curriculum update.fw

English

 

 

 

 

Early Years

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Spelling

Letters and Sounds

Letters and Sounds

Letters and Sounds/

New curriculum

New curriculum

Year 3 and 4 words should be learnt alongside these.

 

New curriculum

Year 3 and 4 words should be learnt alongside these.

 

New curriculum

Year 5 and 6 words should be learnt alongside these.

New curriculum

Year 5 and 6 words should be learnt alongside these.

 

Autumn 1

Phase 1

Phase 2 – recognising sounds and beginning to blend cv/cvc sounds for reading.

 

Recap phase 3 /4 ( reading and spelling)

Read and spell 100 high frequency words

Begin teaching phase 5

Revise spellings of words in phase 2, 3, 4,5

Revisit all the combinations of spellings for each vowel phoneme

Spelling of 100 HF words.

dge, soft g, soft c, silent k, silent g, silent w

Adding suffixes beginning with vowel letters to words of more than one syllable e.g.  ed, er, ing               forget, forgetting             garden, gardener

Homophones eg great, grate, main, mane,

Revise adding suffixes beginning with vowel letters to words of more than one syllable  e.g.  ed, er, ing               forget, forgetting             garden, gardener

 

Words containing ough

Look at the different sounds that this word can make.

 

 

Endings which sound like: ous, ious, cious, tious   e.g. grace, gracious,

Note that anxious is an exception

 

 

Autumn  2

 Split into phonic groups Phase 2 /phase 3

h/f words( reading)

letter formation

Phase 5

New graphemes for reading including split digraphs

Phase 2-5 HF words

Continue accurate spelling of 100 HF words.

Polysyllabic words

Le, el, al,

Words with endings sounding like sure or ture

Words with endings sounding like tch

The /ɪ/ sound spelt y elsewhere than at the end of words                           e.g. myth, Egypt, pyramid, cycle, mystery etc

Words with silent letters: g, w, k, l, etc

Endings which sound like: cial/tail

 

Adding the suffix to words ending in fer e.g. preferred

Spring 1

Phase 2, 3, 4

h/f words(reading)

letter formation

spelling ( phase 3 h/f words)

Phase 5

Alternative pronunciations of graphemes for reading

 Reading and spelling of

HF words.

Adding ed and ing

Compound words

Y, plural y, y +ed/est/er

ey endings e.g.. Monkey, key

 

The sound spelt ou

The suffix – ous

 

Revise plurals and plural possession apostrophe

 

The spelling of ei and ie words

Spell words containing ie or ei and apply the rule about following c. Learn by heart the exceptions to this rules (eight, weigh, height, weird, their, neighbour, rein, vein)

Words ending in able, ible, ably, ibly

 

Spring 2

Phase 2, 3, 4

h/f words(reading)

letter formation

spelling ( phase 3 h/f words)

Phase 5

Alternative spellings of phonemes for spelling

HF words

Adding ly and ful

 

One l or 2 l e.g. always, call,

The suffix – ly  words ending in le become ly

 

The suffixes, sion and tion

 

The suffix – ly and develop to words ending in c which become ally.

The suffixes, sion, ssion, tion, cian

The suffix ation.

Endings which sound like: ous, ious, cious, tious   e.g. grace, gracious,

Note that anxious is an exception

 

Words ending in –ant, –ance/–ancy, –ent, –ence/–ency

 

 

Summer 1

Phase 2, 3, 4

h/f words(reading)

letter formation

spelling ( phase 3 h/f words)

Phase 5

Reading and spelling of words with Adjacent consonants and newly learned grapheme

HF words

Splitting a word into syllables

qu/w sound

contractions

tion

 

The prefixes – un, re, dis, mis,

(Look at meaning of prefixes too)

 

 

The pprefixes -  im, in, il, ir, trans, tele, auto, super, sub, auto

(Look at meaning of prefixes too)

Words ending in able, ible, ably, ibly

 

Hyphenated words

Summer 2

Phase 2, 3, 4

h/f words(reading)

letter formation

spelling ( phase 3 h/f words)

Phase 5Recap

Alternative spellings of phonemes for spelling

Reading and spelling of words with Adjacent consonants and newly learned graphemes

Reading and spelling of h/f word

HF words

 multisyllabic words

homophones e.g. here/hear

suffixes: ment, ness, ful, less, ly

 

Revise homophones 

 

Possessive apostrophe with plural words . Revise plural rules at same time               e.g. y to i,   f to ves et

Ch words which make ‘sh’ sound e.g. machine (French origin)

Ch words which make a hard c sound e.g. chemistry (Greek origin)

que at end of word e.g. plaque

gue at end of word e.g.vague

Advanced homophones or words that are often confused.

