English

Speaking and listening

Statutory guidance (all year groups)

listen and respond 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 collaboration conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of standard English participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication

Additionally:

1. Communicate across a range of contexts and a range of audiences

2. opportunities to work in groups of different sizes (pairs, small groups, large groups, whole class)

3. participate in conversations and debates

4. increasing vocabulary (deeper, richer) to discuss abstract concepts and a wider range of topics

5. constructive feedback on spoken language and listening to achieve high standards in English language and communication

Year group Opportunities Deeper Mastery opportunities

YR -Listening and responding to adults and peers -Circle time/interaction during playful learning in Exploring Time. -Using relevant strategies to build vocabulary -Explorative play, role play. -Articulate and justify answers, arguments and opinions – Collaborative play with peers and adults. -Speak audibly and fluently with an increasing command of standard English- Class discussion of characteristics of learning during Exploring Time. Changing tone/voice during role play depending on audience. Class assemblies. -Gain, maintain and monitor the interest of the listener- Playful learning in Exploring Time. Role play, small world play. -Select and use the appropriate registers for effective communication- Role play- adapting voice for a purpose (e.g. singing a lullaby to a doll in role play), talking clearly on a telephone (role play).

-Adults to parallel play and question children to extend their vocabulary. -Probing questions to develop vocabulary and communication skills.

Y1 Show and tell, News, Our Special Person is… Respond to questions when reading / sharing stories, lesson inputs. Questioning about vocabulary – new topic, subject specific vocabulary e.g. Math, Science, RE. Feel objects, observe objects/ creatures/ plants to extend vocabulary. PHSE – CIRCLE TIME –mindfulness – expressing feelings. Thinking time given during class inputs or opportunity to return back to child if they have forgotten their ideas. Read work aloud- encouraged to speak audibly. Performances for Harvest, Christmas and assembly. Votes to discover that we do not always select the same options. Talk about Toy Diary when they return to school.

Talk to class about a topic of interest e.g. map of a different country, interesting holiday in depth showing knowledge of the country / area. Read aloud a complete story they have created. Talk to class – select pupils to ask questions and answer them. Take on role – show understanding /

Talk partners – tell the person next to you… Drama / role play – traditional tales/ stories/ situations.

empathy for character.

Y2 Harvest Celebration Celebration assembly Talking about inventions (linked to topic) Performance (Christmas) and different speaking parts Debates (e.g. Are Zoos a good idea?) Performance Poems Reading playscripts Guided reading (reading out loud, giving opinions making suggestions and discussing texts)

Perform for different audiences and purposes Pupil governors Stoborough Pantomime Include greater intonation

Y3 Reading aloud a variety of texts including poems Reading own learning aloud to class and in assemblies Suggesting improvements to their own and others learning Group reading/writing Celebration assemblies KS2 Carol Concert to increase confidence, fluency and tone In Science:

explaining processes making predictions discussing methods, variables evaluating outcomes suggesting next steps thinking of questions linked to learning

In RE: discuss topics, ideas, feelings, emotions sharing thoughts and reflections debating opinions - understanding that it is important to listen to others

and show respect for other cultures and religious beliefs

In Science: using clear explanation and expanded vocabulary linked to topic

Y4 Celebration Assembly Tudor Plays PSHCE Book Reviews Guided Reads ICT - presenting Toy Games project

To use a variety of different tones and dialect when reading out loud. To question people’s preconceptions when meeting others for the first time. To speak loudly and confidently when presenting an idea.

Y5 Class assemblies, whole school activities (Harvest, Christmas Concert), presentations, class debates, reflection time, Assessment for Learning and peer evaluation, poetry reading, class discussion.

Depth and quality of the content; Quality of the delivery, pace, intonation, inflection, projection etc. Providing clear and concise feedback and evaluation. Providing constructive and supportive advice. Speaking front of a range of audiences.

