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Willen Primary School
Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Sentence Structure
Write own name (including a capital letter for it)
Write labels & captions
Begin to form simple sentences (starting words from left to right)
Correct letter formation
Punctuation Begin to use full stops and capital letters, showing understanding of the concept of a sentence
Text Structure Written text should start to make sense or child should be able to check for sense if not
Vocabulary Word, sentence, letter, capital letter, full stop
EYFS GPS Coverage Tracking Grid 2016-17
Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Word
Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]
Sentence Structure
Write first & last name with capital letters where needed.
Realise how words can combine to make sentences.
Show that ‘and’ can join both words join sentences.
Use other conjunctions to join sentences ( e.g. so, but).
Punctuation
Separate words with clear, uniform spaces.
Introduce capital letters, full stops, question marks and exclamation marks to demarcate sentences.
Include capital letters for names and for the personal pronouns.
Text StructureSequence sentences to form short narratives.
Re-read own writing to check that it makes sense and correct.
Vocabulary Word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark.
Year 1 GPS Coverage Tracking Grid 2016-17
Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Word
Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]
Formation of adjectives using suffixes such as –ful, –less
Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs
Sentence Structure
Include time adverbs and adverbials (e.g. later, first, in winter, at night).
Use a range of connectives: when, if, that, because, and, or, but, so.
Expanded noun phrases for description and interest (e.g. the blue butterfly, plain flour, the man in the moon).Write sentences that are statements, questions, exclamations or commandsUse past and present tense appropriately and correctly
Punctuation
Use capital letters, full stops, question marks and exclamation marks to correctly demarcate sentences.
Use commas to separate items in a list.
Include apostrophes to mark contractions e.g. isn’t, shouldn’t
Introduce speech marks to punctuate direct speech.
Text StructureConsistently use of present tense versus past tense throughout texts e.g. go/went. Use of the continuous form of verbs in the present and past tense to mark actions in progress e.g. she is drumming, he was shouting.
Vocabulary Verb, tense (past, present), adjective, noun, suffix, apostrophe, comma.
Year 2 GPS Coverage Tracking Grid 2016-17
Year 3 GPS Coverage Tracking Grid 2016-17
Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Word
Formation of nouns using a range of prefixes [for example super–, anti–, auto–]Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]
To understand and use the terms consonant and vowel
Sentence Structure
Vary sentence structure by expressing time and causal words: conjunctions (e.g. when, before, after, while, because).
Vary sentence structure by expressing time and causal words: adverbs (e.g. then, next, soon).
Vary sentence structure by expressing time and causal words: prepositions (e.g. before, after, during, in, because of).
Use adverbials of time, place and manner (e.g. at midnight, over the hill)
Consistently use past and present tense, including irregular tenses
To identify the subject and object within a sentence
Punctuation Introduce how inverted commas punctuate direct speech
To use question marks and exclamation marks to demarcate sentences
Text Structure Provide the correct tense
Change verbs to improve interest
Experiment with adjectives to create impact
Correctly use verbs in 1st, 2nd, 3rd person
Include introduction to paragraphs as a way to group related material
Use headings and sub-headings to aid presentation
Provide the perfect form of verbs to mark relationships of time and cause (e.g. I have written it down so we can check what he said.)
