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Denbigh English Curriculum

Subject Lead: Miss Stephenson

The English curriculum at Denbigh strives to equip children with the reading and writing skills that they will need to succeed in, and beyond their school years. We use a variety of teaching and learning skills to support our children’s learning throughout the English curriculum which encompasses reading, grammar, spelling and punctuation as well as composition of written texts. Our staff aim to enthuse and inspire a love of English through relevant and well-planned texts, exciting writing opportunities (which lead to a real-life outcomes, such as presenting their work on the School Radio, or uploading their work to Seesaw so that other children can read it) and through genre based studies.

A genre based study allows our children to build a solid knowledge of different text types; building on this knowledge each year, through the introduction of new language features and presentational devices. With a few consecutive weeks being spent on each text type, the children have a good base to then show off their skills through HOT writes which follow after each genre study.

Each genre study follows the same pattern to ensure consistency from one year group to the next.

Reading of a WAGOLL (What a Good One Looks like) is where the children will discuss the purpose and audience of a text type.
Cold write– Gives the children a first attempt at writing their own version of the text type. This allows them to show off what they already know and bring forward prior learning as well as giving our teaching staff a clear indication of the children’s knowledge and understanding.
Reading as a reader allows the children to become more familiar with why the text has been written as it has. The children will analyse the text thinking more carefully about characters and vocabulary. Through this section, children will be asked to identify the effects on the reader. How does the text make you feel? What is the text telling you?
Story map: Children draw the text out in pictures to help memorise key phrases and elements from within the text.
Innovation: Children use the WAGOLL text to create their own version. Children may be tasked to write a similar piece of writing but change one key element such as the setting or character.
Invention: Children apply their learning of the genre style to another topic area whilst using relevant features which have been learned throughout the unit. This will also be the child’s hot write.

From KS1 upwards, children work to complete their ingredients checklist for the genre that they are studying. This helps to sum up the expectations before their hot write. Teachers use this to show how successful a child’s hot write is in comparison to their cold write.

A cross curricular approach to English is in place to allow children have the opportunity to apply the skills learned in English lessons through other areas, such as STEM, Topic, Art, DT etc. Educational trips (writing events, library visits, author events and cinema trips) work alongside our English curriculum to support the teaching and learning, and give children real-life experiences to draw on in their writing. In KS1, children learn to read using the Read, Write, Inc. phonics scheme alongside whole-class and/or small group Guided Reading sessions in which the children are probed on their understanding of a text and its grammatical features. In KS2, children continue to build on their reading skills through structured whole-class reading sessions which teach key skills and probe children’s understanding.

Alongside this, we use Accelerated Reader to give children the opportunity to delve into new books independently whilst building reading speed and fluency. See Our Reading Journey at Denbigh page for more information on our reading approach. Throughout all strands of English, ICT is used to engage, enthuse, present and document the children’s learning. Staff at Denbigh know that good English occurs in our school when:

*It is led by the children, interests them and is memorable to them.
*Children are talking, laughing, engaged and enjoying English through a range of interactive and practical activities.
*Children are actively involved in their own learning, asking questions, looking for the answers and planning their own writing.

*English is differentiated and inclusive with children making progress throughout the lesson and genre study.
*Good quality assessment and Assessment for Learning is used to inform planning and builds on children’s prior learning.
*Assessment of writing takes place throughout the series of lessons during a genre study and after a hot write, teachers use the following TAFs to identify which year group expectations children have achieved within their piece of work.

Our Key Concept Progressions ensure that our children’s learning is secure and developed. Our curriculum provides opportunities for repetition and practise to develop essential knowledge, skill sand understanding in English. The Key Concepts help to scaffold and challenge our learning. Please view examples of what the progression of our Key Concepts looks like.

If you would like to support your child with their learning click on the relevant link below.

Year 1 Grammar Glossary

Year 2 Grammar Glossary

Year 3 Grammar Glossary

Year 4 Grammar Glossary

Year 5 Grammar Glossary

Year 6 Grammar Glossary

 

Progression Threshold Concepts in English

Threshold Concept : Punctuation

Milestone 1: Use capital letters and full stops to demarcate sentences.

Threshold Concept : Punctuation

Milestone 2: Begin to use inverted commas and correct speech punctuation.

Threshold Concept : Punctuation

Milestone 3: Use brackets, dashes and commas to indicate parenthesis.

Threshold Concept : Editing

Milestone 1: Make simple revisions, additions and corrections to his or her own writing.

Threshold Concept : Editing

Milestone 2: Proof read for spelling and/or punctuation errors

 

 

Threshold Concept : Editing

Milestone 3: Proof read for spelling and punctuation errors, and make changes to vocabulary and grammar to enhance effect on the reader.