Y6 Book reviews, assemblies, debates, group presentations, RE/PSHE discussions. Presentation style for different audiences Public speaking opportunities Speaking with depth/feeling

Reading

1. reading words (phonics, reading at speed, reading with accuracy)

2. comprehension (oral and written)

3. reading a range of books

4. creating a love of literature

Year group Statutory requirements Further skills

YR Pupils will be taught to: Sound single, digraph, trigraphs sounds and recognise the corresponding graphemes Blend sounds to read decodeable words and simple common exception words Know that the letters on the page represent words talk about characters in stories or pictures describe simple settings in stories

know the difference between fact and fiction books and use this terminology

Y1 Pupils will be taught to: apply phonic knowledge and skills as the rout to decode words 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 sounds in unfamiliar words containing GPCs that have

been taught read common exception words, noting unusual correspondences between spelling and

sound and where these occur in the word read words containing taught GPCs and – s, - es, - ing, - ed, -er and – est endings read other words of more than one syllable that contain taught GPCs read words with contractions, e.g. I’m, I’ll, we’ll etc. and understand that the

apostrophe represents the omitted letter(s) 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 books to build up fluency and confidence in word reading

Read unknown words by sounding out and blending to develop confidence in decoding skills

Explain meaning of new words to develop vocabulary

Read words with suffixes by being helped to build on the root of the word

Read and spell common exception words to build up confidence

Read longer books

Y2 Pupils will be taught to: continue to apply phonic knowledge and skills as the route to decode words until

automatic decoding has become embedded and reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so

far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same GPCs as above read words containing common suffixes read further common exception words, noting unusual correspondence between

spelling and sound and where these occur in the word read most words quickly and accurately when they have been frequently encountered

without overt sounding and blending read aloud books closely matched to their improving phonic knowledge, sounding out

Read expressively

Read a range of books: fiction, non-fiction, poems, play scripts

Use clues in the text to improve ton/intonation

unfamiliar words accurately, automatically and without undue hesitation re-read these books to build up their fluency and confidence in word reading.

Y3 Pupils will be taught to: apply their growing knowledge of root words, prefixes and suffixes, 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.

Read expressively aloud to engage

the listener

Y4 Pupils will be taught to: apply their growing knowledge of root words, prefixes and suffixes, 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.

Y5 Pupils will be taught to: apply their growing knowledge of root words, prefixes and suffixes, both to read aloud

and to understand the meaning of new words that they meet.

Pupils should be encouraged to work out any unfamiliar word. They should be encouraged to read with accuracy as this might be key to the meaning of a sentence or paragraph and will improve comprehension.

Y6 Pupils will be taught to: apply their growing knowledge of root words, prefixes and suffixes, both to read aloud

and to understand the meaning of new words that they meet.

Reading comprehension

Year group Statutory requirements Other skills

YR Suggest ways in which stories might end. Describe main story settings, events and principal characters. Demonstrate understanding when talking with others about what they have read. Knows that information can be retrieved from books and computers. Enjoy and increasing range of books.

Listen to and discussing a range of non-fiction and fiction books at a level beyond that at which they can read independently.

Y1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, reading, understanding and discussing a wide range of poems, stories and

non-fiction at a level beyond that at which they can read independently being encouraged to link what they read or hear read to their own experiences becoming very familiar with key stories, fairy stories and traditional tales, retelling

them and considering their particular characteristics recognising and joining in with predictable phrases learning to appreciate rhymes and poems, and to recite some by heart

understand both the books they can already read accurately and fluently and those they listen to by:

drawing on what they already know or on background information and vocabulary provided by the teacher

checking that the text makes sense to them as they read and correcting inaccurate reading

discussing the significance of the title and events making inferences on the basis of what is being said and done predicting what might happen on the basis of what has been read so far

participate in discussion about what is read to them, taking turns and listening to what

others say explain clearly their understanding of what is read to them.

Create a love of reading by sharing, through listening and discussing a wide range of high-quality books

Use vocabulary found in books in own writing

Increase pupils’ understanding of new words and grammatical structures

Take part in effective discussions and consider opinions of others

Use role play to explore characters and use some of the story language

Y2 Pupils will be taught to: develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of poetry (including

contemporary and classic), stories and non-fiction at a level beyond that at which they can read independently

discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories

Explore themes and characters in texts

Complete written reading comprehension

Build independence in completing written comprehension

and traditional tales being introduced to non-fiction books that are structured in different ways recognising simple recurring literary language in stories and poetry discussing their favourite words and phrases 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 both the books that they can already read accurately and fluently and those that they listen to by:

drawing on what they already know or on background information and vocabulary provided by the teacher

checking that the text makes sense to them as they read and correcting inaccurate reading

making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far

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 explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Y3 Pupils will 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

Use contents and index pages to

effectively seek answers to questions

recognising some different forms of poetry (e.g. free verse, narrative poetry) 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.