Bridal, bridle, stationary, stationery, advise, advice

(Look at examples in curriculum)

Advanced homophones or words that are often confused.

Bridal, bridle, stationary, stationery, advise, advice

(Look at examples in curriculum)

 

Early Years

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

GRAMMAR OBJECTIVES

Pupils should be taught to:

Leave spaces between words

 

Oral rehearsal of grammatically accurate sentences.

 

Beginning to punctuate sentences using a capital letter and full stop.

 

Use a capital letters at the start of sentences, names and I.

 

 

 

 

Pupils should be taught to:

Leave spaces between words

 

Join words and joining sentences using and

 

Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

 

Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

 

Learn the grammar in column 1 in year 1 in Appendix 2 00

Pupils should be taught to:

 

Use both familiar and new

punctuation correctly (see

Appendix 2), 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

 

Expand noun phrases to describe and specify, e.g. the blue butterfly

 

Use the present and past tenses correctly and consistently including the progressive form

 

Use subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

 

Learn the grammar in column 1 of year 2 in Appendix 2

 

Use some features of written Standard English

 

Pupils should 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

 

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

 

Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

 

Use conjunctions, adverbs and prepositions to express time and cause

 

Use fronted adverbials

 

Learn the grammar in column 1 of year 3 and 4 in Appendix 2

 

 

 

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 in

Appendix 2

 

Pupils should 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 in Appendix 2

 

 

 

 

 

 

 

 

 

 

 

Early Years

Year 1

New Curriculum

Year 2

New Curriculum

Year 3

New Curriculum

Year 4

New Curriculum

Year 5

New Curriculum

Year 6

New Curriculum

 

 

 

Word and Sentence Level

Ascribes meanings to marks they see in different places

Make marks for meaning

Sometimes gives meaning to marks.

Connectives

and

Connectives

Co-ordinating connectives

(FANBOYS: For, and, not, but, or, yet, so)

AC

Adverbs and Connectives

Subordinating connectives

(As, When, Although, While, if)

ISPAC

Ing, similes, adverbs, connectives

Prepositions

 

ISPACE

Ing, similes, prepositions, adverbs, connectives, ed words

Same

ISPACE

Consolidate

Same

Begins to break the flow of speech into words

Continue a rhyming string

Hears and says initial sounds in words

Can segment the sounds in simple words and blend them together

 

Adjectives

 

Same

Adjectives

Adverbs

 

Make adventurous vocabulary choices.

 

Expanded noun phrases

Sentence of 3 for description

 

Compose sentences using nouns, adjectives and verbs with clarity and impact.

Sentence of 3 for description

 

Select and use a range of technical and descriptive vocabulary.

Same

Sentence of 3 for description and action

 

Clarify meaning and view point through use of adverbials.

 

Show imagination through language to create emphasis, humour, atmosphere or suspense.

Same

Consolidate use of sentence of 3

 

Adapt sentences to suit text types

 

Show imagination through language to create emphasis, humour, atmosphere or suspense.

 

Recognise structures typical of formal speech.

Modal verbs (suggest possibility e.g. may, might)

Passive voice

Choose words and sentence structures to suit the text type and make the greatest impact.

 

Experiment with word order and choose the most effective.

 

Recognise structures typical of formal speech.

Modal verbs (suggest possibility e.g. may, might)

Passive voice

To use clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence

To write labels and captions

Begin to use Time Connectives linked with instructions and recounts.

Same

Time Connectives

First, next, later, soon, after, then, finally

Same

Consolidate Year 2 words

Time Connectives

First, next, later, soon, after, then, finally

Same

Time Connectives

Whilst, As, When, A little while later ,During,  Instantly, Immediately, In a flash

Same

Time Connectives

Consolidate

 

Same

Time Connectives

Consolidate

 

Recognise structures typical of formal speech.

To attempt to write short sentence in meaningful contexts

Connective

And

Same

Connectives

And, but, so, because, also

Same

Consolidate Connectives

And, but, so, because, also

Same

 

Connectives

Although, however, despite

In addition, furthermore

Same

Connectives

On the other hand, conversely, similarly, equally

Same

Connectives

 

Same

To use their phonic knowledge to write words which match their spoken sounds. To write simple sentences which can be read by themselves and others

Simple sentences

Same

Compound sentences

 

Sentences with different forms: Statement, command, questions, exclaimer

Compound sentences

 

Begin subordination

 

Same

 

Complex sentences starting with ing words, ly words and connectives.