 

 

Denbigh Writing Teaching Assessment Frameworks (TAF)

Year One TAF

Year Two TAF

Year Three TAF

Year Four TAF

Year Five TAF

Year 6 TAF

Our English Curriculum

 

Year 1

 

Spoken Language

Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which he/she can read independently

Discuss the significance of the text’s title and events

Recite some poems and rhymes by heart

Participate in discussion about what is read to him/her, taking turns and listening to what others say

Explain clearly his/her understanding of what is read to him/her

Say out loud what he/she is going to write about

Compose a sentence orally before writing it

Discuss what he/she has written with the teacher or other pupils

Read aloud his/her writing clearly enough to be heard by the group and the teacher

Recognise and use language relating to dates, including days of the week, weeks, months and years

Use the language of time (including telling the time throughout the day first using o’clock and then half past)

Describe position, direction and movement, including whole, half, quarter and three-quarter turns e.g. left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside

Discuss and solve problems in familiar practical contexts, including using quantities, also problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than

In working scientifically, ask simple questions and recognise that they can be answered in different ways (ask people questions; talk about what he/she has found out and how he/she found it out; communicate his/her findings in a range of ways and begin to use simple scientific language)

 

Reading

 

Apply phonic knowledge and skills as the route to decode words

Say sounds for 40+ graphemes, including one grapheme for each of the 40+ phonemes

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 many common exception words from (English appendix 1)

Read words containing taught GPCs and -s, -es, -ing, -ed, -er and -est endings

Read aloud many words containing taught GPCs quickly and accurately without overt sounding and blending

Read other words of more than one syllable that contain taught GPCs

Read words with contractions e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)

Read aloud accurately books that are consistent with developing phonic knowledge and that do not require use of other strategies, such as guessing words from pictures or the context of the sentence, to work out words

Re-read phonically decodable books to build up fluency and confidence in word reading

Develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which he/she can read independently

Develop pleasure in reading, motivation to read, vocabulary and understanding by being encouraged to talk about events in what is read or heard read and link them to his/her own experiences

Retell some of a familiar story/rhyme, when being read to by an adult (one-to-one or in a small group)

Develop pleasure in reading, motivation to read, vocabulary and understanding by joining in with predictable phrases

Develop pleasure in reading, motivation to read, vocabulary and understanding by becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

Develop pleasure in reading, motivation to read, vocabulary and understanding by learning to appreciate rhymes and poems, and to recite some by heart

Develop pleasure in reading, motivation to read, vocabulary and understanding by discussing word meanings, linking new meanings to those already known

Understand both the books he/she can already read accurately and fluently and those he/she listens to by drawing on what is already known or on background information and vocabulary provided by the teacher

Understand both the books he/she can already read accurately and fluently and those he/she listens to by checking that the text makes sense as he/she reads and corrects inaccurate reading

Understand both the books he/she can already read accurately and fluently and those he/she listens to by discussing the significance of the title and events

Understand both the books he/she can already read accurately and fluently and those he/she listens to by making inferences on the basis of what is being said and done

Understand both the books he/she can already read accurately and fluently and those he/she listens to by predicting what might happen on the basis of what has been read so far

Participate in discussion about what is read to him/her, taking turns and listening to what others say

Explain clearly his/her understanding of what is read to him/her

Answer questions in discussion with the teacher and make simple inferences

Writing

Segment spoken words into phonemes and represent them with graphemes, spelling some correctly and making phonically-plausible attempts at others

Spell words containing each of the 40+ phonemes already taught

Identify or write the 40+ graphemes in Standard 4 of English language comprehension and reading on hearing the corresponding phonemes

Spell a few common exception words (e.g. I, the, he, said, of)

Spell some common exception words

Spell the days of the week

Name the letters of the alphabet in order

Name the letters of the alphabet 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

Add prefixes and suffixes using the prefix un-

Add prefixes and suffixes 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 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

Spell words by identifying the phonemes and representing the phonemes with graphemes, including words with consonant clusters and simple digraphs (e.g. frog, hand, see, chop, storm, splash)

Sit correctly at a table, holding a pencil comfortably and correctly

Form most lower-case letters correctly

Form lower-case letters in the correct direction, starting and finishing in the right place

Form capital letters

Form digits 0-9

Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and practise these

Write sentences by saying out loud what he/she is going to write about, after discussion with the teacher

Write down one of the sentences that he/she has rehearsed

 

Write sentences, sequencing them to form short narratives (real or fictional)

Write sentences by re-reading what he/she has written to check that it makes sense