Y4 Pupils will 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 (a range of

media) 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 (e.g. free verse, narrative poetry)

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

Recognise themes in what they read,

e.g. triumph of good over evil learn conventions of different types

of writing, e.g. greeting in letters, a diary written in the first person

to experience books and authors they would not usually choose to read individually

to read, resent and perform a range of extracts from books and plays expressively

discuss language and vocabulary in books extending understanding of the origin and meaning of words

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.

Y5 Pupils will be taught to: maintain positive attitudes to reading and understanding of what they read by:

continuing to read and discuss an increasingly 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 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

identifying and discussing themes and conventions in and across a wide range of writing

making comparisons within and across books learning a wider range of poetry by heart 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 understand what they read by:

checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

asking questions to improve their understanding 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 summarising the main ideas drawn from more than one paragraph, identifying key

details that support the main ideas

Pupils will have guidance about and

feedback on the quality of their explanations and contributions to discussions regarding texts they have read and studied.

Pupils will be shown how to compare characters, settings, themes and other aspects of what they read.

identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language,

considering the impact on the reader 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.

Y6 Pupils will be taught to: maintain positive attitudes to reading and understanding of what they read by:

continuing to read and discuss an increasingly 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 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

identifying and discussing themes and conventions in and across a wide range of writing

making comparisons within and across books learning a wider range of poetry by heart 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 understand what they read by:

checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

asking questions to improve their understanding drawing inferences such as inferring characters' feelings, thoughts and motives from

their actions, and justifying inferences with evidence

Read a range of books by different authors

Pupils will be taught to recognise themes in what they read, such as loss or heroism. They will have opportunities to compare characters, consider different accounts of the same event and discuss viewpoints (both of authors and of fictional characters), within a text and across more than one text.

They will continue to learn the conventions of different types of writing, such as the use of the first person in writing diaries and autobiographies.

Pupils will be taught the technical and other terms needed for discussing what they hear and read, such as metaphor, simile, analogy, imagery, style and effect.

predicting what might happen from details stated and implied summarising the main ideas drawn from more than one paragraph, identifying key

details that support the main ideas identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language,

considering the impact on the reader 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.

Writing

1. spelling

2. handwriting

3. composition

Year group Statutory requirements Other skills

YR Handwriting Pupils should be taught to:

sit correctly at a table, holding a pencil comfortably and correctly begin to form lower-case letters in the correct direction, starting and finishing in the

right place form digits 0-9 form capital letters (for most able pupils) understand which letters belong to which handwriting ‘families’ (i.e. letters that are

formed in similar ways) and to practise these. Spell Pupils will be taught to:

words containing each of the 40+ phonemes already taught common words and some common exception words

Composition Pupils will be taught to:

write sentences by: saying out loud what they are going to write about

composing a sentence orally before writing it sequencing sentences to form short narratives (most able pupils) Uses some clearly identifiable letters to communicate meaning, representing some

sounds correctly and in sequence Writes own name and other things such as labels, captions Attempts to write short sentences in meaningful contexts They write simple sentences which can be read by themselves and others

Spell words common decodeable and common exception words accurately Write simple sentences by sounding out words and using knowledge of phonics Write simple dictated phrases and sentences

Y1 Handwriting Pupils will be taught to:

form lower-case letters of the correct size relative to one another start using some of the diagonal and horizontal strokes needed to join letters and

Mis-spelt words will be corrected and taught correctly

understand which letters, when adjacent to one another, are best left unjoined write capital letters and digits of the correct size, orientation and relationship to one

another and to lower case letters use spacing between words that reflects the size of the letters.

spell Pupils will be taught to:

words containing each of the 40+ phonemes already taught common exception words the days of the week

name the letters of the alphabet: naming the letters of the alphabet in order using letter names to distinguish between alternative spellings of the same sound

add prefixes and suffixes: using the spelling rule for adding –s or –es as the plural marker for nouns and the third

person singular marker for verbs using the prefix un– using –ing, –ed, –er and –est where no change is needed in the spelling of root words

(e.g. helping, helped, helper, eating, quicker, quickest) apply simple spelling rules and guidelines write from memory simple sentences dictated by the teacher that include words taught so far. Composition Pupils will be taught to:

write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives re-reading what they have written to check that it makes sense discuss what they have written with the teacher or other pupils read aloud their writing clearly enough to be heard by their peers and the teacher.