 

Same

Embedded clauses within sentences.

 

Use relative clauses:  which, who, that,

Consolidate

 

Same

 

Capital letters

Full stops

Finger spaces

Capital letters

Full stops

 

Begin to use question marks and exclamation marks.

 

Use capital letter for pronoun I and proper nouns Days of week.

Capital letters

Full stops

Commas in lists

Question marks

Exclamation marks

Apostrophes for contractions

Ellipses for tension

Exclamation marks

Question marks

Speech marks (just “ and “)

Same

 

Commas to mark clauses

Speech marks and other speech punctuation.

Apostrophe for possession

Same

 

Full speech punctuation used accurately

Commas to mark clauses and embedded clauses

Brackets

Semi-colon

Colon

Apostrophes used correctly

Bullet points punctuated accurately

Consolidate

Same

 

 

Similes

Similes

Similes and metaphors

Imagery and effect

 

 

 

 

Similes, metaphors and personification

Imagery and effect

Consolidate

Same

 

Text cohesion

Attempt writing for various purposes.

Group written sentences

together in chunks of meaning.

Use planning to write in clear sections.

 

Write in chunks of meaning.

Secure planning methods.

 

Begin to write in paragraphs.

STEPP (subject, time, event, person, place)

 

Secure planning methods.

 

Organise texts into paragraphs.

STEPP (subject, time, event, person, place)

 

Use adverbials and connectives to establish links within paragraphs.

Experiment with the organisation of paragraphs and the effect this has.

 

Develop links within and between paragraphs.

STEPP (subject, time, event, person, place)

CRISP(connective,

 

 

 

Early Years

Year 1 Reading Comprehension

Guided Group Focus

Year 2 Reading Comprehension

Guided Group Focus

Year 3/4 Reading Comprehension

Guided Group Focus

Year 5/6 Reading Comprehension

Guided Group Focus

Guided Group Reading Objectives

As Year 1:

 

Listen to and discuss a wide range of poetry that is beyond their own reading ability.

 

Link what they read or hear to their own experiences

 

Become very familiar with traditional tales and fairy stories and identify their characteristics

 

Recognise and join in with predictable phrases

 

Learn some rhymes and poems by heart

 

Discuss titles and covers

 

Make predictions

 

Making inferences

 

Participate in discussion

 

Explain clearly what has been read to them and what they read independently.

 

Listen to and discuss a wide range of poetry that is beyond their own reading ability.

 

Link what they read or hear to their own experiences

 

Become very familiar with traditional tales and fairy stories and identify their characteristics

 

Recognise and join in with predictable phrases

 

Learn some rhymes and poems by heart

 

Discuss titles and covers

 

Make predictions

 

Making inferences

 

Participate in discussion

 

Explain clearly what has been read to them and what they read independently.

 

Listen to, discuss and express views about a wide range of poetry (classic and contemporary), stories and non fiction beyond their own reading level

 

Discuss the sequence of events and how they are related

 

Retell a wide range of stories, fairy stories and traditional tales

 

Read and discuss non-fiction books that are structured in different ways

 

Recognise recurring language in stories and poems

 

Discuss their favourite words and phrases

 

Learn and recite poems, using intonation more effectively to make the meaning clear

 

Self correct when they are reading aloud

 

Making inferences about what is being said or done

Answering and asking questions

 

Making predictions

Participate in discussion

Explain clearly what has been read to them and what they have read independently.

 

Read for a range of purposes

 

Use a dictionary to check the meaning of unfamiliar words

 

Listen to and discuss a wide range of poetry, fiction, plays and non-fiction

 

Retell some stories orally

 

Identify themes

 

Identify key features of genres, including reuse rational features

 

Use non fiction books accurately

 

Rehearse and recite poetry by heart (recognise different forms e.g. riddle, free verse, narrative etc)

 

Perform plays with expression, volume, action

 

Discussing imaginative words and phrases

 

Self correct when reading aloud

 

Explain the meaning of words in context

 

Answering and asking questions about what they have read

 

Make inferences about characters feelings, thoughts, actions, motives and justify with evidence

 

Make predictions

 

Identify main ideas about what they have read

 

Explain how the presentational features contribute to meaning

 

Explain how language contributes to meaning

 

Explain how structure contributes to meaning.