Discuss what he/she has written with the teacher or other pupils

Read aloud his/her writing clearly enough to be heard by his/her peers and the teacher

Use regular plural noun suffixes -s or -es e.g. dog, dogs; wish, wishes, including the effects of these suffixes on the meaning of the noun

Use suffixes that can be added to verbs where no change is needed in the spelling of root words e.g. helping, helped, helper

Understand how the prefix un- changes the meaning of verbs and adjectives e.g. negation, for example, unkind, or undoing: untie the boat

Understand how words can combine to make sentences

Join words and clauses using and

Separate words with spaces

Use capital letters and full stops to demarcate sentences in some of his/her writing

Begin to punctuate work using question marks and exclamation marks

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

Understand the following terminology: letter, capital letter; word, singular, plural; sentence; and punctuation, full stop, question mark, exclamation mark

Year 2

 

Spoken Language

Listen to, discuss and express views about a wide range of poetry (including contemporary and classic), stories and non-fiction at a level beyond that at which he/she can read independently

Discuss the sequence of events in books and how items of information are related

Continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

Discuss his/her favourite words and phrases

Answer and ask questions

Participate in discussion about books, poems and other works that are read to him/her and those that can be read for himself/herself, taking turns and listening to what others say

Explain and discuss his/her understanding of books, poems and other material, both those that he/she listens to and those that are read for himself/herself

Develop positive attitudes towards and stamina for writing by planning or saying out loud what he/she is going to write about

Reading

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 for all 40+ phonemes

Recognise alternative sounds for graphemes

Read accurately words of two or more syllables that contain graphemes taught so far

Read words containing common suffixes

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

Read words in age-appropriate books accurately and fluently without overt sounding and blending, and sufficiently fluently to allow him/her to focus on understanding rather than decoding

Read aloud books closely matched to his/her improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation

Re-read books, sounding out unfamiliar words accurately, to build up fluency and confidence in word reading

Develop pleasure in reading, motivation to read, vocabulary and understanding by 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 he/she can read independently

Develop pleasure in reading, motivation to read, vocabulary and understanding by discussing the sequence of events in books and how items of information are related

Develop pleasure in reading, motivation to read, vocabulary and understanding by becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales

Develop pleasure in reading, motivation to read, vocabulary and understanding by recognising simple recurring literary language in stories and poetry

Develop pleasure in reading, motivation to read, vocabulary and understanding by discussing and clarifying the meanings of words, linking new meanings to known vocabulary

Develop pleasure in reading, motivation to read, vocabulary and understanding by discussing his/her favourite words and phrases

Develop pleasure in reading, motivation to read, vocabulary and understanding by 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 he/she can already read accurately and fluently and those that he/she listens to by drawing on what he/she already knows or on background information and vocabulary provided by the teacher

Understand both the books that he/she can already read accurately and fluently and those that he/she listens to by checking that the text makes sense to him/her as he/she reads and corrects inaccurate reading

Understand both the books that he/she can already read accurately and fluently and those that he/she listens to by answering questions and making inferences on the basis of what is being said and done

Make inferences on the basis of what is said and done in a book he/she is reading independently

Understand both the books that he/she can already read accurately and fluently and those that he/she listens to by answering and asking questions and making links

Understand both the books that he/she can already read accurately and fluently and those that he/she listens to by making plausible predictions about 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 him/her and those that he/ Explain what has happened so far in what he/she has read she can read for himself/herself, taking turns and listening to what others say

Explain and discuss his/her understanding of books, poems and other material, both those that he/she listens to and those that he/she reads for himself/herself

Writing

Spell by segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly and making phonically-plausible attempts at others

Spell by 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 many common exception words

Spell most common exception words

Spell some words with contracted forms

Spell most words with contracted forms

Spell by learning the possessive apostrophe (singular) e.g. the girl’s book

Spell by distinguishing between homophones and near-homophones

Add suffixes to spell some longer words correctly, including -ment, -ness, -ful, -less, -ly

Add suffixes to spell most longer words correctly (e.g. -ment, -ness, -ful, -less, -ly)

Apply 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, common exception words and punctuation taught so far

Form lower-case letters of the correct size relative to one another in some of his/her writing

Form lower-case letters of the correct size relative to one another in most of his/her writing

Use the diagonal and horizontal strokes needed to join letters in some of his/her writing

Use the diagonal and horizontal strokes needed to join letters

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

Write sentences that are linked thematically e.g. about personal experiences and those of others (real and fictional)

Write about real events, recording these simply and clearly

Write poetry to develop positive attitudes and stamina for writing

Write for different purposes to develop positive attitudes and stamina for writing