Vocabulary, grammar and punctuation Pupils be taught to:

leave spaces between words

Use simple adjectives to describe nouns Most able pupils to use: and because, meanwhile to join sentences Use a range of senses when describing the setting

join words and join sentences using and Punctuate sentences using a capital letter and a full stop, question mark and/or

exclamation mark use a capital letter for names of people, places, the days of the week, and the personal

pronoun ‘I’

Y2 Spelling Pupils will be taught to: spell by:

segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly

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

learning to spell common exception words learning to spell more words with contracted forms distinguishing between homophones and near-homophones

add suffixes to spell longer words, e.g. –ment, –ness, –ful, –less, –ly apply spelling rules and guidelines spell compound words write from memory simple sentences dictated by the teacher that include words and punctuation taught so far. Composition Pupils will be taught to: develop positive attitudes towards and stamina for writing by:

writing narratives about personal experiences and those of others (real and fictional) writing about real events writing poetry writing for different purposes

Use some ambitious vocabulary Use a greater range adjectives effectively Use a range of senses when describing settings, atmosphere, characters Write in paragraphs to sequence ideas

consider what they are going to write before beginning by: planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence

make simple additions, revisions and corrections to their own writing by:

evaluating their writing with the teacher and other pupils 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-reading to check for errors in spelling, grammar and punctuation (e.g. ends of

sentences punctuated correctly) read aloud what they have written with appropriate intonation to make the meaning clear. Vocabulary, grammar and punctuation Pupils will be taught to:

learn how to use both familiar and new punctuation correctly including: full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms

learn how to use:

sentences with different forms: statement, question, exclamation, command expanded noun phrases to describe and specify, e.g. the blue butterfly the present and past tenses correctly and consistently including the progressive form subordination (using when, if, that, or because) and co-ordination (using or, and, or

but)

effectively Use simple adverbs to describe verbs

Write simple and compound sentences with skill and for effect on the reader

Y3 Spelling Pupils will be taught to:

use further prefixes and suffixes and understand how to add them spell further homophones spell words that are often misspelt 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.

Handwriting Pupils will 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 Composition Pupils will be taught to:

Plan, draft and write in a range of genres build and use an increasing range of sentences structures organise paragraphs around a theme in narratives, create descriptive settings, characters and plot use rich and varied vocabulary

in non-narrative material, using simple organisational devices such as 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, e.g. 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. Vocabulary, grammar and punctuation Pupils will be taught to:

extend the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although

using the perfect form of verbs to mark relationships of time and cause 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

Write simple, compound and complex sentences Use commas for clauses accurately Use a range of adverbs and adjectives skilfully to enhance description Use similes, personification and alliteration to effectively describe and enhance imagery

Paragraphs skilfully develop ideas

indicate grammatical and other features by:

using commas after fronted adverbials indicating possession by using the possessive apostrophe with singular and plural

nouns using and punctuating direct speech

use and understand the grammatical terminology

Y4 Spelling Pupils will be taught to:

use further prefixes and suffixes and understand how to add them spell homophones: spell words that are often misspelt: 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. Handwriting Pupils should be using joined handwriting throughout their independent writing. Handwriting will continue to be taught, with the aim of increasing the fluency with which pupils are able to write down what they want to say. This, in turn, will support their composition and spelling. Composition Pupils will be taught to:

Plan, draft and write in a range of genres build and use an increasing range of sentences structures organise paragraphs around a theme in narratives, create descriptive settings, characters and plot use rich and varied vocabulary

in non-narrative material, using simple organisational devices such as headings and sub-headings evaluate and edit by:

assessing the effectiveness of their own and others’ writing and suggesting improvements