Vocabulary Word family, conjunction, adverb, preposition, direct speech, inverted commas, speech marks, consonant, vowel, clause, subordinate clause
Year 4 GPS Coverage Tracking Grid 2016-17
Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Word
The grammatical difference between plural and possessive –s
Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]To know all the different types of noun (common, proper, collective, abstract)
Sentence Structure
Vary sentence structure, using different openers (e.g. subordinate clauses - Stumbling through the trees, Rooted to the spot,)Show fronted adverbials (e.g. Tears trickling down his face, James closed the heavy door behind him. Later that day, I heard the bad news)Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)To use know the differences between statements, questions, commands and exclamations
Punctuation
Include commas to mark clauses and separate items in a list
Provide apostrophes that mark singular and plural possession (e.g. the girl’s name, the boys’ boots)Use of commas after fronted adverbials (e.g. Later that day, I heard the bad news,)Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]
Text Structure
Use adverbs (together with the knowledge that not all adverbs end in ly e.g. fast, often, almost)
Include adjectival phrases e.g. biting cold wind
Consistently use 1st & 3rd person correctly
Use of paragraphs to organise ideas around a theme
Provide appropriate choice of pronouns or nouns in sentences,
varying choice to aid cohesion and avoid repetitionUse connectives to link paragraphs.(e.g. however, on the other hand, as the clock struck midnight, from far in the distance)
Vocabulary Pronoun, possessive pronoun, adverbial, determiner
Year 5 GPS Coverage Tracking Grid 2016-17
Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Word
Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]
Verb prefixes [for example, dis–, de–, mis–, over– and re–]
Sentence Structure
Add phrases to make sentences more precise and detailed (e.g. the extremely poisonous dragon, as quickly as possible,)
Use range of sentences openers consistently, considering their effect
Link clauses in sentences using a range of conjunctions (including co-ordinating conjunctions)
Include relative clauses beginning with who, which, where, whose
Indicate levels of possibility using modal verbs (e.g. might, should, will, must) or adverbs (e.g. perhaps, surely)
Use verb phrases e.g. she began to run, he might have been
Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
Punctuation
Use direct & reported speech
Show brackets, dashes or commas to indicate parenthesi
Use of commas to clarify meaning or avoid ambiguity
Use of commas after fronted adverbials (e.g. Later that day, I heard the bad news,)
Text Structure Vary pronouns to avoid repetition. Understand possessive pronounsUse the perfect form of verbs to mark relationships of time and cause (e.g. I have written it down so we can check what he said.)
To ensure tense consistency within writing
Use basic Standard English, i.e. agreement between verb & noun; consistency of tense; avoid double negativeBuild cohesion within a paragraph (e.g. just as, while, around the corner,)
Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly)
Consistently and accurately organise writing into paragraphs
Vocabulary Relative clause, modal verb, relative pronoun, parenthesis, bracket, dash, determiner, cohesion, ambiguity
Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Word The difference between vocabulary typical of informal speech and
Year 6 GPS Coverage Tracking Grid 2016-17
vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]How words are related by meaning as synonyms and antonyms [for example, big, large, little]
Sentence Structure
Use subordinate clauses to write complex sentences
Adapt sentence construction to different text types, purposes & readersConstruct and manipulate sentences to add meaning and create subtle differences, including the use of hypothetical and speculative languageUse passive voice to affect the presentation of information in a sentence(e.g. ‘I broke the window in the greenhouse’ versus ‘The window in the greenhouse was broken’)Expand noun phrases to convey complicated information concisely (e.g. the fact that it was raining meant the end of sports day)Know the difference between informal and formal speech and writing e.g. ‘He’s your friend, isn’t he?’ versus, ‘If he were to be successful, the matter would be resolved’.) Or the use of subjunctive forms such as as If I were or Were they to come
Use question tags to support informal speech structure
Punctuation
Use full range of punctuation correctly; matching it to genre, including use of the semi-colon, colon and dash to indicate a stronger subdivision of a sentence
Punctuate with bullet points to list information
Show how hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re-cover)
Text Structure
Use language consistent associated with 1st, 2nd, 3rd person
Use the progressive forms of verbs in the past and present tense to mark actions in progress
Understand and use relative pronounsLink ideas across paragraphs using a wider range of cohesive devices:
semantic cohesion (e.g. repetition of a word or phrase)Link ideas across paragraphs using a wider range of cohesive
devices: grammatical connections (e.g. the use of adverbials such as,
on the other hand, in contrast, or as a consequence), and ellipsis (omission of word or phrase)
Layout devices, such as headings, sub-headings, columns, bullets, or tables, to structure textOrganise paragraphs coherently and use them to signal a change in time, scene, action, mood or personTo understand the differences between formal and informal vocabulary and structures, including the subjunctive
Vocabulary Active and passive voice, subject, object, hyphen, synonym and antonym, colon, semi-colon, bullet points, ellipsis