Write effectively and coherently for different purposes, drawing on his/her reading to inform the vocabulary and grammar of his/her writing

Consider what he/she is going to write before beginning by planning or saying out loud what he/she is going to write about

Consider what he/she is going to write before beginning by writing down ideas and/or key words, including new vocabulary

Consider what he/she is going to write before beginning by encapsulating what he/she wants to say, sentence by sentence

Make simple additions, revisions and corrections to his/her own writing by evaluating their writing with the teacher and other pupils

Make simple additions, revisions and corrections to his/her own writing by re-reading to check that his/her writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form

Make simple additions, revisions and corrections to his/her own writing by proof-reading e.g. check for errors in spelling, grammar and punctuation or add/improve words and phrases independently or following  a conversation with the teacher

Read aloud what he/she has written with appropriate intonation to make the meaning clear

Form nouns using suffixes such as -ness, -er and by compounding e.g. whiteboard, superman

Form adjectives using suffixes such as -ful, -less

Use suffixes -er, -est in adjectives and use -ly to turn adjectives into adverbs e.g. smoothly, softly, bigger, biggest

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

Use expanded noun phrases for description and specification e.g. the blue butterfly, plain flour, the man in the moon

Understand how the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command

Use present and past tense mostly correctly and consistently

Use the progressive form of verbs in the present and past tense to mark actions in progress e.g. she is drumming, he was shouting

Use capital letters and full stops to demarcate most sentences in his/her writing and use question marks correctly when required

Use question marks and exclamation marks appropriately

Use commas to separate items in a list

Use apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns e.g. the girl’s name

Understand the following terminology: noun, noun phrase; statement, question, exclamation, command; compound, suffix; adjective, adverb, verb; tense (past, Compose and rehearse sentences orally (including dialogue), progressively building a varied vocabulary and an increasing range of sentence structures (English Appendix 2) present); and apostrophe, comma

Year 3

Spoken Language

Listen to and discuss a range of fiction, poetry, plays, non-fiction and reference books or textbooks

Prepare poems and play scripts to read aloud and to perform, showing basic understanding through intonation, tone, volume and action

Discuss words and phrases that capture the reader’s interest and imagination

Ask questions to improve his/her understanding of a text

Participate in discussion about both books that are read to him/her and those that can be read for himself/herself, taking turns and listening to what others say

Read aloud his/her own writing using appropriate intonation and controlling the tone and volume so that the meaning is clear

Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

Describe the properties of 2-D and 3-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or less than a right angle

Ask relevant questions and use different types of scientific enquiries to answer them

Make a spoken report on findings from scientific enquiries

Use relevant scientific language to discuss his/her ideas and communicate findings in ways that are appropriate for different audiences

Reading                                                                                                                                                          

Apply his/her growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words he/she meets, to include: dis-, mis-, in-, il-, im-, ir-, -ly; (English Appendix 1)

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word (linked to spelling English Appendix 1)

Maintain positive attitudes to reading and understanding of what he/she reads by listening to and discussing a wide range of fiction, poetry, plays and non-fiction

Maintain positive attitudes to reading and understanding of what he/she reads by reading books that are structured in different ways

Maintain positive attitudes to reading and understanding of what he/she reads by increasing his/her familiarity with a wide range of books, including fairy stories, myths and legends, and retell some of these orally

Maintain positive attitudes to reading and understanding of what he/she reads by identifying themes in books

Maintain positive attitudes to reading and understanding of what he/she reads by reading aloud poems and perform play scripts

Maintain positive attitudes to reading and understanding of what he/she reads by discussing words that capture the reader’s interest and imagination

Understand what he/she reads independently by checking that the text makes sense to him/her, discussing his/her understanding of words

Understand what he/she reads independently by asking questions to improve his/her understanding of a text

Understand what he/she reads independently by drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Understand what he/she reads independently by predicting what might happen from details stated

Understand what he/she reads independently by identifying main ideas drawn from within one paragraph and summarise these

Understand what he/she reads independently by identifying how language, structure, and presentation contribute to meaning to include paragraphs, headings, sub-headings, inverted commas to punctuate speech

Retrieve and record information from non-fiction

Participate in reasoned discussion about books, poems and other material that are read to him/her and those he/she can read for himself/herself, taking turns and listening to what others say

 

Writing

Use the prefixes un-, dis-, mis-, re-, pre-

Add suffixes beginning with vowel letters to words of more than one syllable e.g. forgetting, preferred, gardening, limited

Use the suffix –ly

Spell words with endings sounding like ‘zh’ and ‘ch’ e.g. treasure, measure, picture, nature