Write for a range or real purposes and audiences

In order to develop creative and imaginative writing, pupils will be encouraged to adopt, create and sustain a range of roles. They will have opportunities to create their own improvised, devised and scripted drama for each other and a range of audiences as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. Grammar will be taught explicitly: pupils will be taught the terminology and concepts and will be able to apply them correctly to examples of real language, such as their own writing or books that they have read. Pupils will start to learn about some of the differences between Standard English and non-Standard English and begin to apply what they have learnt, for example, in writing dialogue for characters.

proposing changes to grammar and vocabulary to improve consistency, e.g. 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. Vocabulary, grammar and punctuation Pupils will be taught to:

extend the range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although

using the perfect form of verbs to mark relationships of time and cause 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

indicate grammatical and other features by:

using commas after fronted adverbials indicating possession by using the possessive apostrophe with singular and plural

nouns using and punctuating direct speech

use and understand the grammatical terminology

To effectively describe and enhance imagery: ambitious adjectives, adverbs, similes, personification, alliteration A range of sentences is used effectively (simple, compound, complex); commas for clauses are used accurately Dialogue adds to the narrative There is cohesion between paragraphs

Y5 Spelling Pupils will be taught to:

use further prefixes and suffixes and understand the guidelines for adding them spell some words with ‘silent’ letters, e.g. knight, psalm, solemn continue to distinguish between homophones and other words which are often

confused use knowledge of morphology and etymology in spelling and understand that the

spelling of some words needs to be learnt specifically use dictionaries to check the spelling and meaning of words use the first three or four letters of a word to check spelling, meaning or both of these

in a dictionary use a thesaurus.

Handwriting and presentation Pupils will be taught to: write legibly, fluently and with increasing speed by:

choosing which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters

choosing the writing implement that is best suited for a task

Composition Pupils will be taught to: plan their writing by:

identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

noting and developing initial ideas, drawing on reading and research where necessary in writing narratives, considering how authors have developed characters and settings

in what they have read, listened to or seen performed draft and write by:

selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

précising longer passages using a wide range of devices to build cohesion within and across paragraphs using further organisational and presentational devices to structure text and to guide

the reader (e.g. headings, bullet points, underlining) evaluate and edit by:

assessing the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and

clarify meaning 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

Paragraphs are linked effectively and develop ideas seamlessly; paragraphs extend ideas.

A range of description techniques enhance imagery: ambitious and alternative adjectives, adverbs, fronted adverbials, metaphors, personification, alliteration, similes

Pupils begin to gain of confidence in writing in own style of writing Vocabulary is ambitious and enhances the imagery for the reader A range of sentences are used effectively to engage the reader: simple, compound, complex and one worded Complex sentences are made up of effective and linked clauses and include the use of ; to join Dialogue develops the character, setting and the plot

perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Vocabulary, grammar and punctuation Pupils will be taught to:

recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

use passive verbs to affect the presentation of information in a sentence use expanded noun phrases to convey complicated information concisely use modal verbs or adverbs to indicate degrees of possibility use relative clauses beginning with who, which, where, when, whose, that or with an

implied (i.e. omitted) relative pronoun indicate grammatical and other features by:

using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity using brackets, dashes or commas to indicate parenthesis using semi-colons, colons or dashes to mark boundaries between main clauses using a colon to introduce a list punctuating bullet points consistently use and understand the grammatical terminology accurately and appropriately in

discussing their writing and reading.

Y6 Spelling Pupils will be taught to:

use further prefixes and suffixes and understand the guidelines for adding them spell some words with ‘silent’ letters, e.g. knight, psalm, solemn continue to distinguish between homophones and other words which are often

confused use knowledge of morphology and etymology in spelling and understand that the

spelling of some words needs to be learnt specifically use dictionaries to check the spelling and meaning of words use the first three or four letters of a word to check spelling, meaning or both of these

in a dictionary use a thesaurus.

