Hard
setting. Write descriptive words and phrases on f/c. What
Chn work in pairs to tell their own version of the story using the
events have taken place? What might happen next? Use the
story plan. Remind them to make links between each event, to
blank Story Hill or Five Finger model (week’s resources) to
include historical detail and to tell their stories effectively, for
example using gestures or repetition.
model how to bring these ideas together as a story plan.
Introduce the characters and the setting. Build-up towards a Plenary
climax – the dilemma or problem, that is then resolved. Bring
Share chn’s stories – choose different pairs to describe the
the story to an end, linking back to the start.
characters, the setting, the build-up and the resolution.
10. Organise text into
paragraphs to distinguish
between different
information, events or
processes. (T15)
Write independently linking
own experience to situations
in historical stories. (T12)
Explore chronology in
narrative. (T3)
Model how to write the
opening paragraph based on
the story plan in an interesting
way – perhaps a surprising
event, or some dialogue. Use
some vivid descriptive words
and powerful verbs. Use some
of the words and phrases
collected on the f/c over the
last two days. Use some
historical detail.
Remind the chn about
paragraphs – at least one for
each stage of the story.
Paragraphs can indicate a
change of place or time. Refer
back to the list of time
connectives for chn to link
their paragraphs together in
sequence and to show the
changes in time.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Easy/Medium/Hard
Chn start to write their own versions of the story based
on the plan and using their oral stories to structure the
written versions. Chn will have further time tomorrow to
finish their stories. Remember to use historical details.
Children can:
1. Use a
photograph as a
stimulus for a
story.
2. Describe a
character and a
setting.
Children can:
1. Tell an oral
story based on
a plan.
Children can:
1. Use historical
details in their
own writing.
2. Use
paragraphs to
distinguish
between
different
events.
Y4 N Unit 1 – Aut – 3Weeks
Literacy Year 4: Autumn – Weeks 1-3
Week 3 Friday
Week 3 Thursday
Objectives
Text/Speaking/Listening
9. Show imagination through
the language used to create
emphasis, humour, atmosphere
or suspense.
Use powerful verbs. (S3)
1. Use and reflect on some
ground rules for sustaining talk
and interactions.
8. Read extensively favourite
authors or genres and
experiment with other types of
text.
Interrogate texts to deepen
and clarify understanding and
response.
Compare & contrast poems on
similar themes. (T7)
Narrative: Unit 1 Stories with historical settings
Word/Sentence
Independent group activities
Outcomes
Remind chn of the criteria for the story by writing on f/c:
Easy/Medium/Hard
Introduce character(s),
Chn finish writing their own version of the story based on the
Describe setting(s),
story plan. Then read their finished story to a partner and
Use some historical detail,
give one another feedback. Three stars to a wish!
Use powerful verbs,
Use vivid descriptive words,
Plenary
Use at least one paragraph for each stage of the story.
Share some extracts from the stories chn have written.
Discuss how to give feedback – positive criticism. For every
wish give three good points about the story.
Read the poem extract at the very beginning of The Little Ships
Easy/Medium/Hard
from To The Seaman by John Masefield (see week’s resources).
In pairs chn discuss which poem they liked the
best and why? Do the poems create an image in
Focus on the words ‘little ships’, and explain that this expression has
chn’s minds? Is it similar to that created by the
come to be used to refer to the boats that evacuated Dunkirk. Why
story of The Little Ships?
do chn think the word ‘ship’ was used in the poem and not ‘boat’? Read
the whole poem to chn (week’s resources) & explain any vocabulary or
Plenary
ideas they find difficult. Read two poems (week’s resources) taken
Have chn heard the phrase the ‘spirit of Dunkirk’
from the BBC People’s War site - written by soldiers who were there
and if so do they know what it means? If not can
at Dunkirk.
they make some suggestions?
Children can:
1. Use powerful
verbs and vivid
adjectives.
2. Respond
appropriately to
each other’s
work.
Children can:
1. Explain why
they like a
particular
poem.