Spell words with endings which sound like ‘zhun’ e.g. division, decision

Spell homophones brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, mail/male, main/mane, meat/meet, peace/piece, plain/plane

Spell words that are often misspelt (English Appendix 1)

Spell words containing the ‘i’ sound spelt ‘y’ elsewhere than at the end of words e.g. myth, gym

Spell words containing the ‘u’ sound spelt ‘ou’ e.g. young, touch, double

Spell words with the ‘k’ sound spelt ‘ch’ e.g. scheme, school, echo

Spell words with the ‘sh’ sound spelt ‘ch’ e.g. chef, machine

Spell words with the ‘ay’ sound spelt ‘ei’, ‘eigh’ or ‘ey’ e.g. eight, they

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

Increasingly use the diagonal and horizontal strokes that are needed to join letters and begin to understand which letters, when adjacent to one another, are best left unjoined

Increase the legibility, consistency and quality of his/her handwriting e.g. by beginning to ensure 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

Plan his/her writing by discussing writing similar to that which he/she is planning to write in order to understand and learn from its structure and vocabulary

Plan his/her writing by discussing and recording ideas within a given structure

Draft and write by composing and rehearse sentences orally, building a varied and rich vocabulary and using sentences structures from (English Appendix 2)

Draft and write by organising writing into paragraphs as a way of grouping related material

Draft and write in narratives, creating settings, characters and plot

Draft and write non-narrative material, using headings and sub-headings to organise texts

Evaluate and edit by assessing the effectiveness of his/her own writing

Evaluate and edit by proposing changes to grammar and vocabulary linked to the use of a/an, conjunctions, adverbs and prepositions

Proof-read for spelling errors and for punctuation – including capital letters and full stops, question marks, exclamation marks, commas for lists and apostrophes mostly correctly

Read his/her own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

Form nouns using a range of prefixes e.g. super-, anti-, auto-

Use the forms a or an according to whether the next word begins with a consonant or a vowel e.g. a rock, an open box

Identify Word families based on common root words e.g. solve, solution, solver, dissolve, insoluble

Express time, place and cause using co-ordinating and subordinating conjunctions e.g. when, before, after, while, so, because, adverbs e.g. then, next, soon, therefore, or prepositions e.g. before, after, during, in, because of

Begin to use paragraphs as a way to group related material

Use headings and sub-headings to aid presentation

Use the present perfect form of verbs instead of the simple past e.g. He has gone out to play contrasted with He went out to play

Begin to use inverted commas to punctuate direct speech

Understand the following terminology: preposition, conjunction; word family, prefix; clause, subordinate clause; direct speech; consonant, consonant letter, vowel, vowel letter; and inverted commas (or ‘speech marks’)

Year 4

Spoken Language

Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

Discuss words and increasingly complex phrases that capture the reader’s interest and imagination

Ask reasoned questions to improve his/her understanding of a text

Participate in considered discussion about both books that are read to him/her and those that can be read for himself/herself, taking turns and listening to what others say

Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)

Read aloud his/her own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

Describe positions on a 2-D grid as coordinates in the first quadrant

Describe movements between positions as translations of a given unit to the left/right and up/down

Ask relevant questions with reasoning and use different types of scientific enquiries to answer them

Make a clear and reasoned report on findings from scientific enquiries

Use relevant scientific language to discuss his/her ideas with reasoning, and communicate findings in ways that are appropriate for different audiences

Reading

Apply his/her growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words he/she meets, to include re-, sub-, inter-, super-, anti-, auto-, -ation, -ous; (English Appendix 1)

Read and decode further exception words accurately, noting the unusual correspondences between spelling and sound, and where these occur in the word (linked to spelling English Appendix 1)

Maintain positive attitudes to reading and understanding of what he/she reads by listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

Maintain positive attitudes to reading and understanding of what he/she reads by reading for a range of purposes

Maintain positive attitudes to reading and understanding of what he/she reads by using dictionaries to check the meaning of words that he/she has read

Maintain positive attitudes to reading and understanding of what he/she reads by reading a wide range of books, including fairy stories, myths and legends, and retell some of these orally

Maintain positive attitudes to reading and understanding of what he/she reads by discussing words and phrases that capture the reader’s interest and imagination

Maintain positive attitudes to reading and understanding of what he/she reads by recognising some different forms of poetry e.g. free verse, narrative poetry

Maintain positive attitudes to reading and understanding of what he/she reads by identifying themes and conventions in a wide range of books

Understand what he/she reads independently by checking that the text makes sense to him/her, discussing his/her understanding and explaining the meaning of words in context

Understand what he/she reads independently by asking questions to improve his/her understanding of text with increasing complexity