Handwriting and presentation Pupils will continue to practise handwriting and be encouraged to increase the speed

of it They will be clear about what standard of handwriting is appropriate for a particular

task (e.g. quick notes or a final handwritten version). They will also be taught to use an unjoined style (e.g. for labelling a diagram or data, writing an email address, or for algebra) and capital letters

(e.g. for filling in a form). Composition Pupils will be taught to: plan their writing by:

identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

noting and developing initial ideas, drawing on reading and research where necessary in writing narratives, considering how authors have developed characters and settings

in what they have read, listened to or seen performed draft and write by:

selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

précising longer passages using a wide range of devices to build cohesion within and across paragraphs using further organisational and presentational devices to structure text and to guide

the reader (e.g. headings, bullet points, underlining) evaluate and edit by:

assessing the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and

clarify meaning 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

Paragraphs are linked effectively and develop ideas seamlessly; paragraphs extend and explore ideas.

Own style of writing is established successfully using the structure of genres Vocabulary is ambitious and enhances the imagery for the reader A range of sentences are used effectively to engage the reader and to pace the text: simple, compound, complex and one worded Complex sentences are made up of effective and linked clauses and include the use of ; to join Dialogue develops the character, setting and the plot Use rhetorical devices to make an impact on the reader

proof-read for spelling and punctuation errors perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Vocabulary, grammar and punctuation Pupils will be taught to:

recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

use passive verbs to affect the presentation of information in a sentence use expanded noun phrases to convey complicated information concisely use modal verbs or adverbs to indicate degrees of possibility use relative clauses beginning with who, which, where, when, whose, that or with an

implied (i.e. omitted) relative pronoun indicate grammatical and other features by:

using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity using brackets, dashes or commas to indicate parenthesis using semi-colons, colons or dashes to mark boundaries between main clauses using a colon to introduce a list punctuating bullet points consistently use and understand the grammatical terminology accurately and appropriately in

discussing their writing and reading.

Writing - genres

Possible genres for teaching:

Detective story Adventure story Science fiction story Historical story based in a particular period Story based on different perspectives

Factual dairy entry Controversial topic writing linked to current affairs Newspaper report/ article Speech Debate

Poetry (sound, rhythm and imagery) Description of atmospheric setting Description of a character (including emotional state, physical environment…) Prayers

Fictional letter Fictional dairy entry Stories written from different perspectives Comic stories Plays (in the style of Shakespeare/modern plays etc.) Reflective and thought provoking stories Stories based around different cultures Stories based around a character or a setting Mystery story Story based on a key character, e.g. James Bond, Harry Potter! Myths and legends

Promotion Persuasive letter/article/speech Monologue Magazine entry Bibliography Holiday extract Research article Writing based on current affair issues Reports, e.g. sports events Description of dramatic scenes, e.g. an accident, a major event like Nasa space craft etc. Invitation to an event Presentation Writing for a documentary, radio report/programme Recipes Instructions

Journeys Reflective writing based on Emotional Literacy (diving questions) Writing based on describing a visual image

Year group Genres covered

Autumn 1st Autumn 2nd Spring 1st Spring 2nd Summer 1st Summer 2nd

YR

Topic-Marvellous Me! Mark making Name writing Factual- all about me!

Topic-Autumn and Percy the Park Keeper Labelling Map making Character description Simple sentences Mark making

Topic- People Who Help Us Diary entry- a day in the life of Non-fiction Recount

Topic- Animals Non-fiction Descriptive writing

Topic- Growing Narrative- adventure, journey Imaginative stories

Topic- Other Places Setting- description Narrative- journey Postcards

Y1

Retelling Traditional Tales / Fairy stories Captions to accompany pictures, lists of items in a

Factual writing about toys, Victorian toys, toys from 1950s-1970s. Retelling stories about

Animal Stories – The Owl Who was Afraid of the Dark, Owl Babies, Stella Luna. Factual writing about

Zoo leaflets. Stories from different cultures – Little Mouse Deer, Handa’s Surprise. Fables letters to the

Fantasy Stories- Superheroes. Writing about Missions and describing super-powers, describing outfits.

Plant diaries, stories about plants e.g. Sid the Seed, The Tiny Seed. Instructions on how to plant a

suitcase, through the keyhole in The Giant’s Castle. Instructions given by Bossy Ugly Sisters. Speech bubbles, Wanted Posters. Writing postcards, factual accounts about different countries.

toys – Kipper’s Toy box, The Toys’ Party, Old Bear, Paddington. Character sketches from ‘Toy Story.’ Letter writing from characters -Blue Kangaroo, Ruby Bear. Diary writing Monty the Penguin.

nocturnal animals and British Wildlife. Bird watch report. Animal welfare leaflets – how to look after pets. Descriptive writing about animals that visit the classroom. Animal poems.

zoo – Bill’s Belly Button, Whale Mail. Animal alphabet. Factual writing about zoo animals. Report about zoo visit.

