Download English - Abbotswood Junior School

Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
English
Purpose
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can
communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular,
pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development.
Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as
a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
Aims
The national curriculum for English aims to ensure that all pupils:
 read easily, fluently and with good understanding
 develop the habit of reading widely and often, for both pleasure and information
 acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
 appreciate our rich and varied literary heritage
 write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
 use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
 are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Attainment Target
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of
study.
Enrichment opportunities
Author visits
Book week
Book fairs
WEB team
Theatre productions/companies
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
Objective Coverage across Key Stage
Year Group
3 and 4
Objectives
Reading – word reading
 apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to
read aloud and to understand the meaning of new words they meet
 read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
Reading – comprehension
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
 recognising some different forms of poetry [for example, 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.
Writing – transcription
 use further prefixes and suffixes and understand how to add them (English Appendix 1)
 spell further homophones
 spell words that are often misspelt (English Appendix 1)
 place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’


[for example, children’s]
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
 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 [for example, by ensuring that the downstrokes of letters are parallel
and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].
Writing – composition
plan their writing by:
 discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and
grammar
 discussing and recording ideas
draft and write by:
 composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing
range of sentence structures (English Appendix 2)
 organising paragraphs around a theme
 in narratives, creating settings, characters and plot
 in non-narrative material, using simple organisational devices [for example, 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, including 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.
Writing – vocabulary, grammar and spelling
develop their understanding of the concepts set out in English Appendix 2 by:
 extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because,
although
 using the present perfect form of verbs in contrast to the past tense
 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
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
 learning the grammar for years 3 and 4 in English Appendix 2
indicate grammatical and other features by:
 using commas after fronted adverbials
 indicating possession by using the possessive apostrophe with plural nouns
 using and punctuating direct speech
 use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and
reading.
5 and 6
Spoken language
 listen and respond appropriately 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 collaborative 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(s)
 consider and evaluate different viewpoints, attending to and building on the contributions of others
 select and use appropriate registers for effective communication.
Reading – word reading
 apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to
read aloud and to understand the meaning of new words that they meet.
Reading – comprehension
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
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’

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
 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 - transcription
 use further prefixes and suffixes and understand the guidance for adding them
 spell some words with ‘silent’ letters [for example, 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,
as listed in English Appendix 1
 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.
Writing – handwriting and presentation
 write legibly, fluently and with increasing speed by:
 choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
 choosing the writing implement that is best suited for a task.
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
Writing – composition
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 pupils 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 [for example, 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
 perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
Writing – vocabulary, grammar and spelling
develop their understanding of the concepts set out in English Appendix 2 by:
 recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
 using passive verbs to affect the presentation of information in a sentence
 using the perfect form of verbs to mark relationships of time and cause
 using expanded noun phrases to convey complicated information concisely
 using modal verbs or adverbs to indicate degrees of possibility
 using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
 learning the grammar for years 5 and 6 in English Appendix 2
indicate grammatical and other features by:
 using commas to clarify meaning or avoid ambiguity in writing
 using hyphens to avoid ambiguity
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’





using brackets, dashes or commas to indicate parenthesis
using semi-colons, colons or dashes to mark boundaries between independent clauses
using a colon to introduce a list
punctuating bullet points consistently
use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and
reading.
Spoken language
 listen and respond appropriately 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 collaborative 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(s)
 consider and evaluate different viewpoints, attending to and building on the contributions of others
 select and use appropriate registers for effective communication.
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
Skill Progression across Key Stage
Skill area
Reading
Year group
3 and 4
Reading words


Apply a growing knowledge of root words, prefixes and
suffixes (etymology and morphology).
Read further exception words, noting the spellings.
Understanding texts













5 and 6
 Apply knowledge of root words, prefixes and suffixes.
(Note: this should be through normal reading rather than
direct teaching.)