Understand what he/she reads independently by drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence clearly taken from the text

Understand what he/she reads independently by predicting what might happen from details stated and implied

Understand what he/she reads independently by identifying main ideas drawn from more than one paragraph and summarise these

Understand what he/she reads independently by identifying how language, structure, and presentation contribute to meaning, to include: paragraphs, use of pronouns for cohesion, inverted commas for speech, apostrophes to mark possession, fronted adverbials

Retrieve and record information from non-fiction over a wide range of subjects

Participate in clear reasoned discussion about books, poems and other material that are read to him/her and those he/she can read for himself/herself, taking turns and listening to what others say

Writing

Use the prefixes in-, im-, il-, i-r, sub-, inter-, super-, anti-, auto-

Understand and add suffixes -ation, -ous

Add endings which sound like ‘shun’ spelt -tion, -sion, -ssion, -cian e.g. invention, discussion, tension, magician

Spell words ending with the ‘g’ sound spelt ‘gue’ and the ‘k’ sound spelt -que e.g. rogue, tongue, antique, unique

Spell homophones accept/except, affect/effect, ball/bawl, berry/bury, knot/not, medal/meddle, missed/mist, rain/rein/reign, scene/seen, weather/whether, whose/who’s

Spell more complex words that are often misspelt for years 3 and 4 (English Appendix 1)

Spell words with the ‘s’ sounds spelt ‘sc’ e.g. science, scene

Place the possessive apostrophe accurately in words with regular plurals e.g. girls’, boys’ and in words with irregular plurals e.g. children’s

Use the first three or four letters of a word to check its spelling in a dictionary

Write sentences from memory, dictated by the teacher, that include words and punctuation taught so far

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 his/her handwriting e.g. 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

Plan his/her writing by discussing writing similar to that which he/she is planning to write in order to understand and learn from its structure, vocabulary and grammar

Plan his/her writing by discussing and recording ideas

Draft and write by composing and rehearsing sentences orally (including dialogue), building a varied and rich vocabulary and using sentence structures (English Appendix 2)

Draft and write by organising paragraphs around a theme

Draft and write in narratives, creating settings, characters and plot with consideration for the audience and purpose

Draft and write non-narrative material, using simple organisational devices

Evaluate and edit by assessing the effectiveness of his/her own and others’ writing and suggesting improvements

Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences, expanded noun phrases and fronted adverbials

Proof-read for spelling and punctuation errors, including the use of the apostrophe for possession, speech punctuation and use of the comma for fronted adverbials

Confidently read his/her own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

Understands the grammatical difference between plural and possessive –s

Use standard English forms for verb inflections instead of local spoken forms e.g. we were instead of we was, or I did instead of I done

Use 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

Use fronted adverbials e.g. Later that day, I heard the bad news.

Use paragraphs to organise ideas around a theme

Make the appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

Use inverted commas and other punctuation to indicate direct speech e.g. The conductor shouted, “Sit down!” – a comma after the reporting clause; end punctuation within inverted commas

Use apostrophes to mark plural possession e.g. the girl’s name, the girls’ names

Use commas after fronted adverbials

Understand the following terminology: determiner; pronoun, possessive pronoun; and adverbial

Year 5

Spoken Language

Listen to, read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

Ask questions to improve his/her understanding

Identify and discuss themes and conventions in and across a wide range of writing

Participate in discussions about books that are read to him/her and those that can be read for himself/herself, building on his/her own and others’ ideas and challenging views courteously

Explain and discuss his/her understanding of what he/she has read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

Perform his/her own compositions, using appropriate intonation, volume, and movement so that the meaning is clear

Pronounce mathematical vocabulary correctly

Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers

Use and understand the terms factor, multiple and prime, square and cube numbers

Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed

Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Use relevant scientific language and illustrations to discuss, communicate and justify his/her scientific ideas and should talk about how scientific ideas have developed over time

Reading

Read aloud and understand the meaning of new words that he/she meets linked to the expectations of year 5 spelling

Maintain positive attitudes to reading and understanding of what he/she reads by continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

Maintain positive attitudes to reading and understanding of what he/she reads by 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

Maintain positive attitudes to reading and understanding of what he/she reads by recommending books that he/she has read to his/her peers, giving reasons for their choices

Maintain positive attitudes to reading and understanding of what he/she reads by identifying and discussing themes and conventions in writing

Maintain positive attitudes to reading and understanding of what he/she reads by making comparisons within a book

Maintain positive attitudes to reading and understanding of what he/she reads by 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 he/she reads by checking that the book makes sense to him/her, discussing his/her understanding and exploring the meaning of words in context