Scroll down for Success Criteria and book and website lists.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y4 N Unit 1 – Aut – 3Weeks
Literacy Year 4: Autumn – Weeks 1-3
Narrative: Unit 1 Stories with historical settings
Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard
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Identify features of a story set in the
past
Make notes to support hypothesis
Identify & begin to use powerful
verbs when describing settings or
characters
Begin to identify evidence from the
text to describe characters
Spell common irregular verb changes
With help ask relevant questions
Compare the features of film with
written narrative
Use interesting adjectives to replace
the word nice
Use connectives to show passage of
time in a narrative
Recognise & spell suffixes: ship, hood,
ness & ment
Use a photograph as a stimulus for a
story
Describe a character and a setting
Tell an oral story based on a plan
Begin to use vivid adjectives
Respond appropriately to each other’s
work
Explain why they like a particular
poem
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
Identify features of a story set in the
past
Make notes to support hypothesis
Identify & use powerful verbs when
describing settings or characters
Identify evidence from the text to
describe characters
Spell common irregular verb changes
Ask relevant questions
Compare the features of film with
written narrative
Use interesting adjectives to replace
common words like nice
Use connectives (single words & phrases)
to show passage of time in a narrative
Understand the structure of a story:
introduction, build up, problem or
dilemma, resolution and ending
Recognise, use & spell suffixes: ship,
hood, ness & ment
Use a photograph as a stimulus for a
story
Describe a character and a setting
Tell an oral story based on a plan
Use vivid adjectives
Respond appropriately to each other’s
work
Explain why they like a particular poem
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
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






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
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
Identify features of a story set in the past
Make notes to support hypothesis
Identify & use powerful verbs & adverbs when
describing settings or characters
Identify & quote evidence from the text to
describe characters
Spell irregular verb changes
Ask relevant questions
Respond to questions in role
Compare the features of film with written
narrative
Use interesting adjectives to replace common
words like nice
Use connectives (single words & phrases) to
show passage of time in a narrative
Understand the structure of a story:
introduction, build up, problem or dilemma,
resolution and ending
Recognise, use & spell suffixes: ship, hood, ness
& ment, including words with two suffixes
Use a photograph as a stimulus for a story
Describe a character and a setting
Tell an oral story based on a plan
Use vivid adjectives
Respond appropriately to each other’s work
Explain why they like a particular poem
Y4 N Unit 1 – Aut – 3Weeks
Literacy Year 4: Autumn – Weeks 1-3
Narrative: Unit 1 Stories with historical settings
Book list
When Hitler Stole Pink Rabbit by Judith Kerr ISBN: 978-0007137633
Thunder and Lightnings by Jan Mark ISBN: 0-14-031063-0
Friend or Foe by Michael Morpurgo ISBN: 978-0749746902/ 978-1405233378
Blitzed by Robert Swindells ISBN: 978-0552555890
Britannia 100 Great Stories from British History Geraldine McCaughrean & Richard Brassey ISBN: 978-1-85881-876-4
The Fib and other stories by George Layton ISBN: 978-0330397957
The Story Shop compiled by Nikki Gamble ISBN: 978-0-340-91104-4
The Lion and the Unicorn by Shirley Hughes ISBN: 978-0099256083
The Little Ships by Louise Borden (Author) & Michael Foreman (Illustrator) ISBN: 1-86205-347-2 (available to buy from Hamilton Education at
www.hamiltoneducation.org.uk or 01865 241245). A new edition of this book is also now available (Frances Lincoln, ISBN: 978-1847800817).
Rose Blanche by Ian McEwan (Author) & Roberto Innocenti (Illustrator) 978-0099439509
Websites:
http://www.screenonline.org.uk/tv/id/1146693/index.html Carrie’s War
http://www.screenonline.org.uk/tv/id/1129198/index.html The Evacuees
http://www.screenonline.org.uk/education/id/1161243/index.html List of related WW2 video clips
http://www.screenonline.org.uk/tv/id/562736/ The Lion, the Witch and the Wardrobe
http://almostangels.org/movies/Goodnigh.html Goodnight Mister Tom
http://www.bbc.co.uk/ww2peopleswar/ BBC People’s War
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust and to the
best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that
Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole
responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.
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Y4 N Unit 1 – Aut – 3Weeks