•
•
•
•
•
Draw inferences from reading.
Predict from details stated and implied.
Recall and summarise main ideas.
Discuss words and phrases that capture the imagination.
Retrieve and record information from non-fiction, using
titles, headings, sub-headings and indexes.
Prepare poems and plays to read aloud with expression,
volume, tone and intonation.
Identify recurring themes and elements of different stories
(e.g. good triumphing over evil).
Recognise some different forms of poetry.
Explain and discuss understanding of
reading, maintaining focus on the topic.
Draw inferences such as inferring characters’ feelings,
thoughts and motives from their actions, and justifying
inferences with evidence.
Predict what might happen from details stated and
implied.
Identify main ideas drawn from more than one paragraph
and summarise these.
Identify how language, structure and
presentation contribute to meaning.
• Ask questions to improve understanding of a text.
Recommend books to peers, giving reasons for choices.
Identify and discuss themes and conventions in and
across a wide range of writing.
Make comparisons within and across books.
Learn a wide range of poetry by heart.
Prepare poems and plays to read aloud and to
perform, showing understanding through intonation, tone
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
•
•
•
•
•
•
•
•
•
and volume so that the meaning is clear to an audience.
Check that the book makes sense,
discussing understanding and exploring the meaning of
words in context.
Ask questions to improve understanding.
Draw inferences such as inferring characters’
feelings, thoughts and motives from their actions, and
justifying inferences with evidence.
Predict what might happen from details stated and
implied.
Summarise the main ideas drawn from more than
one paragraph, identifying key details that support the
main ideas.
Identify how language, structure and
presentation contribute to meaning.
Discuss and evaluate how authors use language,
including figurative language, considering the impact on
the reader.
Retrieve and record information from non-fiction.
• Participate in discussion about books, taking turns
and listening and responding to what others say.
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
Skill area
Writing
Year group
3 and 4
Composition
• Write for a wide range of purposes
using the main features identified in
reading.
• Use techniques used by authors to
create characters and settings.
• Compose and rehearse sentences
orally.
• Plan, write, edit and improve.
• Create characters, settings and plots.
• Use alliteration effectively.
• Use similes effectively.
• Use a range of descriptive phrases
including some collective nouns.
• Use organisational devices such as
headings and sub headings.
• Use the perfect form of verbs to
mark relationships of time and cause.
• Use connectives that signal time, shift
attention, inject suspense and shift the
setting.
• Organise paragraphs around a theme.
• Sequence paragraphs.
• Use a mixture of simple, compound
and complex sentences.
• Write sentences that include:
• conjunctions
• adverbs
• direct speech, punctuated correctly
• clauses
• adverbial phrases.
Transcription
Analysis and Presentation
Join letters, deciding which letters are
best left un-joined.
• Make handwriting legible by ensuring
downstrokes of letters are parallel and
letters are spaced appropriately.
• Use prefixes and suffixes and
understand how to add them.
• Spell further homophones.
• Spell correctly often misspelt words.
• Place the possessive apostrophe
accurately in words with regular plurals
(for example, girls’, boys’) and in words
with irregular plurals (for example,
children’s).
• • Use 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.
Develop understanding of writing concepts
by:
• Extending the range of sentences with
more than one clause by using a wider
range of conjunctions, including when,
if, because, although.
• Using the present perfect form of verbs
in contrast to the past tense.
• Choose nouns and pronouns
appropriately for clarity and cohesion
and to avoid repetition.
• Use and understand grammatical
terminology when discussing writing
and reading.
•
Year 3
• word family, conjunction,
adverb, preposition, direct speech,
inverted commas (or ‘speech
marks’), prefix, consonant, vowel,
clause, subordinate clause.
Year 4
• pronoun, possessive pronoun,
adverbial.
• Read aloud writing to a group or
whole class, using appropriate
intonation.
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
•
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 plural
nouns.
• Using and punctuating direct speech.
5 and 6
• Identify the audience for writing.
• Choose the appropriate form of writing
using the main features identified in
reading.
• Note, develop and research ideas.
• Plan, draft, write, edit and improve.
• Use the techniques that authors use to
create characters, settings and plots.
• Create vivid images by using
alliteration, similes, metaphors and
personification.
• Interweave descriptions of characters,
settings and atmosphere with dialogue.
• Guide the reader by using a range of
organisational devices, including a range
of connectives.
• Choose effective grammar and
punctuation and propose changes to
improve clarity.
• Ensure correct use of tenses
throughout a piece of writing.
• Write paragraphs that give the reader a
sense of clarity.