Understand what he/she reads by asking questions to improve his/her understanding of complex texts

Understand what he/she reads by drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Understand what he/she reads in increasingly complex texts by predicting what might happen from details stated and implied

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 him/her and those that can be read for himself/herself, building on his/her own and others’ ideas and challenging views courteously

Writing

Add suffixes beginning with vowel letters to words ending in -fer e.g. referring, preferred, referee, preference

Use prefixes involving the use of a hyphen e.g. co-ordinate, re-enter

Distinguish between homophones and other words which are often confused (English Appendix 1)

Use dictionaries to check the spelling and meaning of words

Spell most of the year 5 and 6 words correctly (English Appendix 1)

Use a dictionary to check the spelling of uncommon or more ambitious vocabulary

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically (English Appendix 1)

Use a thesaurus with confidence

Write legibly, fluently and with increasing speed, deciding how to join specific letters and when they are best left unjoined

Write legibly, fluently and with increasing speed by choosing the writing implement that is best suited for a task

Plan his/her writing by identifying the audience for and purpose of the writing, effectively selecting the appropriate form (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)

Plan his/her writing by noting and developing initial ideas, drawing on reading and research where necessary

Plan his/her writing of narratives through reasoned consideration of how authors have developed characters and settings in what the class have read, listened to or seen performed

Write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what he/she has read as models for his/her own writing (e.g. literary language, characterisation, structure)

Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning (English Appendix 2)

Draft and write narratives, describing settings, characters and atmosphere

Integrate dialogue to convey character and advance the action

Draft and write by accurately précising longer passages

Draft and write by linking ideas across paragraphs using a wider range of cohesive devices; repetition of a word or phrase, grammatical connections and ellipsis

Draft and write by using organisational and presentational devices to structure text and to guide the reader e.g. headings, sub-headings, columns, bullets or tables

Evaluate and edit by assessing the effectiveness of his/her own and others’ writing with reasoning

Evaluate and edit by proposing reasoned changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning (English Appendix 2)

Evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing

Evaluate and edit by ensuring correct subject and verb agreement when using singular and plural

Distinguish between the language of speech and writing and choosing the appropriate register

Proof-read for spelling errors linked to spelling statements for year 6

Proof-read for punctuation errors, including use of semi-colons, colons, dashes, punctuation of bullet points in lists, use of hyphens

Confidently perform his/her own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Understand  and use effectively vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing e.g. find out – discover; ask for – request; go in – enter,  across a range of text types

Understand how words are related by meaning as synonyms and antonyms e.g. big, large, little

Use the passive 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 (by me)

Understand the difference between structures typical of informal speech and structures appropriate for formal speech and writing e.g. the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as ‘If I were’ or ‘Were they to come’ in some very formal writing and speech

Exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this

Link ideas within and across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections e.g. the use of adverbials such as on the other hand, in contrast, or as a consequence, and ellipsis

Use layout devices e.g. headings, sub-headings, columns, bullets, or tables, to structure text

Use the semi-colon, colon and dash e.g. When writing lists or as the boundary between independent clauses

Use the colon to introduce a list and semi-colons within lists

Use bullet points to list information

Understand how hyphens can be used to avoid ambiguity e.g. man eating shark versus man-eating shark, or recover versus re-cover

Understand the following terminology: Subject, object; active, passive; synonym, antonym; and ellipsis, hyphen, colon, semi-colon, bullet points

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

Use expanded noun phrases to convey complicated information concisely

Use the full range of punctuation taught at key stage 2 (e.g.  semi-colons, dashes, colons, hyphens) and where necessary, use this punctuation precisely to enhance meaning and avoid ambiguity

Year 6

Spoken Language

Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

Prepare 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

Discuss and evaluate how authors use language, including complex figurative language, considering the impact on the reader

Ask specific reasoned questions to improve his/her understanding

Identify and discuss themes and conventions in and across a wide range of writing with reasoning

Participate in discussions about books that are read to him/her and those that can be read for himself/herself, building on his/her own and others’ ideas and challenging views courteously and with clear reasoning

Explain and discuss his/her understanding of what he/she has read, including through formal presentations and debates in pairs, groups and whole class, maintaining a focus on the topic and using notes where necessary

Perform his/her own compositions to a range of audiences, using appropriate intonation, volume, and movement so that the meaning is clear

Pronounce mathematical vocabulary correctly and confidently

Use the whole number system, including saying, reading and writing numbers accurately

Describe the properties of shapes and explain how unknown angles and lengths can be derived from known measurements

Describe positions on the full coordinate grid (all four quadrants)

Report and present findings and evidence from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