 

Read whole books by authors they wouldn't normally choose

 

Learn and recite poetry by heart and perform plays with effective use of intonation, volume, action

 

Read an increasingly wide range of poetry, stories, plays, non-fiction (myths, legends, traditional, classic, modern, stories from other cultures)

 

Recommend books they have read with reasons for their choices

 

Identify  and discuss themes

 

Compare characters

 

Compare different viewpoints f the same topic

 

Answering and asking questions to improve understanding

 

Make inferences about characters feelings, thoughts, motives, actions and justify with evidence

 

Make predictions

 

Summarise main points/ideas from across texts

 

Identify how language, structure and presentational features contribute to meaning

 

Identify literary devices such as simile, metaphor, analogy, imagery, effect on reader

 

Retrieve, record and present information from non-fiction texts

 

Participate in discussion, challenging views of others

Give a short presentation or hold a debate based on what they have read

 

Use non fiction books accurately and use these to research topic work linked to science, history, geography

 

Pupils should be given feedback about their responses in order to develop detail

 

Pupils should be taught how to compare characters, settings, themes etc.

 

 

 

At St. Katharine’s, writing is taught through our project work.  Throughout each school year, all pupils will have the opportunity to write a range of Narrative and Non-Narrative texts for many different purposes and audiences.  During lessons, the children will have the opportunity to plan, draft and edit their work with the support of adults, talk partners and independently.

 

From September 2015 the school is developing a Talk for Writing approach across all year groups.  This allows pupils to first become familiar with a text type; this can be learning a text orally as a class or dramatizing a text.  This is a crucial stage, which enables the pupils to learn new sentence patterns, language and text cohesion so that they are ready to write with greater independence. The pupils are then given time to innovate and embellish the text, making it more personal and individual.  The innovation stage is first done as an oral rehearsal, using talk partners to develop their ideas out aloud, followed by writing sessions.  Writing is supported through modelled writing, shared writing, and paired writing.  This allows pupils to discuss and evaluate their writing and to identify ways in which it could be improved.  This approach to writing enables our pupils to become confident, independent writers, who are able to reflect and improve their own work and that of others. 

 

More information can be found on the Talk for Writing website:  http://www.talk4writing.co.uk/

 

TEXT TYPES COVERED DURING YEAR

Early Years

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Narrative

 

Stories (fantasy, adventure, mystery, historical, sci-fi)

Descriptions (characters and settings)

Letters informal

Poems (rhyme, structured, calligrams)

 

 

 

 

 

 

 

 

 

 

Non Narrative

 

Letters formal

Advertisements

Recount

Non-Chronological Report

Instructions

 

 

Narrative

 

Stories (fantasy, adventure, mystery, historical, sci-fi)

Descriptions (characters and settings)

Letters informal

Diaries

Poems (rhyme, , structured,)

Fairy tales

 

 

 

 

 

 

 

 

Non Narrative

 

Newspapers

Letters formal

Advertisements

Recount

Non-Chronological Report

Explanation

Instructions

 

 

 

 

Narrative

 

Stories (fantasy, adventure, mystery, historical, sci-fi)

Descriptions (characters and settings)

Letters informal

Diaries

Poems (rhyme, free verse, structured, calligrams)

 

 

 

 

 

 

 

Non Narrative

 

Newspapers

Persuasive arguments

Recount

Non-Chronological Report

Instructions

 

 

 Narrative

 

Stories (adventure, mystery)

Descriptions (characters and settings)

Letters informal

Diaries

Playscripts

Poems (calligrams)

Myths/legends

 

 

 

 

 

 

 

 

Non Narrative

 

Persuasive arguments

Recount

Non-Chronological Report

Explanation

 

 

 

Narrative

 

Stories (mystery, historical)

Descriptions (characters and settings)

Letters informal

Diaries

Playscripts

Poems (free verse, structured)

Myths

 

 

 

 

 

 

 

 

 

Non Narrative

 

Newspapers

Persuasive arguments

Letters formal

Advertisements

Recount

Non-Chronological Report

Instructions

 

 

 

Narrative

 

Stories (adventure, historical,)

Descriptions (characters and settings)

Letters informal

Diaries

Poems (rhyme, free verse, structured, calligrams)

 

 

 

 

 

 

 

 

Non Narrative

 

Newspapers

Persuasive arguments

Letters formal

Advertisements

Recount

Non-Chronological Report

Explanation

Instructions

 

 

Narrative

 

Stories (fantasy, adventure, mystery, historical, sci-fi)

Descriptions (characters and settings)

Letters informal

Diaries

Playscripts

Poems (rhyme, free verse, structured, calligrams)

Myths/legends/fables/fairy tales

Biography

Autobiography

 

 

Non Narrative

 

 

Newspapers

Persuasive arguments

Letters formal

Advertisements

Discussion texts

Recount

Non-Chronological Report

Explanation

Instructions