Write fluently and legibly with a
personal style.
 Use prefixes, applying guidelines for
adding them.
• Spell some words with silent letters
(knight, psalm solemn).
• Distinguish between homophones and
other words that are often confused.
• Use knowledge of morphology and
etymology in spelling and understand that
some words need to be learned
specifically.
• Use dictionaries to check spelling and
meaning of words.
• Use the first three or four letters of a
word to look up the meaning or spelling of
words in a dictionary.
• Use a thesaurus.
• Develop understanding of writing
concepts by:
• Recognising vocabulary and structures
that are appropriate for formal speech and
writing, including subjunctive forms.
• Use and understand grammatical
terminology when discussing writing
and reading:
Year 5
• relative clause, modal verb,
relative pronoun, parenthesis,
bracket, dash, determiner, cohesion,
ambiguity.
Year 6
• active and passive voice, subject
and object, hyphen, synonym, colon,
semi-colon, bullet points.
• Perform compositions, using
appropriate intonation and volume.
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
• Write paragraphs that make sense if
read alone.
• Write cohesively at length.
• Write sentences that include:
• relative clauses
• modal verbs
• relative pronouns
• brackets
• parenthesis
• a mixture of active and passive
voice
• a clear subject and object
• hyphens, colons and semi colons
• bullet points.
• Using passive verbs to affect the
presentation of information in a sentence.
• Using the perfect form of verbs to mark
relationships of time and cause.
• Using expanded noun phrases to
convey complicated information concisely.
• Using modal verbs or adverbs to
indicate degrees of possibility.
• Using 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 independent
clauses.
• Using a colon to introduce a list.
• Punctuating bullet points consistently.
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
Skill area
Communication
Year group
3 and 4
5 and 6
To listen carefully and
understand
• Engage in discussions,
making relevant points.
• Ask for specific
additional information to
clarify.
• Understand the
meaning of some
phrases beyond the
literal interpretation.
To develop a wide and
interesting vocabulary
• Use time, size and
other measurements to
quantify.
• Use interesting
adjectives, adverbial
phrases and extended
noun phrases in
discussion.
• Use vocabulary that is
appropriate to the topic
being discussed or the
audience that is
listening.
• Understand how to
• Use adventurous and
answer questions that
sophisticated
require more than a
vocabulary.
yes/no or single
• Explain the meaning of
sentence response.
words, offering
• Recognise and explain alternatives.
some idioms.
• Use a wide range of
• Understand irony (when phrases that include
it is obvious).
determiners, modifiers
and other techniques to
add extra interest and
clarity.
To speak with clarity
To tell stories with
structure
To hold
conversations and
debates
• Use verbs with
irregular endings.
• Use a mixture of
sentence lengths to add
interest to discussions
and explanations.
• Use intonation to
emphasise grammar
and punctuation when
reading aloud.
• Bring stories to life
with expression and
intonation.
• Read the audience
to know when to add
detail and when to
leave it out.
• Vary the length and
structure of sentences.
• Ask questions and
make suggestions to
take an active part in
discussions.
• Comment on the
grammatical structure
of a range of spoken
and written accounts.
• Narrate detailed and
exciting stories.
• Use the conventions
and structure
appropriate to the type
of story being told.
• Interweave action,
character
descriptions, settings
and dialogue.
• Make relevant
comments or ask
questions in a
discussion or a
debate.
• Seek clarification by
actively seeking to
understand others’
points of view.
• Respectfully
challenge opinions or
points, offering an
alternative.
• Negotiate and
compromise by
offering alternatives.
• Debate, using
relevant details to
support points.
• Offer alternative
explanations when
others don’t
understand.