Use relevant scientific language and illustrations to discuss, communicate and justify his/her scientific ideas, separating opinion from fact, and talk about how scientific ideas have developed over time

Reading

Read aloud and understand the meaning of new words that he/she meets linked to the expectations of year 6 spelling

Maintain positive attitudes to reading and understanding of what he/she reads by reading books that are structured in different ways and reading for a range of purposes

Maintain positive attitudes to reading and understanding of what he/she reads by increasing his/her familiarity with a wide range of books, including from our literary heritage and books from other cultures and traditions

Maintain positive attitudes to reading and understanding of what he/she reads by identifying and discussing themes and conventions in and across a wide range of writing

Maintain positive attitudes to reading and understanding of what he/she reads by making comparisons within and across books

Maintain positive attitudes to reading and understanding of what he/she reads by learning a wider range of poetry by heart

Read age-appropriate books, including whole novels, with confidence and fluency

Understand what he/she reads by summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas and using quotations for illustration

Understand what he/she reads by 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

Participate in discussions about books that are read to him/her and those that can be read for himself/herself, building on his/her own and others’ ideas and challenging views courteously and with clear reasoning

Explain and discuss his/her understanding of what he/she has read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

Provide reasoned justifications for his/her views

Writing

Add suffixes beginning with vowel letters to words ending in -fer e.g. referring, preferred, referee, preference

Use prefixes involving the use of a hyphen e.g. co-ordinate, re-enter

Distinguish between homophones and other words which are often confused (English Appendix 1)

Use dictionaries to check the spelling and meaning of words

Spell most of the year 5 and 6 words correctly (English Appendix 1)

Use a dictionary to check the spelling of uncommon or more ambitious vocabulary

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically (English Appendix 1)

Use a thesaurus with confidence

Write legibly, fluently and with increasing speed, deciding how to join specific letters and when they are best left unjoined

Write legibly, fluently and with increasing speed by choosing the writing implement that is best suited for a task

Plan his/her writing by identifying the audience for and purpose of the writing, effectively selecting the appropriate form (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)

Plan his/her writing by noting and developing initial ideas, drawing on reading and research where necessary

Plan his/her writing of narratives through reasoned consideration of how authors have developed characters and settings in what the class have read, listened to or seen performed

Write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what he/she has read as models for his/her own writing (e.g. literary language, characterisation, structure)

Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning (English Appendix 2)

Draft and write narratives, describing settings, characters and atmosphere

Integrate dialogue to convey character and advance the action

Draft and write by accurately précising longer passages

Draft and write by linking ideas across paragraphs using a wider range of cohesive devices; repetition of a word or phrase, grammatical connections and ellipsis

Draft and write by using organisational and presentational devices to structure text and to guide the reader e.g. headings, sub-headings, columns, bullets or tables

Evaluate and edit by assessing the effectiveness of his/her own and others’ writing with reasoning

Evaluate and edit by proposing reasoned changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning (English Appendix 2)

Evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing

Evaluate and edit by ensuring correct subject and verb agreement when using singular and plural

Distinguish between the language of speech and writing and choosing the appropriate register

Proof-read for spelling errors linked to spelling statements for year 6

Proof-read for punctuation errors, including use of semi-colons, colons, dashes, punctuation of bullet points in lists, use of hyphens

Confidently perform his/her own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Understand  and use effectively vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing e.g. find out – discover; ask for – request; go in – enter,  across a range of text types

Understand how words are related by meaning as synonyms and antonyms e.g. big, large, little

Use the passive 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 (by me)

Understand the difference between structures typical of informal speech and structures appropriate for formal speech and writing e.g. the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as ‘If I were’ or ‘Were they to come’ in some very formal writing and speech

Exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this

Link ideas within and across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections e.g. the use of adverbials such as on the other hand, in contrast, or as a consequence, and ellipsis

Use layout devices e.g. headings, sub-headings, columns, bullets, or tables, to structure text

Use the semi-colon, colon and dash e.g. When writing lists or as the boundary between independent clauses

Use the colon to introduce a list and semi-colons within lists

Use bullet points to list information

Understand how hyphens can be used to avoid ambiguity e.g. man eating shark versus man-eating shark, or recover versus re-cover

Understand the following terminology: Subject, object; active, passive; synonym, antonym; and ellipsis, hyphen, colon, semi-colon, bullet points

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

Use expanded noun phrases to convey complicated information concisely

Use the full range of punctuation taught at key stage 2 (e.g.  semi-colons, dashes, colons, hyphens) and where necessary, use this punctuation precisely to enhance meaning and avoid ambiguity

Denbigh Primary School