Character sketches – The Incredibles (list super powers). Factual writing about France, Nepal and Africa.

bean. Create information for a seed packet entitled ‘My Magic Seed’ Recipes for fruit salad. Listing fruits and vegetables. The enormous turnip- traditional tale. Stories from other cultures Willow Pattern / The Magic Paintbrush.

Y2

Rewrite a modern story in the past tense Character description Diary entry Speech bubbles Writing based on describing a visual image Instructions

Poetry (acrostic list) Note taking/gathering information to create a non-fiction paragraph Victorian fact sheet Recounts of ‘real# Victorians Diary entry (as a workhouse child) Letter complaining about conditions in the workhouse

Stories from other cultures Playscripts Character profiles Letter writing

Performance poetry Riddles Description linked to visual images Atmospheric writing using the senses

Radio script Broadcasts Story writing based on a journey of a rainforest frog

Persuasive letter/article re conservation/ endangered animals Written debates and viewpoints based on the Rainforest topic Letter to newspaper

Y3

Narrative – mystery stories Character portraits – 3

rd person

Poetry to include: imagery similes repetition rhyme

Reflective writing: prayers

Non-fiction texts (information) linked to Science topic Research article information leaflets

Narrative – myths (journeys) Dialogue Description of images

Poetry – Haiku - Cinquain

Spiritual reflective writing

Thought provoking writing based on current affairs Persuasive writing linked to environmental topic in Humanities

writing for the Christmas service

learning linked to RE topic and worship

Y4

Historical stories Setting descriptions Character profiles

Newspaper articles Diary writing

Stories from other cultures Thought provoking stories Poetry

Holiday destination leaflets Persuasive writing/ organising factual writing

Plays Letter writing

Sci-fi stories Atmospheric Settings

Y5

Reflective writing Newspaper article Myths and legends – writing own myth Poetry - Haiku

Descriptive writing linked to topic First person fictional diary (linked to RE topic) Speech - writing for a debate

Science fiction story Formal letter writing (The Times) – linked to topic

Description of an atmospheric setting factual diary entry

Biograph writing (key historical figure) Thought provoking story written in the first person

Documentary text Poetry writing (imagery and rhythm) writing based on a visual image

Y6

Newspaper reports Persuasive letters Fictional diary writing

Historical Story Debate Poetry

Description of an atmospheric setting Mystery story

Description of a dramatic event Writing for a documentary/research article

Biography Speech

Stories based around different cultures Reports

Reading comprehension skills for KS2

Main focus Skills to cover

Understand, describe, select or retrieve information events or ideas from text, and use quotation and reference to texts

summarise and synthesise information select and explore evidence from different texts make relevant points clearly identified with apt quotations understand how a line of argument is developed

Deduce, infer or interpret information, events or ideas from texts make inferences from challenging texts interpret key points from different parts of texts consider the wider implications of themes, events and ideas in texts explore the connotations of words and images Explore what can be inferred from the finer details of texts

Identify and comment on the structure and organisation of texts Comment on how successfully writers have opened their stories Explore how writers structure a whole text Recognise and discuss the effect of a range of structural features in a text Comment on writers’ use of narrative structure to shape meaning Compare the organisation and development of a theme through a whole

text

Explain and comment on writers’ use of language, including grammatical and literacy features at word and sentence level

Identify and comment on emotive language Explain and comment on authors’ use of irony Analyse how writers use different sentence structures and rhythms Explore different kinds of dialogue in fiction Compare how writers use descriptive language in different forms

Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader

Use detailed evidence form a text to identify the writers’ purpose Give detailed evidence for your opinions at word, sentence and text

levels Explain writers’ viewpoints using detailed textual evidence

Understand a text’s effect on the reader and explain how the writer has created it

Relate texts to their social, cultural and historical traditions Recognise textual conventions recognise how textual conventions can be combined to create a new

literary form Discuss how ideas are treated differently in different times and places Discuss how the same literary form is used differently in different times