Our Curriculum – English

This table details what will be taught and when, though since children develop at different speeds, some will be more proficient than others against these YEAR-END expectations for learning in English.                                                                  Back to our Curriculum Wheel –>

NORTH
NIBLEY
NATIONAL CURRICULUM ENGLISH EDUCATION
Year 1 Year 2 Years 3 & 4 Years 5 & 6
Spoken Language listen and respond appropriately to adults and their peers listen and respond appropriately to adults and their peers listen and respond appropriately to adults and their peers listen and respond appropriately to adults and their peers
ask relevant questions to extend their understanding and knowledge ask relevant questions to extend their understanding and knowledge ask relevant questions to extend their understanding and knowledge ask relevant questions to extend their understanding and knowledge
use relevant strategies to build their vocabulary use relevant strategies to build their vocabulary use relevant strategies to build their vocabulary use relevant strategies to build their vocabulary
articulate and justify answers, arguments and opinions articulate and justify answers, arguments and opinions articulate and justify answers, arguments and opinions articulate and justify answers, arguments and opinions
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings 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 maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
speak audibly and fluently with an increasing command of Standard English speak audibly and fluently with an increasing command of Standard English speak audibly and fluently with an increasing command of Standard English speak audibly and fluently with an increasing command of Standard English
participate in discussions, presentations, performances, role play, improvisations and debates participate in discussions, presentations, performances, role play, improvisations and debates participate in discussions, presentations, performances, role play, improvisations and debates participate in discussions, presentations, performances, role play, improvisations and debates
gain, maintain and monitor the interest of the listener(s) gain, maintain and monitor the interest of the listener(s) gain, maintain and monitor the interest of the listener(s) gain, maintain and monitor the interest of the listener(s)
consider and evaluate different viewpoints, attending to and building on the contributions of others consider and evaluate different viewpoints, attending to and building on the contributions of others consider and evaluate different viewpoints, attending to and building on the contributions of others consider and evaluate different viewpoints, attending to and building on the contributions of others
select and use appropriate registers for effective communication. select and use appropriate registers for effective communication. select and use appropriate registers for effective communication. select and use appropriate registers for effective communication.
Year 1 Year 2 Years 3 & 4 Years 5 & 6
Reading – Word Recognition apply phonic knowledge and skills as the route to decode words continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
read accurately by blending sounds in unfamiliar words containing GPCs that have been taught read accurately words of two or more syllables that contain the same graphemes as above
read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read words containing common suffixes
read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
read other words of more than one syllable that contain taught GPCs read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words re-read these books to build up their fluency and confidence in word reading.
re-read these books to build up their fluency and confidence in word reading.
Year 1 Year 2 Years 3 & 4 Years 5 & 6
Reading – Comprehension develop pleasure in reading, motivation to read, vocabulary and understanding by: develop pleasure in reading, motivation to read, vocabulary and understanding by: develop positive attitudes to reading and understanding of what they read by: maintain positive attitudes to reading and understanding of what they read by:
listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
being encouraged to link what they read or hear read to their own experiences discussing the sequence of events in books and how items of information are related reading books that are structured in different ways and reading for a range of purposes reading books that are structured in different ways and reading for a range of purposes
becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices
recognising and joining in with predictable phrases being introduced to non-fiction books that are structured in different ways increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying and discussing themes and conventions in and across a wide range of writing
learning to appreciate rhymes and poems, and to recite some by heart recognising simple recurring literary language in stories and poetry 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 making comparisons within and across books
discussing word meanings, linking new meanings to those already known discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing words and phrases that capture the reader’s interest and imagination learning a wider range of poetry by heart
understand both the books they can already read accurately and fluently and those they listen to by: discussing their favourite words and phrases recognising some different forms of poetry [for example, free verse, narrative poetry] preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
drawing on what they already know or on background information and vocabulary provided by the teacher continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear understand what they read, in books they can read independently, by: understand what they read by:
checking that the text makes sense to them as they read and correcting inaccurate reading understand both the books that they can already read accurately and fluently and those that they listen to by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
discussing the significance of the title and events drawing on what they already know or on background information and vocabulary provided by the teacher asking questions to improve their understanding of a text asking questions to improve their understanding
making inferences on the basis of what is being said and done checking that the text makes sense to them as they read and correcting inaccurate reading drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
predicting what might happen on the basis of what has been read so far making inferences on the basis of what is being said and done predicting what might happen from details stated and implied predicting what might happen from details stated and implied
participate in discussion about what is read to them, taking turns and listening to what others say answering and asking questions identifying main ideas drawn from more than one paragraph and summarising these summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
explain clearly their understanding of what is read to them. predicting what might happen on the basis of what has been read so far identifying how language, structure, and presentation contribute to meaning identifying how language, structure and presentation contribute to meaning
participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say retrieve and record information from non-fiction discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves. 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. distinguish between statements of fact and opinion
retrieve, record and present information from non-fiction
participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
provide reasoned justifications for their views.
Year 1 Year 2 Years 3 & 4 Years 5 & 6
Spelling & Transcription (More detail is available – please ask) words containing each of the 40+ phonemes already taught segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly use further prefixes and suffixes and understand how to add them (English Appendix 1) use further prefixes and suffixes and understand the guidance for adding them
common exception words learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones spell further homophones spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
the days of the week learning to spell common exception words spell words that are often misspelt (English Appendix 1) continue to distinguish between homophones and other words which are often confused
name the letters of the alphabet: learning to spell more words with contracted forms 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 knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
naming the letters of the alphabet in order learning the possessive apostrophe (singular) [for example, the girl’s book] use the first two or three letters of a word to check its spelling in a dictionary use dictionaries to check the spelling and meaning of words
using letter names to distinguish between alternative spellings of the same sound distinguishing between homophones and near-homophones write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
add prefixes and suffixes: add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly use a thesaurus.
using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs apply spelling rules and guidance, as listed in English Appendix 1
using the prefix un– write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
apply simple spelling rules and guidance, as listed in English Appendix 1
write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
Year 1 Year 2 Years 3 & 4 Years 5 & 6
Handwriting sit correctly at a table, holding a pencil comfortably and correctly form lower-case letters of the correct size relative to one another 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 write legibly, fluently and with increasing speed by:
begin to form lower-case letters in the correct direction, starting and finishing in the right place start using some of the diagonal and horizontal strokes 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]. choosing which shape of a letter to use when given choices and deciding whether or not to join specific little
form capital letters write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters choosing the writing implement that is best suited for a task.
form digits 0-9 use spacing between words that reflects the size of the letters.
understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.
Year 1 Year 2 Years 3 & 4 Years 5 & 6
Vocabulary, Grammar and Punctuation (More detail is available – please ask) develop their understanding of the concepts set out in English Appendix 2 by: develop their understanding of the concepts set out in English Appendix 2 by: develop their understanding of the concepts set out in English Appendix 2 by: develop their understanding of the concepts set out in English Appendix 2 by:
leaving spaces between words learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular) extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
joining words and joining clauses using and learn how to use: using the present perfect form of verbs in contrast to the past tense using passive verbs to affect the presentation of information in a sentence
beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark sentences with different forms: statement, question, exclamation, command choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition using the perfect form of verbs to mark relationships of time and cause
using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ expanded noun phrases to describe and specify [for example, the blue butterfly] using conjunctions, adverbs and prepositions to express time and cause using expanded noun phrases to convey complicated information concisely
learning the grammar for year 1 in English Appendix 2 the present and past tenses correctly and consistently including the progressive form using fronted adverbials using modal verbs or adverbs to indicate degrees of possibility
use the grammatical terminology in English Appendix 2 in discussing their writing. subordination (using when, if, that, or because) and co-ordination (using or, and, or but) learning the grammar for years 3 and 4 in English Appendix 2 using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
the grammar for year 2 in English Appendix 2 indicate grammatical and other features by: learning the grammar for years 5 and 6 in English Appendix 2
some features of written Standard English using commas after fronted adverbials indicate grammatical and other features by:
use and understand the grammatical terminology in English Appendix 2 in discussing their writing. indicating possession by using the possessive apostrophe with plural nouns using commas to clarify meaning or avoid ambiguity in writing
using and punctuating direct speech using hyphens to avoid ambiguity
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading. using brackets, dashes or commas to indicate parenthesis
using semi-colons, colons or dashes to mark boundaries between independent clauses
using a colon to introduce a list
punctuating bullet points consistently
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.
Year 1 Year 2 Years 3 & 4 Years 5 & 6
Writing – Composition write sentences by: develop positive attitudes towards and stamina for writing by: plan their writing by: plan their writing by:
saying out loud what they are going to write about writing narratives about personal experiences and those of others (real and fictional) discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
composing a sentence orally before writing it writing about real events discussing and recording ideas noting and developing initial ideas, drawing on reading and research where necessary
sequencing sentences to form short narratives writing poetry draft and write by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
re-reading what they have written to check that it makes sense writing for different purposes composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) draft and write by:
discuss what they have written with the teacher or other pupils consider what they are going to write before beginning by: organising paragraphs around a theme selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
read aloud their writing clearly enough to be heard by their peers and the teacher. planning or saying out loud what they are going to write about in narratives, creating settings, characters and plot in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
writing down ideas and/or key words, including new vocabulary in non-narrative material, using simple organisational devices [for example, headings and sub-headings] précising longer passages
encapsulating what they want to say, sentence by sentence evaluate and edit by: using a wide range of devices to build cohesion within and across paragraphs
make simple additions, revisions and corrections to their own writing by: assessing the effectiveness of their own and others’ writing and suggesting improvements using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
evaluating their writing with the teacher and other pupils proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences evaluate and edit by:
re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form proof-read for spelling and punctuation errors assessing the effectiveness of their own and others’ writing
proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly] 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. proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
read aloud what they have written with appropriate intonation to make the meaning clear. ensuring the consistent and correct use of tense throughout a piece of writing
ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
proof-read for spelling and punctuation errors
perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

 

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